Untitled
The Arts
Grade 8: Drama and Dance
Achievement
Level
Overall Expectations
1
2
3
4
•evaluate the overall effect of various aspects of drama and dance (i.e., elements, principles, techniques, style);
 
 
 
 
•interpret and communicate ideas and feelings drawn from fictional accounts, documentaries, and other material from a wide variety of sources and cultures, selecting and combining complex drama and dance techniques (e.g., "forum theatre");
 
 
 
 
•create drama pieces, selecting and using a variety of techniques;        
•critique, orally and in writing, their own and others' work in drama and dance, using criteria developed independently and in a group;        
•critique solutions to problems presented in drama and dance, make decisions in large and small groups, and defend their artistic choices;        
•create different multimedia interpretations of a single work, using available technology to enhance their work in drama and dance performances.         
Specific Expectations
       
Knowledge of Elements        
•demonstrate understanding of the appropriate use of the voice, gestures, and the level of language in different dramatic situations;        
•describe theatrical dance performances, and distinguish between the types or styles used (e.g., ballet, modern, jazz,  folk, ethnic);        
•write in role in various forms (e.g., monologues, speeches, radio or television broadcasts), showing understanding of the complexity of a dramatic situation and using appropriate vocabulary, tone, and voice for the character portrayed;        
•use the vocabulary of drama and dance correctly (e.g., metaphor in drama, symmetry in dance composition) in analysing, explaining, and critiquing the meaning and effect of their own and others' work;        
•identify ways of sustaining concentration in drama and dance (e.g., focusing on the character's motives in order to stay in role);        
•identify and evaluate the variety of choices made in drama and dance that influence groups to make different interpretations or representations of the same materials;        
•choose technology for enhancing their drama and dance work, and evaluate the effectiveness of their choice (e.g., camcorders, lighting dimmers).         
Creative Work        
•write in role, analysing the subtext of a script and the attitudes and points of view of the characters portrayed;        
•write, memorize, and present, through drama and dance, short documentary scenes based on their improvisational work and on source material drawn from diverse cultures;        
•create dance compositions based on material explored in drama;        
•create a dance warm-up program, alone or with another student;        
•select appropriate themes that deal with specific situations and that are aimed at a specific audience;        
•organize and carry out a group improvisation;        
•produce pieces that deal appropriately with youth problems (e.g., pieces created through forum theatre);        
•produce work as a member of an ensemble.         
Critical Thinking        
•review drama and dance performances, orally or in writing, critiquing the use of elements and techniques in the particular genre of the piece;        
•evaluate the overall effect of a performance in drama and dance, analysing the key elements;        
•identify and discuss the qualities and skills needed to create and perform productions in drama and dance;        
•produce pieces of writing in which they reflect on their experiences in drama and dance, and in which they show their ability to analyse and find solutions to problems in real life;        
•dramatize material that they have researched from primary sources (e.g., historical documents), and use it effectively in presenting documentary scenes.        
Student Name:        
 Expectations: Copyright The Queen's Printer for Ontario, 1998.  Format: Copyright B.Phillips, 1998.