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Grade 10 Dramatic Arts ADA2O Course Outline

St. Thomas Aquinas Catholic Secondary School Mr. Fetterley
http/sts.smcdsb.on.ca/teachers/gfetterley

 
 

Arts Department Philosophy: At St. Thomas Aquinas, we believe that a students education is essential to the student’s total being. An Arts education is essential to the student’s intellectual, physical, social and emotional growth. Through the Arts students learn to develop their thinking skills creatively and critically. They learn to work in a cooperation with others as well as independently. The work we endeavor to complete allows students the opportunities to communicate both verbally and non- verbally thus affording them the opportunity to discover and develop abilities that can prove to be rich sources of pleasure later in life. This course supports the Catholic Graduate Expectation. {Adapted from... The Ontaro Curriculum, 1999}
Course Rational:
This course emphasizes the active exploration of dramatic forms and techniques, using material from a wide range of authors, genres, and cultures. Students learning will include identifying and using the principles of space, voice, and movement in creating, sustaining, and communicating authentic roles within drama. Students will assume responsibility for their decisions made ibn the creation and presentation of the drama, and will analyze and reflect on the experience.

 
Grade Ten:
Unit Description:
1.Building Group Dynamics (Improv), Viola Spolin: Improvisation for the Theater--creating the "Where"creating the "Where", and Monologue Building.
2. Movement: Principles of Staging, Scene/Subtext.
3. Vocal: Public Speech, Storytelling, Puppet and Shadow Theatre/Film Noir.
4. Character: Emotion Arcs, Interior/ Exterior/ Character Objective.
5. ISU--Play study (Part One--Design/Part Two--Written)
6. Theatre Complete: CCT (Options) Screenplay/Theatre of Farce or Play Scene selected from ISU study.
7. Exam: Final Monologue ( During exam time).
Evaluation and Student Achievement

 

 Assessment and Evaluation in the dramatic arts is ongoing. Assessment is the process of gathering information from a variety of sources (including assignments, demonstrations, projects, performances, and tests) that accurately reflect how well the student is achieving the curriculum expectations.
Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. In Ontario schools, the value assigned will be in the form of an achievement level and an associated percentage grade. It refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. In Ontario schools, the value assigned will be in the form of an achievement level and an associated percentage grade.

 Assessment and evaluation of student achievement is based their ability to Respond, Reflect, and Analyse given expectations. The FOUR overall strands are listed below:

 Crictical Analysis, Function of Art in Society, Identity/Community, Artistic Connections
During each term, ongoing assessment and evaluation is worth 70% of the final mark. The final 30% of the grade will be based on a final Course Culminating Task to be administered towards the end of the course and a final in-class performance exam during the examination period.

During each term, ongoing assessment and evaluation is worth of the final mark. The final of the grade will be based on a final to be administered towards the end of the course and a final in-class performance exam during the examination period.

 Instructional Strategies and Assessments
Dramatic Technique (presentation/performance)
Formal Written overviews/Article Talk
Reflection/Journal sharing/Learning Log
Group Dynamics/Class rehearsal protocols
Quizzes
Personal Communication (peer conferencing, roving conferences)
Teacher observations

 

 

 

Cell phones/iPods: STS has an acceptable use policy for all electronic devices. Cell phones are not to be brought to class at anytime – no exceptions.  If parents need to contact a student in an emergency, please communicate with the school through the main office. Also, music devices must be removed during class time unless special permission is granted by your teacher.

 

 Class Assessment tools include:

Daily checklists
Marking schemes
Rubrics
Anecdotal comments with suggestions for improvement 

Percent Grade Range  Achievement Level   Summary Description
 80 – 100%  Level 4  Very high to outstanding level of achievement
Above the provincial standard
 70 – 79%  Level 3  High level of achievement
Achievement at the provincial standard
 60 – 69%  Level 2  Moderation level of achievement
Below the provincial standard
 50 – 59%  Level 1  Passable level of achievement
Below the provincial standard
 Below 50%  Level 0  Insufficient achievement of curriculum experience
A credit will not be granted

 

 

 


In the final Four weeks of the semester, each student will complete their CCT (Course Culminating Task). The Course Culminating Task will provide students with the opportunity to perform at all levels and demonstrate key knowledge and skills in all four categories of the curriculum expectations. A non-submission of the CCT does not automatically mean the student will not attain the credit. It does, however, have an impact on the student’s final grade, unless there is extenuating circumstances.

 

 The Drama Journal

 

How are you feeling about it
Are you making emotional connections? 
 How is class going for you? 
 How are you enlightened? How are you confused?
What do you feel you are learning? 
 Are you self-motivated?
  What is helping you the most? …the least? 
  Is your understanding expanding in areas such as relaxation? …focus? …energy? …emotional connections? …etc.
Do you have any suggestions?
What would you like to share with your teacher that is easier to write about than talk about

 

 

 

 

Drama Observed: 
 What are you noticing about actors you see in live theatre, film and television?
How are your critical responses in class changing as you observe more? …out of class?
What do you observe about people in the world that might enlighten your drama work?
What do you see when you observe rehearsals, both your own rehearsals and others?
What are you discovering about yourself?
Drama Work and Acting:
 What were the circumstances of each of your rehearsals? What happened at them and how did you feel about it?
How is the process of character creation going for you?
When did you work most effectively and least productively? 
What in your non-drama and out of class experience might apply directly to your work in class?
What is the educational value of this training?