Google Drive in the Drama Classroom

Writing

CCSS.ELA-LITERACY.W.9-10.2 - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-LITERACY.W.9-10.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.W.9-10.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

CCSS.ELA-LITERACY.W.9-10.6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

CCSS.ELA-LITERACY.W.9-10.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

CCSS.ELA-LITERACY.W.9-10.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

TH:Re9.1: Apply criteria to evaluate artistic work - Grade 8

TH:Re9.1.8.a - Respond to a drama/ theatre work using supporting evidence, personal aesthetics, and artistic criteria.

TH:Re9.1.8.c - Assess the impact of a drama/theatre work on a specific audience.

TH:Re9.1: Apply criteria to evaluate artistic work - Grade 7

TH:Re9.1.7.a - Explain preferences, using supporting evidence and criteria to evaluate drama/theatre work.

TH:Re7.1: Perceive and analyze artistic work - Grade HS Accomplished

TH:Re7.1.HSII.a - Demonstrate an understanding of multiple interpretations of artistic criteria and how each might be used to influence future artistic choices of a drama/theatre work.

TH:Re7.1: Perceive and analyze artistic work - Grade HS Proficient

TH:Re7.1.HSI.a - Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.

TH:Re7.1: Perceive and analyze artistic work - Grade 8

TH:Re7.1.8.a - Apply criteria to the evaluation of artistic choices in a drama/theatre work.

TH:Re7.1: Perceive and analyze artistic work - Grade 7

TH:Re7.1.7.a - Compare recorded personal and peer reactions to artistic choices in a drama/ theatre work.

TH:Re7.1: Perceive and analyze artistic work - Grade 6

TH:Re7.1.6.a - Describe and record personal reactions to artistic choices in a drama/theatre work.

TH:Cr1.1: Generate and conceptualize artistic ideas and work - High School Accomplished

TH:Cr1.1.HSII.b - Understand and apply technology to design solutions for a drama/theatre work.

TH:Cr1.1: Generate and conceptualize artistic ideas and work - High School Proficient

TH:Cr1.1.HSI.b - Explore the impact of technology on design choices in a drama/theatre work.

GRADE EIGHT - 4.0 AESTHETIC VALUING

4.1 - Critical Assessment of Theatre - Develop criteria and write a formal review of a theatrical production.

GRADE SEVEN - 4.0 AESTHETIC VALUING

4.1 - Critical Assessment of Theatre - Design and apply appropriate criteria or rubrics for evaluating the effective use of masks, puppetry, makeup, and costumes in a theatrical presentation.

GRADE SIX - 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.2 - Careers and Career-Related Skills - Research career opportunities in media, advertising, marketing, and interactive Web design.

GRADE SIX - 4.0 AESTHETIC VALUING

4.1 - Critical Assessment of Theatre - Develop and apply appropriate criteria for evaluating sets, lighting, costumes, makeup, and props.

GRADES 9-12 ADVANCED - 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.1 - Connections and Applications - Create projects in other school courses or places of employment, using tools, techniques, and processes from the study and practice of theatre, film/ video, and electronic media.

5.2 - Careers and Career-Related Skills - Demonstrate the ability to create rehearsal schedules, set deadlines, organize priorities, and identify needs and resources when participating in the production of a play or scene.

GRADES 9-12 ADVANCED - 4.0 AESTHETIC VALUING

4.2 - Critical Assessment of Theatre - Draw conclusions about the effectiveness of informal and formal productions, films/videos, or electronic media on the basis of intent, structure, and quality of the work.

4.2 - Derivation of Meaning from Works of Theatre - Report on how a specific actor used drama to convey meaning in his or her performances.

GRADE 9-12 PROFICIENT - 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.1 - Connections and Applications - Describe how skills acquired in theatre may be applied to other content areas and careers.

5.2 - Careers and Career-Related Skills - Manage time, prioritize responsibilities, and meet completion deadlines for a production as specified by group leaders, team members, or directors.

