Ontario, Canada

Grade 6 - Exploring Forms and Cultural Contexts

B3.1 demonstrate an understanding of some drama and theatre themes and traditions from a variety of times, communities, and places

B3.2 identify and describe key contributions drama and theatre make to the community

Grade 6 - Reflecting, Responding and Analyzing

B2.1 express personal responses and preferences and make connections to themes and issues presented in their own and others’ drama works

B2.2 identify a favourite scene and give reasons for their preference, using correct drama terminology to describe how the elements of drama contribute to its effectiveness

B2.3 identify and give examples of their strengths, interests, and areas for improvement as drama creators, performers, and audience members

Grade 6 - Creating and Presenting

B1.1 engage actively in drama exploration and role play, with a focus on identifying and examining a range of issues, themes, and ideas from a variety of fiction and non-fiction sources and diverse communities, times, and places

B1.2 demonstrate an understanding of the element of role by selectively using other elements to build belief in a role and establish its dramatic context

B1.3 plan and shape the direction of the drama or role play by introducing new perspectives and ideas, both in and out of role

B1.4 communicate feelings, thoughts, and ideas to a specific audience, using audio, visual, and/or technological aids to strengthen the impact on the viewer

Grade 7 - Exploring Forms and Cultural Contexts

B3.1 compare and contrast how social values are communicated in several different drama forms and/or styles of live theatre from different times and places

B3.2 identify and describe several ways in which drama and theatre contribute to contemporary social, economic, and cultural life

Grade 7 - Reflecting, Responding and Analyzing

B2.1 construct personal interpretations of drama works, connecting drama issues and themes to their own and others’ ideas, feelings, and experiences

B2.2 analyse and describe, using drama terminology, how drama elements are used to communicate meaning in a variety of drama works and shared drama experiences

B2.3 identify and give examples of their strengths, interests, and areas for improvement as drama creators, performers, and audience members

Grade 7 - Creating and Presenting

B1.1 engage actively in drama exploration and role play, with a focus on examining multiple perspectives related to current issues, themes, and relationships from a wide variety of sources and diverse communities

B1.2 demonstrate an understanding of the elements of drama by selecting and combining several elements and conventions to create dramatic effects

B1.3 plan and shape the direction of the drama by working with others, both in and out of role, to generate ideas and explore multiple perspectives

B1.4 communicate feelings, thoughts, and abstract ideas through drama works, using audio, visual, and/or technological aids to heighten the dramatic experience

Grade 8 - Exploring Forms and Cultural Contexts

B3.1 analyse the influence of the media on a wide variety of drama forms and/or styles of live theatre

B3.2 identify and describe a wide variety of ways in which drama and theatre make or have made contributions to social, cultural, and economic life in a variety of times and places

Grade 8 - Reflecting, Responding and Analyzing

B2.1 construct personal interpretations of drama works, connecting drama issues and themes to social concerns at both the local and global level

B2.2 evaluate, using drama terminology, how effectively drama works and shared drama experiences use the elements of drama to engage the audience and communicate a theme or message

B2.3 identify and give examples of their strengths, interests, and areas for improvement as drama creators, performers, and audience members

Grade 8 - Creating and Presenting

B1.1 engage actively in drama exploration and role play, with a focus on examining multiple perspectives and possible outcomes related to complex issues, themes, and relationships from a wide variety of sources and diverse communities

B1.2 demonstrate an understanding of the elements of drama by selecting and manipulating multiple elements and conventions to create and enhance a variety of drama works and shared drama experiences

B1.3 plan and shape the direction of the drama by negotiating ideas and perspectives with others, both in and out of role

B1.4 communicate feelings, thoughts, and abstract ideas through drama works, using audio, visual, and/or technological aids for specific purposes and audiences

Grades 9 & 10 - Foundations - Responsible Practices

C.3.1 identify and follow safe and ethical practices in drama activities (e.g., exhibit safe use of sound and lighting boards; follow procedures for the environmentally responsible use of materials and energy; prepare an individual or group seminar report on the nature and purpose of one or more of the following: copyright protection, royalties, public domain, intellectual property rights)

