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=Welcome to Your Grade 9 Drama Wiki!=

Dramatic Arts, Grade 9, Open

Description This course emphasizes the active exploration of dramatic forms and techniques, using material from a wide range of authors, genres, and cultures. Students will construct, discuss, perform, and analyse drama, and then reflect on the experiences to develop an understanding of themselves, the art form, and the world around them.

Rationale This course emphasizes the active exploration of dramatic forms and techniques using many different approaches and resources, including those from a range of artists from different cultures. The study of dramatic arts provides students with an opportunity to take on roles, to create and enter into imagined worlds, and to learn in a unique way about themselves, the art of drama and the world around them. Expectations are organized into three strands: Theory, Creation and Analysis.

Drama is a collaborative art form. The problem solving, constructing, negotiating, communicating, presenting and reflecting are collaborative activities in the drama class. By working in both real and imagined worlds, students will become better listeners, talker, questioners and creators. Reflection allows students to explore personal and cultural biases and experience the universal aspects of what it means to be human.

Program Content This course includes, but is not limited to these man topics: Communication through body and voice, Forum Theatre, Improvisation, Character Development and Anthologies. · The students will demonstrate an understanding of the conventions of role playing; · The students will demonstrate an understanding of the elements and principles of dramatic expression (e.g., voice, movement, production values); · The students will identify and describe a variety of dramatic forms (e.g., tableau, storytelling, improvisation). · The students will demonstrate acting technique by engaging in a variety of roles; · The students will demonstrate effective communication skills, such as listening and speaking, both in and out of role; · The students will demonstrate an understanding of drama as a collaborative art form; · The students will interpret a variety of global sources (e.g., stories, photographs, music), using a wide range of dramatic forms (e.g., improvisation, storytelling); · The students will demonstrate an understanding of the process of selecting and organizing dramatic forms and sources to construct a drama to communicate a specific intention. · The students will use the vocabulary of theatrical criticism to evaluate their own dramatic presentations; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">· The students will explain how role playing in dramatic arts can function as a catalyst for learning about self, others, and the world.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Individual Units (subject to change)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Unit # 1 Communicating Through Body and Voice (Theatre Games, “The Wave,” Tableaux, Darkwood Manor, Choral Readings) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Unit # 2 Improvisations <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Unit # 3 Building a Character/Monologue <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Unit # 4 Forum Theatre <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Unit # 5 Culminating Performance/Anthology <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Also, students are expected attend at least one play per term and to write reviews about them.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Evaluation <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">The emphasis is on assessment for learning as well as of learning. Assessments provide students with many opportunities to demonstrate their learning and deeper understanding.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will be evaluated using the following categories:

** 20% **   ** Knowledge & Understanding of concepts, elements, principles, and theories **  ||  ** // Thinking // ** ** 20% **   ** Creative thinking, critical analysis, processing, and responding/reflecting **  ||  ** // Communication // ** ** 30% **   ** Communication and expression of ideas **  ||  ** // Application // ** ** 30% **   ** Impact of performances and application of creative process **  ||
 * ** // Knowledge/Understanding // **
 * ** Wave #1 (4%) **


 * Wave #2 (4%) **


 * Improvisation Unit (2%) **


 * Monologue Unit (8%) **


 * Forum Theatre Unit (2%) ** || ** Wave Reflection (2%) **


 * Play Review #1 (1%) **


 * Improvisation Reflection (2%) **


 * Monologue Reflection (8%) **


 * Play Review #2 (2%) **


 * Forum Theatre Reflection (2%) **


 * Play Review #3 (3%) ** || ** Wave #1 (5%) **


 * Wave #2 (5%) **


 * Darkwood Manor (5%) **


 * Improvisation Unit (3%) **


 * Monologue Unit (10%) **


 * Forum Theatre Unit (2%) ** || ** Darkwood Manor (5%) **


 * Choral Presentation (5%) **


 * Improvisation Unit (5%) **


 * Monologue Unit (10%) **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">For the school year: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Cumulative Terms 1, 2, and 3 70% <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Final Assessment 30%
 * Forum Theatre Unit (5%) ** ||

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Resources
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Customized lessons and activities created by the teacher <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Improvisation, Learning through Drama, David Booth and Charles Lundy. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Theatre of the Oppressed, Augusto Boal <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Drama Structures, Cecily O’Neil and Alan Lambert <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Drama Structure, Jonathon Neelands <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Drama Education in the Lives of Girls, Kathleen Gallagher <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">A variety of poems and music

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Course Particulars <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">· In order to succeed in this course, it is crucial that students participate fully in every class activity. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">· It is also important for students to work co-operatively with their peers, to display flexibility and adaptability; and to take ‘smart’ risks within the safety of the classroom environment. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">· Students need to be in class. Drama is experiential and full of group activities. Good attendance is imperative for doing well in this course.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Enrichment Opportunities
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students can extend their classroom learning by becoming involved in the annual Havergal Drama Productions, our main stage production (this year’s production: //Much Ado About Nothing// by Shakespear, and/or the student-written One Act Play Festival. Students can be involved either on stage or behind the scenes. Students are encouraged to see as many plays as possible.