8.TH:Re9 Apply criteria to evaluate artistic work.

8.TH.Re9.a - Respond to a drama/ theatre work using supporting evidence, personal aesthetics, and artistic criteri

8.TH.Re9.b - Assess the impact of a drama/theatre work on a specific audience.

7.TH:Re9 Apply criteria to evaluate artistic work.

7.TH.Re9.a - Explain preferences, using supporting evidence and criteria to develop a personal aesthetic to evaluate drama/theatre work.

Acc.TH:Re7 Perceive and analyze artistic work.

Acc.TH:Re7 - Demonstrate an understanding of multiple interpretations of artistic criteria and how each might be used to influence future artistic choices of a drama/theatre work.

Prof.TH:Re7 Perceive and analyze artistic work.

Prof.TH:Re7 - Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.

8.TH:Re7 Perceive and analyze artistic work.

8.TH:Re7 - Apply appropriate criteria to the evaluation of artistic choices in a drama/theatre work.

7.TH:Re7 Perceive and analyze artistic work.

7.TH:Re7 - Compare recorded personal and peer reactions to artistic choices in a drama/ theatre work.

6.TH:Re7 Perceive and analyze artistic work.

6.TH:Re7 - Describe and record personal reactions to artistic choices in a drama/theatre work.

Acc.TH:Cr1 Generate and conceptualize artistic ideas and work.

Acc.TH:Cr1.c - Understand and apply technical theatre elements to design solutions for a drama/theatre work.

Prof.TH:Cr1 Generate and conceptualize artistic ideas and work

Prof.TH:Cr1.c - Explore the impact of technical theatre elements on design choices in a drama/theatre work.

Critical Thinking & Reflection

TH.912.C.1.3 - Justify a response to a theatrical experience through oral or written analysis, using correct theatre terminology.

TH.912.C.1.4 - Research and define the physical/visual elements necessary to create theatrical reality for a specific historical and/or geographical play.

TH.912.C.1.6 - Respond to theatrical works by identifying and interpreting influences of historical, social, or cultural contexts.

TH.912.C.1.7 - Justify personal perceptions of a director's vision and/or playwright's intent.

TH.912.C.1.8 - Apply the components of aesthetics and criticism to a theatrical performance or design.

TH.912.C.2.1 - Explore and describe possible solutions to production or acting challenges and select the solution most likely to produce desired results.

TH.912.C.2.3 - Analyze different types of stage configurations to determine the effects of each as potential production solutions.

TH.912.C.2.5 - Analyze the effect of rehearsal sessions and/or strategies on refining skills and techniques by keeping a performance or rehearsal journal/log.

TH.912.C.2.6 - Assess a peer's artistic choices in a production as a foundation for one's own artistic growth.

TH.912.C.2.7 - Accept feedback from others, analyze it for validity, and apply suggestions appropriately to future performances or designs.

TH.912.C.3.1 - Explore commonalities between works of theatre and other performance media.

TH.912.C.3.2 - Develop and apply criteria to select works for a portfolio and defend one's artistic choices with a prepared analysis.

TH.912.C.3.3 - Critique, based on exemplary models and established criteria, the production values and effectiveness of school, community, and live or recorded professional productions.

Historical & Global Connections

TH.912.H.1.1 - Analyze how playwrights' work reflects the cultural and socio-political framework in which it was created.

TH.912.H.2.10 - Analyze how the history of American musical theatre is tied to events in U.S. history and popular culture, detailing the ways in which theatre evolved.

TH.912.H.2.11 - Describe the significant works and major contributions of major playwrights, performers, designers, directors, and producers in American musical theatre.

TH.912.H.2.2 - Research and discuss the effects of personal experience, culture, and current events that shape individual response to theatrical works.

TH.912.H.2.3 - Weigh and discuss, based on analysis of dramatic texts, the importance of cultural protocols and historical accuracy for artistic impact.

TH.912.H.2.4 - Research the intent of, and critical reaction to, artists in history who created groundbreaking, innovative, or controversial works.

