Theatre Company 11

Arts Education K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Theatre Company Grade 11
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Growth as a theatre company
theatre company
The intent of the Theatre Company 10, 11, and 12 curricula is to support the creation of a theatre production. 
requires perseverance, reflection, and collaboration.
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

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
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

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
respond
through activities ranging from reflection to action 
to ways in which props, technologies, and environments are used in theatre productions, using discipline-specific language
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
personal voice
a style of expression that conveys an individual’s personality, perspective, or worldview 
, cultural identity, and perspective through character development

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
ways of knowing
First Nations, Métis, Inuit, gender-related, subject/discipline-specific, cultural, embodied, intuitive 
, and local cultural knowledge to gain understanding through theatre productions
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
dramatic elements
character, time, place, plot, tension, mood, focus, contrast, balance 
, principles, techniques, vocabulary, and symbols
dramatic forms
dramatic forms
structures associated with specific genres (e.g., comedy, tragedy, melodrama) or types of dramatic expression 
strategies and techniques
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
 
to support creative processes
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
dramatic conventions
actions and techniques (strategies) that an actor, writer, or director employs to create a desired effect 
, performers, and movements
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
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 
and plagiarism
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.