The Arts
Grade 4: Drama and Dance
Overall Expectations
•demonstrate understanding of some of the principles involved in the structure of works in drama and dance (e.g., variety, unity);
•interpret and communicate the meaning of stories, poems, plays, and other material drawn from a variety of sources and cultures, using a variety of drama and dance techniques (e.g., techniques used in the activity of "inner and outer circle");
•communicate, orally and in writing, their response to their own and others' work in drama and dance (e.g., through discussions, interviews, research projects);        
•identify and apply solutions to problems presented through drama and dance, and make appropriate decisions in large and small groups;        
•explain their use of available technology to enhance their work in drama and dance.         
Specific Expectations
Knowledge of Elements        
•demonstrate an understanding of voice and audience by speaking and writing in role as characters in a story (e.g., using the first-person point of view);        
•describe and interpret their own and others' work, using appropriate drama and dance vocabulary (e.g., terms for elements of surprise, aspects of energy, use of space);        
•identify and explain the use and significance of symbols or objects (e.g., gestures to represent grief, letters in an old trunk) in drama and dance;        
•identify and describe how the principles of variety and unity are used in drama and dance productions;        
•identify and describe examples of movement found in their environment, and explain their use in creative movement;        
•describe aspects of dances from a variety of cultures (e.g., styles, costumes, music, forms, steps, positions);        
•demonstrate awareness of the need to do warm-up exercises before engaging in activities in dance.         
Creative Work        
•enact or create, rehearse, and present drama and dance works based on novels, stories, poems, and plays;        
•represent and interpret main characters by speaking, moving, and writing in role (e.g., write and present monologues);        
•demonstrate control of voice and movement by using appropriate techniques (e.g., projection and enunciation in choral speaking);        
•demonstrate the ability to maintain concentration while in role (e.g., create tableaux in small groups, using different levels, a specific focus, facial expressions, and symbols to convey meaning);        
•create and present a short choreography individually or in a group;        
•demonstrate an understanding of the use of production technology to create different effects (e.g., the use of music for surprise; the use of lighting to create shadows that suggest danger).         
Critical Thinking        
•explain how elements of drama and dance work together to create an intended effect on the audience;        
•identify their own feelings and reactions in various situations, and compare them with those of a character they have portrayed;        
•solve problems in drama and dance, individually and in groups, by analysing the problems;        
•explain the importance of research in producing effective dramatizations (e.g., in portraying people in history, depicting current world events).         
Student Name:        
 Expectations: Copyright The Queen's Printer for Ontario, 1998.  Format: Copyright B.Phillips, 1998.