TH.912.H.2.7 - Hypothesize how theatre may look in the future and defend that hypothesis, based on historical and social trends, to show understanding of their importance to the development of theatre.

TH.912.H.2.8 - Analyze how events have been portrayed through theatre and film, balancing historical accuracy versus theatrical storytelling.

TH.912.H.3.1 - Apply critical-thinking and problem-solving skills used in theatre collaboration to develop creative solutions to real-life issues.

TH.912.H.3.2 - Compare the applications of various art forms used in theatre production.

TH.912.H.3.5 - Explain how the social interactions of daily life are manifested in theatre.

Innovation, Technology & the Future

TH.912.F.1.4 - Research the cause-and-effect relationship between production needs and new and emerging technologies to support creativity and innovation in theatre.

TH.912.F.3.4 - Discuss how participation in theatre supports development of life skills useful in other content areas and organizational structures.

Organizational Structure

TH.912.O.2.6 - Deconstruct a play, using an established theory, to understand its dramatic structure.

TH.912.O.2.7 - Brainstorm a variety of ways to deviate from western rules and conventions in theatre to influence audience and performer experiences.

Skills, Techniques & Processes

TH.912.S.1.1 - Describe the interactive effect of audience members and actors on performances.

TH.912.S.1.2 - Describe the Stanislavski Method and its impact on realism in theatrical performance in the 20th century.

TH.912.S.1.3 - Develop criteria that may be applied to the selection and performance of theatrical work.

TH.912.S.1.4 - Compare the artistic content as described by playwrights, actors, designers, and/or directors with the final artistic product and assess the success of the final artistic product using established criteria.

TH.912.S.2.9 - Research and defend one's own artistic choices as a designer.

TH.912.S.3.1 - Articulate, based on research, the rationale for artistic choices in casting, staging, or technical design for a scene from original or scripted material.

TH.912.S.3.5 - Conduct a comparative analysis of acting methods and the teacher-artists who developed them as a foundational guide to acting.

TH.912.S.3.6 - Compare the Stanislavski Method with other acting methods to support development of a personal method.

TH.912.S.3.9 - Research, analyze, and explain the processes that playwrights, directors, designers, and performers use when developing a work that conveys artistic intent.

Grade 9-12 - ADVANCED DRAMA IV

TAHSADIV.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Examines various theories of dramatic structure from Aristotle to present
b. Uses standards of literary dramatic analysis to study theatrical production
c. Constructs arguments that relate the theme/s of a theatre production to the enhancement of the human experience

TAHSADIV.9 - Exploring the business of theatre
a. Explores careers in theatre through participation in various production roles and activities
b. Articulates how participation in theatre equips students for success in careers within and outside the theatre community
c. Examines and critiques the structure and standard operating procedures of commercial, professional, amateur, and educational theatre organizations
d. Researches and assesses career opportunities in theatre production and management
e. Assesses the interrelated responsibilities of the various roles involved in production and management

TAHSADIV.10 - Critiquing various aspects of theatre and other media using appropriate supporting evidence
a. Generates and uses appropriate terminology for critiquing theatrical presentations
b. Utilizes constructive criticism to identify patterns of on-stage speech and behavior that enhance or detract from a performance
c. Modifies performance based on critiques
d. Discerns the validity of critiques

Grade 9-12 - THEATRE LITERATURE II

TAHSTLII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Interprets the meaning of dramatic literature as reflections of the human experience
b. Identifies how the elements of dramatic literature convey meaning
c. Compares and contrasts printed dramatic literature to filmed/recorded dramatic literature

TAHSTLII.10 - Critiquing various aspects of theatre and other media using appropriate supporting evidence
a. Develops a set of comprehensive criteria to assess a dramatic work
b. Analyzes the effectiveness of a dramatic work
c. Compares and contrasts the written work to live/film performances

