Drama

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Applications of Knowledge

Competency 1 – Creates dramatic works

Competency 2 – Performs dramatic works
Competency 3 – Appreciates dramatic works

Cycle Two: Compulsory program
Cycle Two: Drama optional program
Cycle Two: Drama and Multimedia optional program

Student constructs knowledge with teacher guidance.

Student applies knowledge by the end of the school year.

 

Student reinvests knowledge.

E: The letter E indicates knowledge from the elementary-level Drama program which is developed in greater depth or applied in Secondary Cycle One.

Elementary

Secondary
Cycle
One
Cycle
Two
  1. Uses ideas to create a dramatic work
  1 2 3 4 5
    1. Imagines a story with continuous development, with a beginning and an ending
E          
    1. Finds ideas for dramatic situations related to elements of dramatic language that emerge from the stimulus for creation (e.g. role of characters in the dramatic action, comic or dramatic genre)

       
    1. Tries out ideas for dramatic situations related to the content of the creative work and adapted for improvisation or composition1 (e.g. gestures and attitudes related to the character portrayed, different ways of conveying the resolution of a dramatic situation in acting  space)
       
    1. Tries out ideas for dramatic situations related to the content of the creative work and adapted for composition or staging1 (e.g. different ways of presenting a dramatic plot using theatrical techniques, ideas for elements of scenery that can support transposition to the stage)
     
    1. Tries out and selects ideas for dramatic situations adapted for improvisation, composition, staging or adaptation1 (e.g. selection of actions, triggers or resolutions in adapting a literary work to performance, selection of visual and sound elements to dramatize ideas)
     
    1. Tries out and selects ideas for dramatic situations adapted for a multimedia composition, production or adaptation1 (e.g. narration to present a discontinuous dramatic plot, selection of certain sound effects to create particular sound environments for an audio drama)
     
  1. Uses elements of dramatic language and technique (Cycle One)
    Uses elements of dramatic language (Cycle Two)2
  1 2 3 4 5
  1. Playwritting  (Cycle One)
    Dramatic structure ( Cycle Two)
  • 1.1. Genres
    1. Outlines dramatic situations using improvisation focused on comic or dramatic genres
       
  • 1.2. Dramaturgical forms
    1. Outlines dramatic situations focused on children’s and youth theatre, street theatre or guerrilla theatre
     
    1. Outlines dramatic situations focused on a chosen dramaturgical form (audio drama, video drama, photo theatre)
     
  • 1.3. Character (Cycle One)
    Emphasizing a character ( Cycle Two)
    1. Finds a few traits for his/her character
E          
    1. Describes a character (e.g. distinctive traits, motivation, role in the dramatic action, historical characteristics)
       
    1. Describes a character using some sociocultural characteristics
       
    1. Describes a character using some sociocultural or historical characteristics
     
    1. Describes a character using sociocultural and historical characteristics
     
  • 1.4. Playwriting methods, dramatic structure, types of discourse, conventions
    1. Writes a basic storyline
E          
    1. Outlines dramatic situations containing dramatic actions and triggers using improvisation
       
    1. Outlines dramatic situations focused on dialogue using improvisation
       
    1. Outlines dramatic situations, inserting indications of time and space using improvisation
       
    1. Outlines dramatic situations, inserting stage directions and asides
       
    1. Outlines dramatic situations, inserting indications of time, space and action   
     
    1. Outlines some dramatic situations focused on types of discourse, especially monologues
     
    1. Outlines some dramatic situations using the following structural elements: sequence, ellipsis, rupture
     
    1. Outlines some dramatic situations focused on narration or advertising
     
  1. Performance
  • 2.1. Characterization, ensemble work, body techniques and expression, vocal techniques (Cycle One)
    Building a character, ensemble work, body techniques and expression / vocal and expressive techniques (Cycle Two)
    1. Finds some attitudes, gestures, mimicry and movements related to the character
E          
    1. Tries out dramatic situations using the body (e.g. attitude, gestures, direction of gaze) or voice (e.g. range, silence, vocal effects) to build characters
       
    1. Tries out a crowd scene based on appropriate dramatic situations
       
    1. Tries out dramatic situations using different body and vocal techniques, especially diction and voice placement
       
    1. Tries out some dramatic situations using techniques of corporel expression (e.g. flexibility, exaggeration, opposition, relaxation, energy) and especially targeting the audience
       
