The Arts
Grade 3: Drama and Dance
Overall Expectations
•describe basic elements of drama and dance (e.g., suspense, pattern, energy);
•interpret and communicate the meaning of stories, poems, plays, and other material drawn from a range of sources and cultures, using basic drama and dance techniques (e.g., writing in role);
•create short dance pieces, using techniques learned in this grade;        
•compare their own work with the work of others in drama and dance through discussion, writing, movement, and visual art work;        
•solve problems presented in different kinds of dramatic situations through role playing and movement;        
•use available technology appropriately to enhance their work in drama and dance.         
Specific Expectations
Knowledge of Elements        
•demonstrate an understanding of a character's point of view through writing and speaking in role, and through using body movement in role (e.g., write diary entries and plant grain as a pioneer in Upper Canada);        
•describe their own and others' work in drama and dance, using appropriate vocabulary (e.g., character, suspense, rhythm);        
•explain the importance of symbols used in specific stories, poems, and dances;        
•demonstrate the ability to concentrate while in role in drama and dance (e.g., during an improvisation; while performing a dance);        
•recognize and choose appropriate elements of movement for dramatizing their responses to different stimuli or ideas (e.g., real-life situations, the scientific concept of magnetic force);        
•identify technological means of creating different effects (e.g., the use of recorded music or lighting to heighten suspense);        
•describe the kinds of energy involved in a sequence of movements (e.g., energy related to speed or force);        
•distinguish between a variety of dance forms, using specific criteria (e.g., steps, music, costumes).         
Creative Work        
•defend a point of view through speaking and writing in role (e.g., as townsfolk, plead with the mayor to save their town);        
•create works of drama and dance, using appropriate elements (e.g., rhythm, form);        
•communicate, through movement, their thoughts and feelings about topics studied in other subject areas (e.g., create a movement sequence to express their fear of an environmental event such as a storm);        
•write and perform chants.         
Critical Thinking        
•identify effective uses of drama and dance elements in performances (e.g., form, space, pattern, energy) and compare their own responses with those of their peers;        
•identify the themes and subjects found in drama and dance works, and make links between these and their own experiences;        
•clarify the meaning of complex or ambiguous dramatic situations (e.g., by posing questions in and out of role to characters in a drama);        
•solve artistic problems in drama and dance in cooperative work groups (e.g., discuss the effect of combining different voices in choral reading; discuss the effects of using one dancer or several to convey a message);        
•explain how their understanding of work in dance and drama has been increased through research (e.g., through the use of reference books and the Internet, it is possible to find information about the rainforest to make an imaginary journey there more believable).        
Student Name:        
 Expectations: Copyright The Queen's Printer for Ontario, 1998.  Format: Copyright B.Phillips, 1998.