Grade 9-12 - THEATRE LITERATURE I

TAHSTLI.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Interprets the meaning of dramatic literature as a reflection of the human experience
b. Identifies how the elements of dramatic literature convey meaning
c. Compares and contrasts printed dramatic literature to filmed/recorded dramatic literature

TAHSTLI.10 - Critiquing various aspects of theatre and other media using appropriate supporting evidence
a. Develops a set of comprehensive criteria to assess a dramatic work
b. Analyzes the effectiveness of a dramatic work
c. Compares and contrasts the written work to live/film performances

GRADE 6

TAMS6.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Identifies the elements, themes, and structure of drama
b. Identifies, describes, and classifies character traits
c. Interprets meaning within the context of a dramatic text
d. Explores the connections between theatre and real life
e. Compares and differentiates between various forms of media

TAMS6.10 - Critiquing various aspects of theatre and other media using appropriate supporting evidence
a. Identifies the purpose of a critique
b. Identifies the role of the audience in theatre and other media
c. Develops and uses specific criteria in an assessment/evaluation instrument
d. Evaluates a theatre production using the assessment instrument
e. Analyzes, presents, and defends results of the assessment instrument

Grade 9-12 - ADVANCED DRAMA III

TAHSADIII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Examines various theories of dramatic structure from Aristotle to present
b. Uses standards of literary dramatic analysis to study theatrical production
c. Constructs arguments that relate the theme/s of a theatre production to the enhancement of the human experience

TAHSADIII.9 - Exploring the business of theatre
a. Explores careers in theatre through participation in various production roles and activities
b. Articulates how participation in theatre equips students for success in careers within and outside the theatre community
c. Examines and critiques the structure and standard operating procedures of commercial, professional, amateur, and educational theatre organizations

TAHSADIII.10 - Critiquing various aspects of theatre and other media using appropriate supporting evidence
a. Generates and uses appropriate terminology for critiquing theatrical presentations
b. Utilizes constructive criticism to identify patterns of on-stage speech and behavior that enhance or detract from a performance
c. Modifies performance based on critiques
d. Discerns the validity of critiques

Grade 9-12 - ADVANCED DRAMA II

TAHSADII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Examines various theories of dramatic structure from Aristotle to present
b. Uses standards of literary dramatic analysis to study theatrical production
c. Constructs arguments that relate the theme/s of a theatre production to the enhancement of the human experience

TAHSADII.9 - Exploring the business of theatre
a. Explores careers in theatre through participation in various production roles and activities
b. Articulates how participation in theatre equips students for success in careers within and outside the theatre community
c. Examines and critiques the structure and standard operating procedures of commercial, professional, amateur, and educational theatre organizations

TAHSADII.10 - Critiquing various aspects of theatre and other media using appropriate supporting evidence
a. Generates and uses appropriate terminology for critiquing theatrical presentations
b. Utilizes constructive criticism to identify patterns of on-stage speech and behavior that enhance or detract from a performance
c. Modifies performance based on critiques
d. Discerns the validity of critiques

Grade 9-12 - ADVANCED DRAMA I

TAHSADI.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Examines various theories of dramatic structure from Aristotle to present
b. Uses standards of literary dramatic analysis to study theatrical production
c. Constructs arguments that relate the themes of a theatre production to the enhancement of the human experience

TAHSADI.9 - Exploring the business of theatre
a. Explores careers in theatre through participation in various production roles and activities
b. Articulates how participation in theatre helps to equip students for success in careers within and outside the theatre community
c. Examines and critiques the structure and standard operating procedures of commercial, professional, amateur, and educational theatre organizations

TAHSADI.10 - Critiquing various aspects of theatre and other media using appropriate supporting evidence
a. Generates and uses appropriate terminology for critiquing theatrical presentations
b. Utilizes constructive criticism to identify patterns of on-stage speech and behavior that enhance or detract from a performance
c. Modifies performance based on critiques
d. Discerns the validity of critiques

