Dramatic Arts: Grade 11 ADA3M
Prerequisite: Dramatic Arts Grade 9 or Grade 10, Open
http/sts.smcdsb.on.ca/teachers/gfetterley
Course Description
This
course builds upon the skills introduced in grades 9 and 10. Students
apply skills and research various acting styles when preparing both
original work and selective scripts. Students explore theatre
conventions and are introduced to the works of selective major
playwrights from the turn of the 20th century. Script analysis
prepares students to the professions associated with Theatre. Building
upon cooperative skills and creative collaboration, students work within
the culture of ‘ensemble’ ad experience the creative dynamics of a
theatre company. They develope research skills through independent
study.
Course Notes
Though the units stand alone to fulfill separate sets of
expectations, they are complimentary. Unit 1 provides the thematic and
practical foundation for the remaining units that follow.
Student Portfolio
Students are to keep a portfolio of their drama work throughout
the course. It is a primary vehicle for students to demonstrate their
learning, to deepen and extend the drama; a stimulus for reflection and
student-teacher conferencing, and a natural mode for analysis and
planning. All items in the portfolio are confidential between the
teacher and the student.
Portfolio Questions
1. What artistic choices did you make to enhance the scene? Describe whether they were successful or not.
2. How does your final project authentically represent the cultural perspective of the original?
3. Which of the techniques that you used in the creation process was
the most effective in achieving your vision? What are the limitations
of these techniques?
4. List the key strategies that guide the development of character,
and "in-role" interaction, outside the given scene. (Compare stylized
movement in commedia d’ell arte with realistic movement in early 20th
century realism, or exaggerated movement in melodrama; select two genres
and apply various conventions for the purpose of comparison).
5. What technologies would you choose to communicate the atmosphere
of your scene and why? How could you use projections to enhance audience
understanding of the underlying theme of your work.?
6. Why is it critical to maintain a rehearsal log, planning journal or production schedule?
7. What artistic choices did the designer make to enhance the
character? How can we improve the lighting of the scene? How could we
change the focus in blocking the scene?
8. What is the essential conflict between these characters? How
might the audience interpret this relationship? What evidence can you
find for your interpretation? How best can this relationship be portrayed through staging?
9. What traditions are distinct in each culture? What similarities can you see?
10. What might be some of the ways in which theatre work contributes to society and the global community?
11. What are the benefits of taking our dramatic work outside the classroom?
12. Describe the characteristics of dramatic work that reveals aspects of the society that created it?
13. What have you discovered in your drama studies that you can
apply to your part time job, post secondary study, or potential
employment opportunities?
14. What did you discover about your character through the improvisation?
15. Use design elements, blocking, director’s notes, stagecraft, and theatre equipment in creating dramatic scene.
16. What is the role of the stage manager and other members of a
production company? What strategies can the publicity team use in
advertising the production?
17. How does a performance change with venue? What kinds of
differences can you identify between performers who are self directed,
and those in theatre company?
18. How does the society determine the status and function of the
performer? How are performers treated differently in various settings?
19. How are the choices of your scene appropriate for the audience? Why is it important to cite source material of your scene?
20. Demonstrate effective and responsible actions such as clarifying responsibilities, building trust, commitment duties.
21. Why is it important to work as a team when producing your dramatic scene?
22. As an actor, take direction and apply director’s notes, cooperate with the stage manager.
23. What are the differences between attending a rock concert and a dramatic play?
Grade 11Unit Description:
1. The Directors Workshop: roles of directing/ Creating the Mis-en-scene techniques
2. Actor’s Workshop: Uta Hagen: Respect for Acting/ Michael Shurtleff: Audition--Theatre Guide Posts.
3.Exploring Theatrical Styles: Dramatic Forms/ Conventions. Theatre of the Oppressed
Unit Description
Students utilize the skills they have developed in research, scene analysis,
acting and scriptwriting. Students will learn the techniques of forum theatre developed by theatre
activist Augusto Boal. In groups of 6 to 8 people, students will research a social issue of
importance to them, create and lead a workshop with their peers using forum and image theatre
techniques.
4.Didactic Theatre: Acting Approaches to Young People’s Theatre.
5. School Production: Developing Roles and Theatre Company.
6. Final Scene Study: (CCT) This is based on a selected term play.
7. ISU: assigned topics are given throughout both terms based on the selected term play.
8. Final Examination: Administered during final examination period.
Evaluation and Student AchievementAssessment 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 establishes 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
| 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 |
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.
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 scheme
Rubrics
Anecdotal comments with suggestions for improvements
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.