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Drama

Applications of Knowledge

Competency 1 – To invent short scenes

Competency 2 – To interpret short scenes
Competency 3 – To appreciate dramatic works, personal productions and those of classmates

Student constructs knowledge with teacher guidance.

Student applies knowledge by the end of the school year.

 

Student reinvests knowledge.

The statements in bold type indicate knowledge that should be given priority if the program is not taught in all cycles.
Elementary
Cycle One Cycle Two Cycle Three
  1. To use personal ideas inspired by the stimulus for creation
1 2 3 4 5 6
  1. Structure
  • 1.1.   Story development
    1. Creates a story with continuous development, with a beginning and an ending
       
    1. Creates a story with continuous development, with a plot twist and an ending
       
    1. Creates a story with continuous development, with a plot twist and an ending, and with discontinuous development, using tableaux
       
  • 1.2.   Type of discourse
    1. Drafts a dialogue
       
    1. Drafts a narration
       
  • 1.3.   Writing (individual or group)
    1. Writes a basic storyline
       
  1. To use elements of the language of drama, performance techniques, styles of theatre and elements of drama
1 2 3 4 5 6
  1. Language of drama
  • 1.1.   Expression using the body
    1. Finds an attitude and a gesture related to the character
       
    1. Finds attitudes, gestures, mimicry  and movements related to the character
       
    1. Chooses gestures, attitudes, mimicry, movements and rhythm related to the character
       
  • 1.2.   Expression using the voice
    • 1.2.1   Vocal sounds
    1. Uses in his/her creation a noise and a sound related to the dramatic action
       
    1. Uses in his/her creation noises and sounds related to the dramatic action and the character’s emotions
       
    1. Combines noises and sounds related to the dramatic action and the character’s emotions
       
    • 1.2.2   Speech
    1. Finds a vocal intensity related to the nature of the character
       
    1. Finds a vocal intensity related to the emotions and nature of the character
       
    1. Combines expressions using the voice related to the emotions and nature of the character, such as intensity, pitch and timbre
       
    1. Finds some chorus effects for his/her creation
       
  1. Performance techniques
  • 2.1.   Vocal techniques
    1. Uses one of the following vocal techniques: breathing, posture, sound production or speed of delivery
       
    1. Uses some of the following vocal techniques: breathing, posture, sound production, projection of sound, pronunciation and speed of delivery
       
    1. Combines some vocal techniques such as breathing, posture, sound production, projection of sound, pronunciation, speed of delivery, rhythm and intonation
       
  • 2.2.   Body techniques
    1. Uses one of the following body techniques: relaxation, flexibility or levels
       
    1. Uses some of the following body techniques: relaxation, flexibility, levels, rhythms and energy
       
    1. Incorporates one of the following body techniques into the composition of his/her character: relaxation, flexibility, levels, rhythms or energy
       
    1. Uses the following body techniques: exaggeration, balance, imbalance
       
  • 2.3.   Expressive elements
    1. Finds a trait for his/her character
       
    1. Finds a few traits for his/her character
       
    1. Chooses the traits for his/her character
       
  1. Styles of theatre
  • 3.1.   Marionettes
    1. Uses basic positions for concealed or full-view manipulation
       
    1. Characterizes the marionette using breathing, direction of gaze, gait and voice
       
  • 3.2.   Clown performance
    1. Uses the following comic effects: physical actions, word play, repetition and exaggeration
       
    1. Uses the following elements of clown comedy: imitation, reversal of situation, parody of circus games and problem solving
       
  • 3.3.   Shadow theatre
    1. Uses the following technical elements: distance, body position, shadow and special effects
       
  • 3.4.   Performance in masks
    1. Directs his/her gaze (nose)
       
    1. Finds the emotion to be expressed, the quality of the gesture, rhythm and position in space
       
  1. Elements of drama
  • 4.1.   Space
    1. Chooses simple blocking in a performance space
       
    1. Memorizes blocking in a performance space
       
    1. Shifts from a limited playing area to a performance area
       
    1. Uses levels in the performance space
       
  • 4.2.   Object
    1. Finds an imaginary or utilitarian function for the object
       
    1. Uses the object according to its imaginary or utilitarian function
       
  • 4.3.   Set design
    1. Arranges the playing area (space)
       
    1. Arranges the playing area (objects and space)
       
    1. Transforms the playing area (during performance)
       
  • 4.4.   Costume
    1. Chooses a costume element based on the character in the story
       
    1. Chooses some costume elements based on the character in the story
       
    1. Chooses the costume elements based on the character in the story
       
  • 4.5.   Sound environment
    1. Finds different vocal effects related to the character
       
    1. Finds different sound effects related to the story
       
  • 4.6.   Lighting
    1. Stands in the light based on his/her performance choices
       
    1. Chooses the intensity and colour of the light based on the story
       
    1. Looks for simple lighting effects related to the story
       
  1. To organize the elements he/she has chosen
1 2 3 4 5 6
    1. Tries out sequences of elements of  dramatic language , performance techniques, styles of theatre and elements of drama
       
    1. Puts the elements of the story in order
       
    1. Organizes the content of his/her improvisations
       
    1. Organizes the content of his/her improvisations based on his/her creative intention
       
    1. Improvises spontaneously and with preparation: sounds, gestures and words
       
  1. To finalize a production
1 2 3 4 5 6
    1. Makes adjustments to his/her short scene
       
    1. Adjusts his/her production based on the initial stimulus for creation
       
    1. Enhances certain aspects of his/her production using elements of dramatic language, performance techniques, styles of theatre or elements of drama
       
  1. Performance techniques
  • 1.1.   Performance conditions
    1. Pays attention in his/her prepared or spontaneous improvisations
       
    1. Focuses his/her listening in prepared or spontaneous improvisations
       
    1. Concentrates in his/her prepared or spontaneous improvisations
       
    1. Directs his/her gaze in his/her prepared or spontaneous improvisations
       
  • 1.2.   Rules that apply to group performance
    1. Responds to a performance direction in his/her prepared or spontaneous improvisations
       
    1. Responds to performance directions in his/her prepared or spontaneous improvisations
       
  1. To share his/her creative experience
1 2 3 4 5 6
    1. Shares significant aspects related to the use of elements of dramatic language, performance techniques, styles of theatre or elements of drama
       
    1. Describes important aspects related to the use of elements of dramatic language, performance techniques, styles of theatre or elements of drama
       
    1. Uses subject-specific vocabulary
       

Competency 2 – To interpret short scenes
Competency 3 – To appreciate dramatic works, personal productions and those of classmates

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