Grade 9-12 - ACTING III

TAHSAIII.9 - Exploring the business of theatre
a. Examines how talent and training impact careers in acting
b. Assesses the effectiveness of various strategies in pursuing an acting career
c. Investigates how an actor's preparation might have an impact on career development outside the theatre community
d. Determines and demonstrates effective audition etiquette and technique

TAHSAIII.10 - Critiquing various aspects of theatre and other media using appropriate supporting evidence
a. Develops and utilizes meaningful, structured criteria for assessing the work of an actor
b. Participates in juried rehearsals and performances to develop individual skills in characterization and performance

Grade 9-12 - ACTING II

TAHSAII.9 - Exploring the business of theatre
a. Examines how talent and training impact careers in acting
b. Assesses the effectiveness of various strategies in pursuing an acting career
c. Investigates how an actor's preparation might have an impact on career development outside the theatre community
d. Determines and demonstrates effective audition etiquette and technique

TAHSAII.10 - Critiquing various aspects of theatre and other media using appropriate supporting evidence
a. Develops and utilizes meaningful, structured criteria for assessing the work of an actor
b. Participates in juried rehearsals and performances to develop individual skills in characterization and performance

Grade 9-12 - ACTING I

TAHSAI.9 - Exploring the business of theatre
a. Examines how talent and training impact careers in acting
b. Assesses the effectiveness of various strategies in pursuing an acting career
c. Investigates how an actor's preparation might have an impact on career development outside the theatre community
d. Determines and demonstrates effective audition etiquette and technique

TAHSAI.10 - Critiquing various aspects of theatre and other media using appropriate supporting evidence
a. Develops and utilizes meaningful, structured criteria for assessing the work of an actor
b. Participates in juried rehearsals and performances to develop individual skills in characterization and performance

Grade 9-12 - FUNDAMENTALS OF THEATRE II

TAHSFTII.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Critiques and analyzes elements of theatrical conventions
b. Generates and uses terminology and outline for critiquing theatre presentation
c. Cites evidence of how theatre reflects life through universal themes
d. Interprets text and subtext
e. Illustrates the process of script analysis in a variety of scripts

TAHSFTII.9 - Exploring the business of theatre
a. Lists and defines the skill sets for the various theatre arts careers
b. Charts the skills learned in theatre arts which transfer to the workplace
c. Applies the business elements of a production (e.g., creating a portfolio or resume, printing, advertising, budgeting)
d. Demonstrates awareness of the discipline, knowledge, skills, and education required for careers in theatre
e. Collects and displays samples of theatre portfolios
f. Creates and revises a cost-benefit analysis of a production
g. Critiques sample theatre portfolios
h. Demonstrates mastery of various areas of business elements of theatre
i. Performs the tasks of business theatre personnel during productions

TAHSFTII.10 - Critiquing various aspects of theatre and other media using appropriate supporting evidence
a. Distinguishes between constructive and destructive critiques
b. Generates and uses terminology for critiquing theatrical presentations
c. Modifies performance based on critiques
d. Utilizes constructive criticism to identify patterns of on-stage speech and behavior that enhance or detract from a performance
e. Discerns the validity of critiques
f. Creates and defends in-depth critiques of performances
g. Synthesizes various critiques to determine performance strengths and weaknesses

TAHSFTII.11 - Engaging actively and appropriately as an audience member in theatre and other media experiences
a. Demonstrates appropriate audience behaviors
b. Articulates why the relationship between the audience and performers is critical to the success of the production
c. Examines how audience relationships differ with venue and performance type
d. States and supports aesthetic judgments through experiences in diverse styles and genres of theatre

Grade 9-12 - FUNDAMENTALS OF THEATRE I

TAHSFTI.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Critiques elements of theatrical conventions
b. Generates and uses terminology and outline for critiquing theatre presentation
c. Cites evidence of how theatre reflects life through universal themes
d. Identifies stage terminology