    1. Tries out some dramatic situations using different techniques of corporal and vocal expression to express emotions
     
    1. Tries out choreography choral movements based on appropriate dramatic situations
     
    1. Tries out different levels of language based on appropriate dramatic situations
     
    1. Tries out dramatic situations using techniques of corporal and vocal expression, especially performance for camera or microphone
     
  1. Theatricality (Cycle One)
    Theatrical structure (Cycle Two)
  • 3.1. Visual and sound elements
    • 3.1.1. Costumes, stage set, lighting, sound environment, makeup, performance space
    1. Arranges the playing area (objects and space)
E          
    1. Selects costume accessories, elements of scenery, sound effects and simple lighting for different dramatic situations
       
    1. Selects the organization of the theatrical space (e.g. stage/audience relationship) for different dramatic situations
       
    1. Selects costumes by imagining their use or function in different dramatic situations
       
    1. Selects costume accessories and elements of scenery by imagining their use or function in different dramatic situations
     
    1. Selects element of scenery, costumes, lighting and sound environments by imagining their use or function in different dramatic situations and according to their sociocultural and historic characteristics
     
    1. Selects a style of theatrical makeup adapted to the different characters imagined
     
    1. Selects a makeup style for the stage or screen, adapted to the different characters imagined
     
    • 3.1.2. Multimedia theatrical space
    1. Selects appropriate approaches to handle a multimedia theatrical space (e.g. relationship with medium, divisions of playing areas)
     
  • 3.2. Styles of theatre (Cycle One)
    Theatrical techniques (Cycle Two)
    1. Uses the following elements of clown comedy: imitation, reversal of situation, parody of circus games, problem solving
E          
    1. Tries out styles of theatre (e.g. performance in masks, body shadows, marionettes, clown performance, black theatre)
       
    1. Uses one of the following theatrical techniques: performance in masks, body shadows, marionettes, clown performance, black theatre
       
    1. Uses different processes of theatrical technique
     
    1. Selects a theatrical technique to enrich his/her presentation of an imagined dramatic situation
     
  1. Organizes his/her dramatic creation
  1 2 3 4 5
    1. Organizes the content of his/her improvisations based on his/her creative intention
E          
    1. Tries out different ways of organizing the content of the creative work
       
    1. Selects certain characters, dramatic situations and elements of dramatic language to refine the content of the creative work (e.g. types of discourse, character and building a character)
       
    1. Selects the most appropriate characters, dramatic situations and elements of dramatic language for his/her creative intention (e.g. resolution, use of theatrical technique)
       
    1. Links different sections of the creative work, taking into account selected elements of creative language (e.g. dramaturgical treatment, conventions on unified performance)
     
    1. Links different sections of the creative work, specifying expressive choices (e.g. levels of language, monologues, choreography, visual and sound elements)
     
    1. Selects characters, dramatic situations and elements of dramatic language, specifying the most appropriate expressive choices for the desired type of multimedia environment (e.g. playwriting methods, type of discourse, performance for camera or microphone, visual and sound elements)
     
  1. Presents his/her dramatic creation
  1 2 3 4 5
    1. Makes complete sequences by adjusting elements of dramatic language chosen for the creative work and taking into account the external view
       
    1. Links complete sequences in his/her creation, taking into account choices related to ensemble work
     
    1. Links complete sequences in his/her creation, taking into account the audience reaction
     
  1. Shares his/her dramatic creation experience
  1 2 3 4 5
    1. Uses subject-specific vocabulary
E          
    1. Uses subject-specific vocabulary according to the terminology prescribed in this program
       
    1. Uses subject-specific vocabulary according to the terminology prescribed for each program
       
    1. Describes important aspects related to the use of elements of dramatic language, performance techniques, theatrical techniques and styles of theatre
E          
    1. Describes some aspects of his/her experience related to the creative dynamic, especially to the strategies used (e.g. strategies related to observation and listening)
       
    1. Describes some aspects of his/her experience related to the creative dynamic, especially to the strategies used (e.g. use of the three phases of the creative dynamic, trial and error)
       
    1. Picks out the elements reinforcing the development of the creation that are applicate to subsequent projects, focusing on the relevance of choices, strategies used, observance of conventions and the performance context
     
1.  The complete description of the types of complex tasks in Secondary Cycle Two are found on pages 11 and 12 of the Drama program.
2.  In Secondary Cycle Two, technique is included in the elements of dramatic language.

Competency 2 – Performs dramatic works
Competency 3 – Appreciates dramatic works

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