| Grade 7: Drama and Dance |
|
Overall Expectations |
| •describe the overall effects of various aspects of drama
and dance (i.e., elements, principles, techniques); |
| •interpret and communicate the meaning
of novels, scripts, historical fiction, and other material drawn from
a wide variety of sources and cultures, using a variety of drama and dance
techniques (e.g., drama anthologies); |
| •create dance pieces, using a variety of techniques; |
| •evaluate, orally and in writing, their own and others'
work in drama and dance, using criteria developed by the class; |
| •solve, in various ways, a problem that is presented through
drama and dance, and explain ways in which each solution is effective; |
| •create different interpretations of
a single drama or dance work, using available technology for performance. |
|
Specific Expectations |
| Knowledge of Elements |
| •demonstrate understanding of the motives
of the characters they interpret through drama and dance (e.g., explain
the motives and accurately represent the attitudes of a character through
voice quality, gestures, body movements); |
| •write in role in various forms (e.g.,
reports, speeches, interviews), showing their understanding of the complexity
of a dramatic situation, and using appropriate vocabulary, tone, and voice
for the character portrayed; |
| •use drama and dance vocabulary correctly (e.g., crisis,
space, symbol, drama anthology, texture) in analysing the meaning and
effect of their own and others' work; |
| •explain the significance of the materials,
props, costumes, and symbols used in drama and dance; |
| •identify ways of sustaining concentration
in drama and dance (e.g., remaining in role when playing a character being
interviewed); |
| •recognize and use criteria for evaluating
the quality of drama and dance performances; |
| •choose specific kinds of technology
to enhance their drama and dance work, and explain their choices (e.g.,
slide projectors, microphones); |
| •identify different theatrical venues and their effect
on modes of presentation (e.g., outdoor spaces, theatre in the round). |
| Creative Work |
| •interpret and present scripts, paying
attention to the subtext, characters, and setting; |
| •create and present drama anthologies,
independently and in a group, manipulating various techniques of drama
and dance and incorporating multimedia technology; |
| •develop a routine of warm-up exercises and use it regularly
before engaging in dance activities; |
| •assemble, rehearse, and perform a collection of drama
and dance works based on themes and issues drawn from a variety of sources
from diverse cultures; |
| •communicate abstract ideas through drama and dance (e.g.,
create a movement composition that is inspired by a set of symbols). |
| Critical Thinking |
| •evaluate the quality of a drama and
a dance performance by writing a review that refers to what was seen,
heard, and experienced; |
| •identify performance techniques that
have an effect on the audience's emotions and senses (e.g., senses of
hearing and sight), and evaluate their use in a performance; |
| •describe the significance of drama and dance in their
lives (e.g., write reflections on their aesthetic experiences in a journal); |
| •describe the economic and social impact
of drama and dance in our society (e.g., research the role of drama and
dance in films and videos, and in television programming); |
| •research and dramatize material from
various sources (e.g., material from autobiographies, history books); |
| •describe how different cultures use
drama and dance; |
| •describe attitudes and skills needed to organize and
perform a group theatrical work. |