TAHSFTI.9 - Exploring the business of theatre
a. Lists and defines the skill sets for the various theatre arts careers
b. Charts the skills learned in theatre arts which transfer to the workplace
c. Applies the business elements of a production (e.g., creating a portfolio or resume, printing, advertising, budgeting)

TAHSFTI.10 - Critiquing various aspects of theatre and other media using appropriate supporting evidence
a. Differentiates between constructive and destructive critiques
b. Generates and uses terminology for critiquing theatrical presentations
c. Utilizes constructive criticism to improve performance

Grade 8

TAMS8.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Investigates the experiences and ideas present in all forms of presentational media
b. Analyzes the elements of drama present in theatrical experiences
c. Identifies and articulates dramatic structure used in various forms of theatre
d. Interprets meaning within various forms of theatrical experiences
e. Connects dramatic literature and theatre presentations to the human experience
f. Compares and contrasts various forms of theatre and other media

GRADE 7

TAMS7.1 - Analyzing and constructing meaning from theatrical experiences, dramatic literature, and electronic media
a. Identifies and compares elements of drama present in various forms of media
b. Outlines dramatic structure used in various forms of theatrical media
c. Compares common themes present in various forms of theatrical media
d. Creates a list of traits exhibited by archetypal characters
e. Analyzes the connections between theatre and real life
f. Compares different forms of media production

Grade 6 - Responding

TA6.RE.2 - Critique various aspects of theatre and other media.
a. Identify the purpose of a critique.
b. Evaluate a theatre production using an assessment instrument.

Grade 6 - Connecting

TA6.CN.1 - Explore how theatre connects to life experience, careers, and other content.
a. Identify similarities between theatre and other art forms.
b. Draw conclusions about the relationships between theatre and life.
c. Define tasks associated with a theatre production (e.g. director, stage manager, designer, technician, playwright, actor).

Grade 8 - Performing

TA8.PR.2 - Execute artistic and technical elements of theatre.
a. Incorporate artistic and technical elements into a theatre production.
b. Resolve conflicts in technical applications.

Beginning High School Standards - Analysis

B.A.1.1 - Interpret the plot structure and the thematic, technical, and dramaturgical elements within scenes from plays.

B.A.1.2 - Analyze informal or formal theatre productions in terms of the emotions or thoughts they evoke, characters, settings, and events.

Beginning High School Standards - Culture

B.CU.1.1 - Use theatre arts to explore concepts in world history and relate them to significant events, ideas, and movements from a global context.

Intermediate High School Standards - Analysis

I.A.1.2 - Evaluate the works of theatre artists for strengths, weaknesses, and suggestions for improvement.

Intermediate High School Standards - Culture

I.CU.1.1 - Use theatre arts to explore concepts of civics and economics, such as systems, functions, structures, democracy, economies, and interdependence.

Proficient High School Standards - Aesthetics

P.AE.1.1 - Analyze design concepts for aesthetic impact of technical elements.

Proficient High School Standards - Culture

P.CU.2.1 - Understand how the rules of audience etiquette originated, how they have evolved, and for what purpose.

P.CU.2.2 - Analyze the interrelationships of theatre roles.

Advanced High School Standards - Analysis

A.A.1.2 - Critique performances of written texts based on a set of given criteria.

Advanced High School Standards - Culture

A.CU.2.1 - Design strategies to encourage appropriate audience etiquette.

Junior Goal II Objectives

develop the ability to give form or expression to feelings, ideas and images

Theatre Studies Level 1 - Beginning (performance analysis)

1 - demonstrate understanding of the need for analysis of the work of self and others

Senior Goal I Objectives

sharpen observations of people, situations and the environment

Senior Goal II Objectives

explore various approaches to analyzing a script for purposes of study and/or presentation

gain knowledge of disciplines that enhance dramatic process and product

Orientation Drama 10

recognize that values are expressed through the arts

demonstrate trust by becoming comfortable with others, physically and emotionally

