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Theatre Company 11
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Big Ideas
Grandes idées
Growth as a theatre company requires perseverance, reflection, and collaboration.
theatre company
The intent of the Theatre Company 10, 11, and 12 curricula is to support the creation of a theatre production. Artists use movement, sound, imagery, and language to provide unique aesthetic experiences.
aesthetic experiences
emotional, cognitive, or sensory responses to works of art Active participation in a theatre company creates personal and cultural connections.
Preparing a theatre production requires active engagement, resilience, and commitment.
Learning Standards
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Curricular Competencies
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Students are expected to be able to do the following:
Explore and create
Explore and design a range of productions in a theatre company
Develop vocabulary, skills, and conventions through presentation or performance
Develop theatre productions collaboratively, using imagination, observation, and inquiry
Select dramatic elements and conventions for a specific audience
Take creative risks to express ideas, meaning, and emotions
Take creative risks
make an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities Reason and reflect
Receive and apply constructive feedback
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 Describe and respond to ways in which props, technologies, and environments are used in theatre productions, using discipline-specific language
respond
through activities ranging from reflection to action Demonstrate awareness of self, audience, the theatre company, and place
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. Improve performances based on self-reflection, audience response, and director feedback
Draw on personal experiences to refine theatre productions
Communicate and document
Share and respond to theatre productions
Communicate and interpret ideas through a theatre production
Express personal voice, cultural identity, and perspective through character development
personal voice
a style of expression that conveys an individual’s personality, perspective, or worldview Connect and expand
Demonstrate personal and social responsibility associated with creating, performing, and responding to theatre productions
Explore First Peoples perspectives and knowledge, other ways of knowing, and local cultural knowledge to gain understanding through theatre productions
ways of knowing
First Nations, Métis, Inuit, gender-related, subject/discipline-specific, cultural, embodied, intuitive Explore the personal, educational, and professional opportunities in the performing arts
Explore the impacts of culture and society on theatre productions
Connect with other theatre companies on a local, regional, or national scale
Content
Students are expected to know the following:
dramatic elements, principles, techniques, vocabulary, and symbols
dramatic elements
character, time, place, plot, tension, mood, focus, contrast, balance dramatic forms
dramatic forms
structures associated with specific genres (e.g., comedy, tragedy, melodrama) or types of dramatic expression strategies and techniques to support creative processes
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
- character techniques involving body language, expression, gesture, and interaction
character development
character development
the process of representing or expressing the personal voice, perspective, or worldview of another individual stage etiquette
stage etiquette
the accepted behaviours and attitude required throughout the production process, including auditions, rehearsals, and performances dramatic conventions, performers, and movements
dramatic conventions
actions and techniques (strategies) that an actor, writer, or director employs to create a desired effect a variety of dramatic genres and/or styles
movement, sound, and image
roles and responsibilities in a theatre company
artists from a variety of genres and periods
traditional and contemporary First Peoples worldviews and cross-cultural perspectives communicated through theatre productions
ethics of cultural appropriation and plagiarism
cultural appropriation
use of a cultural motif, theme, “voice,” image, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn health and safety protocols and procedures
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.