Drama

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Applications of Knowledge

Competency 3 – Appreciates dramatic works

Competency 1 – Creates dramatic works
Competency 2 – Performs 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. Analyzes a dramatic work or excerpt
  1 2 3 4 5
    1. Observes some subject-specific elements in excerpts of works of the present and past, from here and elsewhere
E          
    1. Picks out the component elements of a work1 as related to performance, playwriting and theatricality (e.g. development of content, trajectory of certain characters)
       
    1. Makes connections between elements of content identified and historical or sociocultural aspects represented in the work (e.g. particular gestures used, type of character, scenery, costumes, artistic period)
       
    1. Places in context elements of content that have symbolic significance in the work (e.g. words, gestures, objects)
     
    1. Places in context elements of multimedia content that have symbolic significance in the work (sound editing, effects, projection of images, poetic texts)
     
  1. Performance
    1. Observes some of the following forms of expressions using the body: gestures, attitude, mimicry, movement and rhythm as related to the characters or the dramatic action
E          
    1. Picks out elements of performance in the work for the purpose of characterization (e.g. attitude, gestures, gait, range, accent)
       
    1. Picks out body and voice in the performance of the work (e.g. energy, intonation, articulation, pronunciation)
       
    1. Describes elements of performance for the purpose of characterization (e.g. blocking, direction of gaze, vocal effects, emotion)
       
    1. Describes body and voice techniques in the performance (e.g. targeting the audience, exaggeration, stress, projection)
     
    1. Describes different aspects of performance (e.g. building a character, body techniques and expression, vocal and expressive techniques, ensemble work, types of discourse)
     
    1. Describes aspects of performance associated with the stage and multimedia (e.g. building a character, body techniques and expression, vocal and expressive techniques, ensemble work)
     
  1. Playwriting (Cycle One)
    Dramatic structure (playwriting)
    (Cycle Two)
    1. Locates the tableaux
E          
    1. Picks out different types of discourse used in the work (e.g. aside, stage directions, dialogue)
       
    1. Picks out some passages that mark the structure of the work (e.g. dramatic action, dramatic triggers )
       
    1. Picks out some passages typical of the genre to which the work belongs
       
    1. Picks out some passages that include indications of time and space
       
    1. Describes some key passages in the dramatic structure (e.g. components of the work: action, triggers, resolution)
       
    1. Describes some passages that offer indications of time, space or action
     
    1. Describes how dramatic structure is used (e.g. type of character, types of discourse, dramaturgical form, aesthetic traditions) 
     
    1. Describes how dramatic structure associated with the stage and multimedia is used (e.g. type of character, dramaturgical techniques, types of discourse, dramaturgical forms)
     
  1. Theatricality (Cycle One)
    Dramatic structure
    (Cycle Two) 
    1. Observes the choice of costume
E          
    1. Picks out some theatrical choices (e.g. costumes, scenery, lighting, theatrical techniques, sound environments, performance space, theatrical space)
       
    1. Picks out some aspects of stage directing (e.g. responses to sound and visual cues, conventions related to unified performance)
       
    1. Describes the function or use of certain costumes
       
    1. Describes the function or use of certain props and elements of scenery
     
    1. Describes different aspects of using theatrical structure (e.g. visual and sound elements, ensemble work, theatrical techniques)
     
    1. Describes different aspects of using theatrical structures associated with the stage and multimedia (e.g. production procedures, performance space and multimedia, visual and sounds elements, theatrical techniques)
     
  1. Interprets the meaning of the work
  1 2 3 4 5
    1. Gives an example of the connections made between the effects of what he/she felt and the elements observed
E          
    1. Makes connections between the elements observed and the meaning perceived (e.g. treatment of certain theatrical choices, of certain elements related to the character)
       
    1. Makes connections between the elements observed, the meaning perceived and the expressive elements of the work (e.g. expression of emotion using the body and the voice)
       
    1. Makes connections between the elements observed, the meaning perceived, and the symbolism of the work (e.g. references meaningful to the audience)
     
  1. Makes critical and aesthetic judgments
  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. Compares short scenes based on his/her observations and the suggested appreciation criteria
E          
    1. Expresses his/her preferences based on arguments related to his/her observations and the appreciation criteria selected
       
    1. Justifies his/her point of view basing his/her arguments on the connections between the different elements selected (e.g. the intensity of certain emotions supported by a sound environment and various movements on stage)
       
    1. Justifies his/her point of view based on the content of the work, the meaning perceived and the selected appreciation criteria (e.g. problems of communication criticized in the work and demonstrated by characters who are insensitive to each other, as illustrated by their position in the performance space)
     
  1. Shares his/her appreciation 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 appreciation 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 appreciation process and especially to the strategies used (e.g.use of different methods to develop his/her perceptive acuity)
       
    1. Describes aspects of his/her experience related to the appreciation process and to the strategies used (e.g. centering techniques for focusing on the work, strategies related to observation and perception for analyzing the work)
       
    1. Picks out elements that contributed to the development of the appreciation and that he/she could apply in a subsequent project (e.g. different sources of information used, recording methods)
     
1.  In the Drama program, the word “work” is used in a broad sense to include either a student’s production or that of an author or creator.

Competency 1 – Creates dramatic works
Competency 2 – Performs dramatic works

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