Drama 10

compare their own thoughts, feelings, and beliefs with those of others

defend choices made in problem solving

define and use criteria to assess and evaluate the work of self and others

make reasoned choices with the boundaries of the dramatic situation

negotiate and compromise to solve group problems

analyse the motivations, objectives, obstacles, and actions of a character

apply the principle of the three unities

explain the unique responsibilities of the director

articulate an aesthetic response based on their own criteria

demonstrate a recognition that theatre and the arts can enhance all aspects of their lives

explain how other art forms are used to affect the dramatic moment

Grades 9 & 10 - Foundations - Context and Influences

C.2.1 - identify ways in which dramatic expression and performance reflect communities and cultures, past and present (e.g., the prominence of socially and/or politically powerful characters in the drama of pre-industrial societies; the use of boy actors for female roles in Shakespearean theatre; the emphasis on religious themes in the drama of many cultures in different eras)

C.2.2 - describe how drama is used for various purposes in a range of social contexts (e.g., to express or celebrate group or community sentiments or values in street theatre or parades; to mark important historical or religious anniversaries of a country or culture; to raise awareness of social, environmental, and political issues; to explore personal relationships or social arrangements)

Grades 9 & 10 - Foundations - Concepts and Terminology

C.1.1 - identify the drama forms, elements, conventions, and techniques used in their own and others’ drama works, and explain how the various components are used, or can be used, to achieve specific effects, with a focus on ensemble drama works (e.g., how a comic drama form can be used to convey a serious message, how setting and time period can be used to sharpen the focus on a moral dilemma, how characters can be used to vary the mood within a drama)

C.1.2 - demonstrate an understanding of and use correct terminology to refer to the forms, elements, conventions, and techniques of drama, with a focus on ensemble drama works (e.g., chorus, protagonist, ingénue, supporting role, act, scene, climax, resolution, improvisation, mask, freeze-frame image)

C.1.3 - demonstrate an understanding of production roles, practices, and terminology when planning and presenting drama works (e.g., set design, costume design, lighting plot, light cue sheet, sound cue sheet, prompt book, set sketch, set model)

Grades 9 & 10 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom

B.3.3 - identify connections between their learning in drama and possible employment opportunities in the broader educational and arts sectors (e.g., production and/or performance roles in community theatre, television/radio broadcasting, filmmaking)

Grades 9 & 10 - Reflecting, Responding and Analyzing - Drama and Society

B.2.1 - identify different types of drama and explain their function in diverse communities and cultures from the past and present (e.g., the function of television, film, or video game dramas with predictable plot lines and stock or stereotypical characters in today’s society; the function of theatre in ancient Greece, liturgical drama in medieval Europe, Shakespearean drama in Elizabethan England, and/or “social problem” dramas today)

B.2.2 - explain how dramatic exploration helps develop awareness of different roles and identities people have in society (e.g., explain what they learned through role playing characters from different socio-economic groups)

Grades 9 & 10 - Reflecting, Responding and Analyzing - The Critical Analysis Process

B.1.1 - use the critical analysis process before and during drama projects to identify and assess individual and peer roles and responsibilities in producing drama works (e.g., identify and assess the contribution of leadership and supporting roles, group dynamics, and cooperative problem solving to their process of creating drama works)

B.1.2 - analyse a variety of drama works to compare and assess how they explore universal themes and issues (e.g., compare and contrast the handling of similar themes in dramatizations of folk tales, myths, legends, personal stories, and/or Aboriginal tales)

B.1.3 - identify aesthetic and technical aspects of drama works and explain how they help achieve specific dramatic purposes (e.g., write theatre or film reviews assessing whether the lighting, sound, set design, and costumes of a drama are used effectively to illustrate the intended message)

Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies

A.3.3 - use a variety of technological tools (e.g., light, sound, set design, props, models) to enhance the impact of drama works

Grades 9 & 10 - Creating and Presenting - The Creative Process

A.1.1 - develop interpretations of issues from contemporary or historical sources (e.g., photographs, videos, music, newspaper/magazine articles, an eyewitness account of a historical event) as the basis for drama