C.3.2 identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works (e.g., use active listening and cooperative problem-solving skills; practise punctuality; use tact in suggesting changes and improvements; demonstrate willingness to accept criticism and build consensus)

C.3.3 demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance contexts (e.g., as a performer: show willingness to take direction and behave appropriately towards other actors; as a viewer: demonstrate respect for performers and other audience members by paying attention, not interrupting or talking, and applauding when appropriate)

Grades 9 & 10 - Foundations - Context and Influences

C.2.1 identify ways in which dramatic expression and performance reflect communities and cultures, past and present (e.g., the prominence of socially and/or politically powerful characters in the drama of pre-industrial societies; the use of boy actors for female roles in Shakespearean theatre; the emphasis on religious themes in the drama of many cultures in different eras)

C.2.2 describe how drama is used for various purposes in a range of social contexts (e.g., to express or celebrate group or community sentiments or values in street theatre or parades; to mark important historical or religious anniversaries of a country or culture; to raise awareness of social, environmental, and political issues; to explore personal relationships or social arrangements)

Grades 9 & 10 - Foundations - Concepts and Terminology

C.1.1 identify the drama forms, elements, conventions, and techniques used in their own and others’ drama works, and explain how the various components are used, or can be used, to achieve specific effects, with a focus on ensemble drama works (e.g., how a comic drama form can be used to convey a serious message, how setting and time period can be used to sharpen the focus on a moral dilemma, how characters can be used to vary the mood within a drama)

C.1.2 demonstrate an understanding of and use correct terminology to refer to the forms, elements, conventions, and techniques of drama, with a focus on ensemble drama works (e.g., chorus, protagonist, ingénue, supporting role, act, scene, climax, resolution, improvisation, mask, freeze-frame image)

C.1.3 demonstrate an understanding of production roles, practices, and terminology when planning and presenting drama works (e.g., set design, costume design, lighting plot, light cue sheet, sound cue sheet, prompt book, set sketch, set model)

Grades 9 & 10 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom

B.3.1 identify and describe skills, attitudes, and strategies they used in collaborative drama activities (e.g., brainstorming, active listening, and cooperative problem-solving skills; strategies for sharing responsibility through collaborative team roles)

B.3.2 identify skills they have developed through drama activities and explain how they can be useful in work and other social contexts (e.g., explain in a journal how their brainstorming and negotiation skills support teamwork in a variety of contexts)

B.3.3 identify connections between their learning in drama and possible employment opportunities in the broader educational and arts sectors (e.g., production and/or performance roles in community theatre, television/radio broadcasting, filmmaking)

Grades 9 & 10 - Reflecting, Responding and Analyzing - Drama and Society

B.2.1 identify different types of drama and explain their function in diverse communities and cultures from the past and present (e.g., the function of television, film, or video game dramas with predictable plot lines and stock or stereotypical characters in today’s society; the function of theatre in ancient Greece, liturgical drama in medieval Europe, Shakespearean drama in Elizabethan England, and/or “social problem” dramas today)

B.2.2 explain how dramatic exploration helps develop awareness of different roles and identities people have in society (e.g., explain what they learned through role playing characters from different socio-economic groups)

B.2.3 describe ways in which different types of dramatic exploration and drama presentations contribute to the school and broader community (e.g., list school productions, community theatre, professional theatre, street theatre, children’s theatre, or school-spirit assemblies they have attended, and describe how they and the audience benefited from the experience)

B.2.4 identify ways in which dramatic exploration contributes to their understanding of diverse cultures and traditions (e.g., identify insights they gained through exploring the role of ritual in Greek theatre and/or Aboriginal ceremonies)

Grades 9 & 10 - Reflecting, Responding and Analyzing - The Critical Analysis Process

B.1.1 use the critical analysis process before and during drama projects to identify and assess individual and peer roles and responsibilities in producing drama works (e.g., identify and assess the contribution of leadership and supporting roles, group dynamics, and cooperative problem solving to their process of creating drama works)

