Big Ideas
Big Ideas
Drama is a way of sharing and understanding traditions, perspectives, cultures, and worldviews.
Drama offers dynamic ways to express our identity and sense of belonging.
Growth as an artist requires perseverance, resilience, and reflection.
Aesthetic experiences
emotional, cognitive, or sensory responses to works of art
have the power to transform our perspective.
Drama provides opportunities for creativity, innovation, and collaboration.
Content
Learning Standards
Content
dramatic elements
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:
to support creative processes
- 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
representing the personal voice, perspective, or worldview of another individual, and the process of refining that representation
dramatic forms
structures associated with specific genres (e.g., comedy, tragedy, melodrama) or types of dramatic expression
and conventions actions and techniques (strategies) that an actor, writer, or director employs to create a desired effect
skills specific to a dramatic genre and/or style
roles of performer, audience, and venue
movement, sound, image, and form
influences of time and place on dramatic works
contributions of innovative artists from a variety of genres, cultures, and periods
a range of local, national, and intercultural performers and movements
traditional and contemporary First Peoples worldviews, history, and stories communicated through dramatic works
history and theory of a variety of dramatic genres, including their roles in historical and contemporary societies
ethics of 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
Curricular Competency
Learning Standards
Curricular Competency
Explore and create
Explore and create dramatic works to express ideas, meaning, and emotions
Create, rehearse, and refine dramatic works through collaborative and individual presentation or performance
Develop a repertoire of dramatic skills, vocabulary, and techniques through presentation or performance
Develop and refine performance skills in a variety of contexts
Intentionally select and combine dramatic elements and conventions
Experiment with a range of props, processes, and technologies to create and refine innovative dramatic works
Develop dramatic works for an intended audience
Improvise and take creative risks
make an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities
using imagination, exploration, and inquiry
Reason and reflect
Describe, analyze, and evaluate ways in which props, technologies, and environments are used in drama, using discipline-specific language
Receive, provide, and apply constructive 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 refine dramatic works
Use self-reflection and awareness of audience to refine ideas
Reflect on dramatic works and make connections with personal experiences
Evaluate the social, cultural, historical, environmental, and personal contexts of dramatic works
Reflect on aesthetic 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)
, share, and collaborate on dramatic works and experiences in a variety of contexts
Communicate about and respond to environmental and social issues through drama
Experience and express emotions through dramatic conventions
Express personal voice
a style of expression that conveys an individual’s personality, perspective, or worldview
, cultural identity, and perspectives using dramatic techniques
Connect and expand
Demonstrate personal and social responsibility associated with creating, performing, and responding to dramatic works
Analyze the role of story and narrative in expressing First Peoples perspectives, values, and beliefs, including protocols related to ownership of First Peoples oral texts
Demonstrate respect for self, others, and audience
Explore educational, personal, and professional opportunities in the performing arts
Examine the impacts of dramatic works on culture and society
Explore First Peoples perspectives and knowledge, other ways of knowing
First Nations, Métis, Inuit, gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge to gain understanding through dramatic works
Make connections through drama with family and community on local, national, and global scales