Drama

Print section

Applications of Knowledge

Competency 2 – Performs dramatic works

Competency 1 – Creates 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. Becomes familiar with the dramatic content of the work
  1 2 3 4 5
  1. Playwriting (Cycle One)
    Dramatic structure (Cycle Two)
  • 1.1. Playwriting methods, dramatic structure, genres, dramaturgical forms
    1. Locates the development, plot twists and the resolution of the story
E          
    1. Picks out some passages that mark the dramatic structure of the work (e.g. dramatic action, dramatic triggers
       
    1. Identifies the genre of the work: comedy or drama
       
    1. Picks out some passages that offer clues for interpreting a character or staging the work1(e.g. identification of the role of the character in the work, ideas for the organization of space)
       
    1. Picks out some passages that mark the dramatic structure of the work (structure of the work [e.g. action, triggers, ending])
     
    1. Picks out the most significant passages in the dramatic structure that can be used for interpreting a character or directing the work (e.g. emotions felt by the character, lighting to mark the structure)
     
    1. Picks out some of the most significant passages that provide ways for interpreting a character or for staging, directing or adapting the work1 (e.g. establishing equivalencies for an adaptation or looking for staging ideas for a theatrical production)
     
    1. Identifies the dramaturgical form of the work (e.g. children’s or and youth theatre, street theatre, guerrilla theatre)
     
    1. Picks out some passages that offer clues for interpreting a character, or for producing or adapting the work (e.g. identification of processes required for production, ideas for possible divisions of space for dramatization)
     
    1. Picks out passages that mark the structure of a multimedia work (e.g. sequence, ellipsis, rupture)
     
    1. Identifies the dramaturgical form of the work (e.g. audio play, video play, photo theatre)
     
  • 1.2. Character, types of discourse, conventions, aesthetic traditions (Cycle One)
    Emphasizing a characters types of discourse, conventions, aesthetic traditions (Cycle Two)
    1. Locates in the scene some elements of dramatic language to interpret the character in the story
E          
    1. Picks out some elements related to a character for the purpose of playing the character (e.g. distinctive traits, intention, role in the action)
       
    1. Picks out some stage directions, asides, indications of time and space in order to perform the work
       
    1. Picks out some clues that help to determine actions for performing the work
       
    1. Picks out some historical and sociocultural characteristics of a character
     
    1. Picks out some passages that affect the intentions of a character (e.g. dialogue, stage directions, monologue)
     
    1. Picks out some indicators in the work that help to determine the aesthetic tradition to which it belongs
     
    1. Picks out and chooses elements in the work concerning the time, space and action that will affect its performance
     
    1. Picks out some narrative in the work passages that will affect its performance
     
  1. Applies elements of dramatic language (Cycle One)
    Uses elements of dramatic language (Cycle Two)
  1 2 3 4 5
  1. Performance
  • 1.1. Charactherization, ensemble work (Cycle One)
    Building a character, ensemble work (Cycle Two)
    1. Chooses some different attitudes, gestures, mimicry, movement and rhythms related to the character in the story
E          
    1. Tries out a characterization using the body (e.g. attitude, gestures, direction of gaze) and the voice (e.g. range, accent, silence)
       
    1. Tries out a characterization using his/her body, voice and especially emotions
       
    1. Tries out a characterization taking into account historical and sociocultural characteristics
     
    1. Tries out a characterization taking into account the dramaturgical form or the aesthetic tradition to which the work belongs
     
    1. Tries out a characterization taking into account the dramaturgical form used
     
  • 1.2. Body techniques and expression / Vocal techniques(Cycle One)
    Vocal techniques and expression / Vocal and expressive techniques (Cycle Two)
    1. Combines some vocal techniques related to a character in the story: breathing, posture, sound production, projection of sound, pronunciation, speed of delivery, rhythm and intonation
E          
    1. Tries out a characterization using body and vocal techniques (e.g. exaggeration, flexibility, breathing, rhythm)
       
    1. Tries out a characterization using body and voice, especially targeting the audience
       
    1. Tries out a characterization using body and voice, especially diction and voice placement
     
    1. Tries out a characterization incorporating levels of language
     
    1. Tries out a characterization using body and voice appropriate for performance in front of a camera or microphone
     
  1. Theatricality (cycle one)
    Theatrical structure (cycle two)
  • 2.1. Costumes, makeup, lighting, sound environment, stage area, performance space
    1. Chooses the costume related to the character in the story
E          
    1. Chooses costume accessories, elements of scenery, sound effects and simple lighting
       
    1. Makes choices concerning the use of stage area and performance space
       
    1. Chooses a costume appropriate to the character to be played
       
    1. Chooses a costume appropriate to the historical and sociocultural characteristics of the character to be played
     
    1. Chooses makeup for the character to be played, in keeping with the theatrical context
     
    1. Chooses makeup for the character to be played, in keeping with the staging context or the dramaturgical form being used
     
  • 2.2. Multimedia space
    1. Makes choices adapted to the dramaturgical form of the work, according to the plan of playing areas and the relationship with the medium 
     
  • 2.3. Production techniques
    1. Uses multimedia production techniques (e.g. round-table discussions, blocking, sound recording, image recording)
     
  1. Becomes familiar with the expressive nature of the work
  1 2 3 4 5
    1. Memorizes blocking related to the content of the story
E          
    1. Learns sections of the work in sequence, memorizing the text and blocking
       
    1. Learns sections of the work in sequence, taking into account different expressive elements (e.g. content of the work, performance, dramatic structure)
       
    1. Learns sections of the work in sequence, incorporating visual and sound elements (e.g. costumes, set design, lighting, sound environment)
     
    1. Learns sections of the work in sequence, using expressive resources that respect his/her communication intention and that of the author  (e.g. scenery choices, transition, rhythm, atmosphere)
     
    1. Learns sections of the work in sequence, using expressive multimedia resources that respect his/her communication intention and that of the author (e.g. sound, image, scenery choices, transition, rhythm, atmosphere)
     
  1. Respects the conventions regarding unified performance
  1 2 3 4 5
    1. Respects the established performance directions
E          
    1. Learns sections of the work in sequence, taking into account the performance space and conventions
       
    1. Learns sections of the work in sequence, taking into account ensemble work, performance conventions and the performance space in his/her performance
       
    1. Learns sections of the work in sequence, taking into account ensemble work, established conventions (of performance and theatrical structure) and the performance space in his/her performance
     
    1. Learns sections of the work in sequence, taking into account ensemble work, established conventions (of performance and theatrical structure) and the performance space, adjusting his/her interpretation during the performance of the work
     
  1. Shares his/her performance 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 in accordance with the terminology prescribed for each program
       
    1. Describes important aspects related to the use of elements of dramatic language, performance techniques, styles of theatre or elements of drama
E          
    1. Describes aspects of his/her experience related to the performance process and especially to the strategies used (e.g. identification of distinctive traits of the character, memorization of dialogue)
       
    1. Describes aspects of his/her experience related to the performance process and to the strategies used (ability to observe pre-established conventions, strategies related to memorization and concentration)
       
    1. Picks out the elements reinforcing the development of the creation that are applicable 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 18 and 19 of the Drama program.

Competency 1 – Creates dramatic works
Competency 3 – Appreciates dramatic works

Haut de page