The Arts
Grade 5: Drama and Dance
Overall Expectations
•demonstrate understanding of some of the principles (e.g., contrast, harmony) involved in the structuring of works in drama and dance;
•interpret and communicate the meaning of stories, films, plays, songs, and other material drawn from different sources and cultures, using a range of drama and dance techniques (e.g., using a "corridor of voices");
•create dance pieces, using a variety of techniques;        
•describe, orally and in writing, their response to their own and others' work in drama and dance, gather others' responses (e.g., through interviews, research), and compare the responses;        
•solve problems presented through drama and dance, working in large and small groups and using various strategies;        
•use different forms of available technology to enhance their work in drama and dance.        
Specific Expectations
Knowledge of Elements        
•demonstrate awareness of audience when writing in role, and use the appropriate language, tone of voice, gestures, and body movements when speaking as a character in a drama;        
•use drama and dance vocabulary in describing and interpreting their own and others' work (e.g., conflict, setting, rhythm, pace);        
•explain drama and dance techniques (e.g., body language, group formations) and use them to convey information and feelings;        
•identify the significance of symbols or objects in drama and dance, and use props appropriately;        
•demonstrate the ability to sustain concentration in drama and dance (e.g., by adding transitions between tableaux);        
•describe the use of sequential patterns in both drama and dance (e.g., in the organization of a plot; in movements in various dance types);        
•demonstrate understanding of the use of technology in creating contrasting effects (e.g., fast/slow, dark/light, loud/soft);        
•describe various dance forms (e.g., creative dances, social dances).         
Creative Work        
•create characters and portray their motives and decisions through speech (e.g., vocabulary, volume) and movement (e.g., hand gestures, facial expressions, pace);        
•rehearse and perform small-group drama and dance presentations drawn from novels, poems, stories, plays, and other source materials;        
•select words, visual images, and sounds from other subjects in the curriculum for interpretation and dramatization;        
•identify the elements of drama and dance that are best suited for conveying a specific subject or theme in drama and dance.         
Critical Thinking        
•explain how elements of drama and of dance work together to create different effects on the audience (e.g., staging, lighting, use of music);        
•describe some drama and dance performances, and compare events in them with their own experiences;        
•describe, orally and in writing, the differences between their own responses to a situation and the responses of a character they have portrayed (e.g., record their responses in a journal);        
•evaluate drama and dance presentations done in class;        
•solve problems in drama and dance individually and in groups (e.g., negotiate the "best" ending to an improvisation), and evaluate the solutions;        
•provide support for their interpretations of personal experiences and aspects of history, which they have presented through drama and dance (e.g., arrival in a new country, life in a medieval village), using various research resources to gather information;        
•explain the use of rhythm and movement in their dance pieces.         
Student Name:        
 Expectations: Copyright The Queen's Printer for Ontario, 1998.  Format: Copyright B.Phillips, 1998.