Big Ideas
Big Ideas
Drama communicates ideas, emotions, and perspectives through movement, sound, imagery, and language.
Active participation in drama creates personal and cultural connections and reveals insights into human experience.
Drama offers dynamic ways of exploring our identity and sense of belonging.
Growth as an artist requires active engagement, risk taking, and reflection.
Drama cultivates collaboration through critical reflection, creative co-operation, and the exchange of ideas.
Content
Learning Standards
Content
drama elements
for example, character, time, place, plot, tension, mood, focus, contrast, balance
, principles, vocabulary, and symbols
strategies and techniques
the use of dramatic elements and devices in rehearsal and performance contexts for a desired effect, including but not limited to skills such as interpretation; use of levels, blocking, movement elements, and speaking to the audience; speech techniques such as tone, pitch, tempo, accent, and pausing; and character techniques involving body language, expression, gesture, and interaction
to support creative processes
character development
representing the personal voice, perspective, or worldview of another individual, and the process of refining that representation
drama forms
structures associated with specific genres (e.g., comedy, tragedy, melodrama) or types of theatrical expression
and conventions actions and techniques (strategies) that the actor, writer, or director employs to create a desired effect
skills specific to a drama genre and/or style
the role of the performer, audience, and venue
movement, sound, image, and form
the influences of time and place on the emergence of dramatic works
traditional and contemporary First Peoples worldviews and cross-cultural perspectives communicated through drama
ethics of cultural appropriation
use of a cultural motif, theme, “voice,” image, story, song, or drama, shared without permission, appropriate context, or in a way that may misrepresent the real experience of the people from whose culture it is drawn
and plagiarism
Curricular Competency
Learning Standards
Curricular Competency
Explore and create
Explore and create dramatic works to express ideas and emotions
Explore dramatic works through presentation or performance
Develop a repertoire of dramatic skills and techniques through presentation or performance
Develop performance skills in a variety of contexts
Intentionally select and combine drama conventions
Experiment with a range of props, processes, and technologies
Create dramatic works with an intended audience in mind
Improvise and take creative risks
make an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities
to express meaning
Reason and reflect
Describe, analyze, and respond
through activities ranging from reflection to action
using drama-specific language
Apply feedback
a form of assessment for learning in which the learner is provided with meaningful observations, comments, and ideas from teachers and peers during the creative process
to develop and refine ideas
Reflect on dramatic works and make connections with personal experiences
Examine the influences of social, cultural, historical, environmental, and personal context on drama
Reflect on dramatic experiences and how they relate to a specific place
any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world.
, time, and context
Communicate and document
Document
through activities that help students reflect on their learning (e.g., drawing, painting, journaling, taking pictures, making video clips or
audio-recordings, constructing new works, compiling a portfolio)
and respond to dramatic works and experiences in a variety of contexts
audio-recordings, constructing new works, compiling a portfolio)
Compose, interpret, and expand ideas using symbolism and imagery
Express personal voice
a style of expression that conveys an individual’s personality, perspective, or worldview
to respond to environmental and social issues
Connect and expand
Demonstrate personal and social responsibility associated with creating, performing, and responding to dramatic performance
Demonstrate respect for self, others, and the audience
Explore First Peoples perspectives and knowledge, other ways of knowing
First Nations, Métis and Inuit, gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge to gain understanding through dramatic works
Make connections with family and community through drama and theatre