Big Ideas
Big Ideas
Theatre offers an aesthetic experience
emotional, cognitive, or sensory response to a work of art
with the power to communicate ideas through movement, sound, imagery, and language.
Active participation in theatre creates personal and cultural connections, which offer insight into human experience.
Both the process and the product of theatre are dynamic ways of exploring our identity and sense of belonging.
Growth as a theatre company
The intent of the Theatre Company 10, 11, and 12 curricula is to support the creation of a theatre production.
requires perseverance, collaboration, and reflection.
Content
Learning Standards
Content
elements
for example, character, time, place, plot, tension, mood, focus, contrast, balance
, principles, techniques, vocabulary, and symbols in drama
drama forms
structures associated with specific genres (e.g., comedy, tragedy, melodrama) or types of theatrical expression
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
characterization
the process of representing or expressing the personal voice, perspective, or worldview of another individual
stage etiquette
the accepted behaviours and attitude required throughout the production process, including auditions, rehearsals, and performances
dramaticconventions
actions and techniques (strategies) that the actor, writer, or director employs to create a desired effect
, performers, and movements
a variety of drama genres and/or styles
movement, sound, image, and form
roles and responsibilities within a theatre company
contributions of innovative artists from a variety of genres
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 demonstrate a repertoire of theatre vocabulary, skills, and conventions, through presentation or performance
Explore dramatic works using imagination, observation, and inquiry
Purposefully select and combine drama conventions with an intended audience in mind
Take creative risks
make an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities
to express ideas, meaning, and emotions
Explore a range of theatre experiences
Reason and reflect
Receive and 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
during the rehearsal and performance process
Describe and respond
through activities ranging from reflection to action
using drama-specific language
Develop an awareness of self, the audience, the company, and 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.
Develop and refine performance based on self-reflection, audience response, and director feedback
Reflect on personal experiences to make connections in dramatic works
Communicate and document
Share and respond to creative works
Communicate ideas through a theatre production
Express personal voice
a style of expression that conveys an individual's personality, perspective, or worldview
and perspectives through character development
Connect and expand
Demonstrate personal and social responsibility associated with creating, performing, and responding to dramatic performance
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
Explore ways in which drama impacts cultures and society