B.1.2 analyse a variety of drama works to compare and assess how they explore universal themes and issues (e.g., compare and contrast the handling of similar themes in dramatizations of folk tales, myths, legends, personal stories, and/or Aboriginal tales)

B.1.3 identify aesthetic and technical aspects of drama works and explain how they help achieve specific dramatic purposes (e.g., write theatre or film reviews assessing whether the lighting, sound, set design, and costumes of a drama are used effectively to illustrate the intended message)

Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies

A.3.1 identify and use a variety of techniques to influence the audience in specific ways (e.g., have actors enter the performance space from the audience to increase audience connection to the drama; use blocking to focus audience attention on key characters or relationships between characters)

A.3.2 use a variety of voice and movement techniques to support the creation of character or atmosphere during rehearsal (e.g., use voice and movement to suggest an airport, circus, or factory environment)

A.3.3 use a variety of technological tools (e.g., light, sound, set design, props, models) to enhance the impact of drama works

Grades 9 & 10 - Creating and Presenting - Elements and Conventions

A.2.1 select and combine the elements of drama to achieve a variety of purposes in ensemble presentations (e.g., use the elements of character, time, and place in a drama about making a difficult choice; use the elements of time and place to clarify the focus in a drama about a historical event)

A.2.2 use a variety of conventions to create a distinct voice that reflects a particular global, social, or personal perspective (e.g., use voices in the head, role on the wall, and hot seating to create a complex character from another region or country)

Grades 9 & 10 - Creating and Presenting - The Creative Process

A.1.1 develop interpretations of issues from contemporary or historical sources (e.g., photographs, videos, music, newspaper/magazine articles, an eyewitness account of a historical event) as the basis for drama

A.1.2 select and use appropriate forms to present identified issues from a variety of perspectives (e.g., use a radio play, improvisation, or series of tableaux to present two opposing views about a political, social, or environmental issue)

A.1.3 use role play and characterization to explore personal and social issues (e.g., with a partner, create or assume a role that explores an issue such as bullying; create a scenario that reveals details about a character’s motivation)

Grade 11 - Foundations - Responsible Practices

C.3.1 identify and follow safe and ethical practices in all drama activities

C.3.2 demonstrate an understanding of the tasks and responsibilities involved in producing drama works

C.3.3 demonstrate an understanding of correct theatre worker and audience etiquette in classroom drama work and formal performance contexts

Grade 11 - Foundations - Context and Influences

C.2.1 locate, synthesize, and communicate information about scripts, performance spaces, and theatre traditions from different periods and cultures

C.2.2 compare the acting skill sets required by performers in current media to those required in traditional theatre

Grade 11 - Foundations - Concepts and Terminology

C.1.1 identify and describe the forms, elements, conventions, and techniques used in a variety of drama styles, and explain how they help achieve specific purposes and effects

C.1.2 use correct terminology for the various components and processes of their own and others’ drama works

C.1.3 demonstrate an understanding of production and promotion roles, practices, and terminology

Grade 11 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom

B.3.1 identify the collaborative skills and techniques they used to produce ensemble drama works, and explain how they can be applied in a variety of other contexts

B.3.2 analyse their use of the creative process in drama activities, and explain what they learned from it and how that learning can be applied in work and other social contexts

B.3.3 relate the various functions they have performed in drama activities to educational and career opportunities in the broader educational and arts sectors

Grade 11 - Reflecting, Responding and Analyzing - Drama and Society

B.2.1 analyse different styles of drama and explain their influence on artistic and social conditions in diverse communities and cultures from the past and present

B.2.2 identify ways in which drama can influence personal growth, relationships with others, and aesthetic judgement

B.2.3 identify ways in which drama can influence the broader community

B.2.4 explain how different types of theatre mirror cultural diversity and local or regional concerns in Canadian and global societies from the past and present

Grade 11 - Reflecting, Responding and Analyzing - The Critical Analysis Process

B.1.1 use the critical analysis process before and during drama projects to assign roles within the group, monitor the group process, and modify the roles and process as needed

B.1.2 analyse drama works to determine how they communicate ideas about issues, culture, and society

