The Arts

Grade 1: Drama and Dance	Achievement Level
Overall Expectations	1	2	3	4
•demonstrate an understanding of some basic elements of drama and dance (e.g., character, rhythm);
•interpret the meaning of stories, poems, and other material drawn from a variety of sources and cultures, using some basic drama and dance techniques (e.g., role playing, movement sequences);
•create short dance pieces, using techniques learned in this grade;
•communicate understanding of works in drama and dance through discussion, movement, and visual art work;
•solve problems in everyday situations through role playing and movement in drama and dance.
Specific Expectations
Knowledge of Elements
•identify ways in which the voice and body can be used to convey thoughts and feelings when role playing (e.g., changing tone of voice and volume; changing speed or rhythm of movement);
•identify and correctly use drama and dance vocabulary (e.g., in role, out of role, position, direction);
•identify the meaning of symbols used in their dramatic exploration of stories and poems (e.g., the "circle of friendship");
•describe some basic ways in which the body can be used in space and time (e.g., freezing in position to look like a statue);
•demonstrate their knowledge of the movements of natural objects and materials (e.g., trees, flowers, water), using their voice and/or body.
Creative Work
•communicate their responses to a variety of stimuli (e.g., nursery rhymes, poetry, stories, picture books) by using elements of drama and dance (e.g., chanting in a group, movement);
•use the vocabulary and body movements of a particular character when role playing;
•demonstrate control of their bodies when moving like different objects and animals (e.g., a clock ticking, a cat stretching);
•create dance phrases, showing the beginning and the end of their work in appropriate ways.
Critical Thinking
•describe ways in which the experiences of characters in simple performances relate to their own experiences;
•identify themes and subjects used in works of drama and dance;
•demonstrate an understanding of different points of view (e.g., by playing the role of different characters, and identifying and solving problems they face);
•identify ways in which role playing and movement are part of their daily experience (e.g., changing tone of voice or speed of walking to express a mood).
Student Name:

Expectations: Copyright The Queen's Printer for Ontario, 1998.  Format: Copyright B.Phillips, 1998.