| Grade 5: Drama and Dance |
Achievement
Level
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Overall Expectations
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3
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4
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| •demonstrate understanding of some of the principles
(e.g., contrast, harmony) involved in the structuring of works in drama
and dance; |
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| •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"); |
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| •create dance pieces, using a variety of techniques; |
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| •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; |
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| •solve problems presented through drama and dance, working
in large and small groups and using various strategies; |
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| •use different forms of available technology to enhance
their work in drama and dance. |
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Specific Expectations
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| Knowledge of Elements |
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| •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; |
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| •use drama and dance vocabulary in describing and interpreting
their own and others' work (e.g., conflict, setting, rhythm, pace); |
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| •explain drama and dance techniques (e.g., body language,
group formations) and use them to convey information and feelings; |
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| •identify the significance of symbols or objects in drama
and dance, and use props appropriately; |
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| •demonstrate the ability to sustain concentration in
drama and dance (e.g., by adding transitions between tableaux); |
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| •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); |
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| •demonstrate understanding of the use of technology in
creating contrasting effects (e.g., fast/slow, dark/light, loud/soft); |
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| •describe various dance forms (e.g., creative dances,
social dances). |
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| Creative Work |
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| •create characters and portray their motives and decisions
through speech (e.g., vocabulary, volume) and movement (e.g., hand gestures,
facial expressions, pace); |
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| •rehearse and perform small-group drama and dance presentations
drawn from novels, poems, stories, plays, and other source materials; |
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| •select words, visual images, and sounds from other subjects
in the curriculum for interpretation and dramatization; |
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| •identify the elements of drama and dance that are best
suited for conveying a specific subject or theme in drama and dance. |
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| Critical Thinking |
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| •explain how elements of drama and of dance work together
to create different effects on the audience (e.g., staging, lighting, use
of music); |
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| •describe some drama and dance performances, and compare
events in them with their own experiences; |
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| •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); |
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| •evaluate drama and dance presentations done in class; |
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| •solve problems in drama and dance individually and in
groups (e.g., negotiate the "best" ending to an improvisation), and evaluate
the solutions; |
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| •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; |
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| •explain the use of rhythm and movement in their dance
pieces. |
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| Student Name: |
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