B.1.3 analyse and evaluate the aesthetic and technical aspects of drama works of diverse genres and styles

Grade 11 - Creating and Presenting - Presentation Techniques & Technologies

A.3.1 use a variety of techniques to increase interaction with or participation by the audience

A.3.2 use a range of techniques and acting approaches to refine performance during rehearsal

A.3.3 select and use a variety of technological tools, including forms of new media, to highlight the message and enhance the impact of drama works

Grade 11 - Creating and Presenting - Elements and Conventions

A.2.1 highlight selected elements of drama and subordinate others to achieve specific purposes

A.2.2 use a variety of drama conventions to establish a distinctive context or role in original or adapted works

Grade 11 - Creating and Presenting - The Creative Process

A.1.1 develop interpretations of drama texts or other sources from a variety of Western and non-Western traditions as a basis for their own drama presentations

A.1.2 select and use appropriate drama forms to present a variety of adapted or original drama works

A.1.3 create and interpret a range of characters using a variety of acting approaches

Grade 12 - Foundations - Responsible Practices

C.3.1 identify and follow safe and ethical practices in all drama activities

C.3.2 demonstrate an understanding of the tasks and responsibilities involved in producing drama works

C.3.3 demonstrate an understanding of correct theatre worker and audience etiquette in classroom drama work and formal performance contexts

Grade 12 - Foundations - Context and Influences

C.2.1 demonstrate an understanding of the theatre traditions of a variety of historical periods and cultures

C.2.2 identify and describe how electronic media can be used for specific purposes in drama activities

Grade 12 - Foundations - Concepts and Terminology

C.1.1 demonstrate an understanding of the nature and function of the forms, elements, conventions, and techniques associated with the theatre of a particular period or culture

C.1.2 use correct terminology for the styles, components, processes, and techniques of drama in creating and critiquing drama works and theatre performances

C.1.3 demonstrate an understanding of how various media can be used in the production and promotion of drama works

Grade 12 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom

B.3.1 outline the responsibilities of a variety of leadership and support roles in drama, including the skills and knowledge required, and evaluate their experiences in these roles in different contexts

B.3.2 identify skills they have acquired through drama activities and explain how they can contribute to success beyond the classroom

B.3.3 identify current and potential educational and career opportunities in the dramatic arts, and describe the competencies required in those fields

Grade 12 - Reflecting, Responding and Analyzing - Drama and Society

B.2.1 demonstrate an understanding of how drama questions social and cultural conditions in a variety of Canadian and global drama sources and traditions

B.2.2 describe ways in which their personal experiences in drama have influenced their attitudes to others and their own world view

B.2.3 describe ways in which drama can support or influence school and/or local community goals

B.2.4 describe different approaches used to explore universal concepts and themes in the drama of diverse cultures

Grade 12 - Reflecting, Responding and Analyzing - The Critical Analysis Process

B.1.1 use the critical analysis process to reflect on and justify or revise decisions in creating drama works

B.1.2 analyse a variety of contemporary and historical drama works to explain and evaluate how they communicate themes and dramatize issues

B.1.3 analyse and evaluate the aesthetic and technical aspects of a variety of drama works and/or theatrical productions

Grade 12 - Creating and Presenting - Presentation Techniques & Technologies

A.3.1 demonstrate an understanding of how different acting and staging techniques reflect and support different purposes in drama

A.3.2 use different acting approaches to explore and depict character in a variety of situations

A.3.3 select and use a variety of technological tools to help convey mood, create tension, and suggest universal connections

Grade 12 - Creating and Presenting - Elements and Conventions

A.2.1 use the elements of drama to achieve specific purposes in drama works

A.2.2 use a variety of drama conventions to help identify and incorporate new or emerging ideas in drama works they are developing

Grade 12 - Creating and Presenting - The Creative Process

A.1.1 develop interpretations of drama texts from a variety of Western and non-Western dramatic traditions, past and present, as a basis for their own drama works

A.1.2 select and use a variety of drama forms to present original drama works

A.1.3 create and interpret a wide range of characters using a variety of acting approaches