BALMORAL
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2145 Jones Avenue, North Vancouver, B.C. V7M 2W7 Telephone: (604) 903-3555 Fax: (604) 903-3556
Taught by: Cora Clark, Rob Walker, Peter Bond
Course Description:
Drama 10 is a 2-credit, half-year course (60 hours). This grade 10 elective is designed to develop a holistic view of Drama and its intrinsic blend of art, design and technology. Students enrolled in this course will participate in improvisation, scripting, dramaturgy and acting roles exploring the creative cycle. While all areas of International Baccalaureate learner profile will be developed, the units in Drama 10 stress the process and skills of effective communication and risk-taking using theatre activities and productions. Throughout individual, partnered, and group activities, students will explore dramatic structures in order to create original work, choose from dramatic forms to represent abstract concepts and develop an appreciation for the importance of the dramatic arts in our international society.
Students are expected to arrive at each class in unrestrictive clothing, with current scripts, unit work, or (developmental workbook) notebook and a pen or pencil.
Course Aims and Objectives:
The aims of the International Baccalaureate Middle Years Program study of Arts are to encourage and enable the student to develop:
• understand how the arts play a role in developing and expressing personal and cultural identities
• appreciate how the arts innovate and communicate across time and culture
• become informed and reflective practitioners of the arts
• experience the process of making art in a variety of situations
• explore, express and communicate ideas
• become more effective learners, inquirers and thinkers
• develop self-confidence and self-awareness through art experiences
• appreciate lifelong learning in and enjoyment of the arts.
The objectives of the International Baccalaureate Middle Years Program study of Arts are fourfold:
Knowledge and Understanding-
• demonstrate knowledge and understanding of the art form studied in relation to societal, cultural, historical and personal contexts
• demonstrate knowledge and understanding of the elements of the art form studied, including specialized language, concepts and processes
• communicate a critical understanding of the art form studied in the context of their own artwork.
Application-
• develop an idea, theme or personal interpretation to a point of realization, communicating their artistic intentions
• apply skills, techniques and processes to create, perform and/or present art.
Reflection and Evaluation-
• reflect critically on their own artistic development and processes at different stages of their work
• evaluate their work
• use feedback to inform their own artistic development and processes.
Personal Engagement-
• show commitment in using their own artistic processes
• demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks
• support, encourage and work with their peers in a positive way
• be receptive to art practices and artworks from various cultures, including their own.
Participation in Drama 10 should enable students to:
• Experience and develop curiosity, interest, and enjoyment in their own creativity and that of others
• Explore through the processes of visual and performing arts
• Acquire through the processes of visual and performing arts
• Acquire and develop skills needed for the creation of visual and performing art work
• Use the language, concepts, and principles of visual and performing arts
• Communicate their thoughts and ideas through visual and performing arts
• Create visual and performing art work
• Reflect on, appreciate, and evaluate their work and the work of others
• Develop repetitiveness
At the end of the course:
Students should be able to demonstrate:
• Expression and Trust
• Critical Analysis
• Elements and Structures
• Body and Voice
• Role
• Drama and Metaphor
• Scenework and Production
Course Content (Methodology):
Topics Covered:
• Improvisation
• Vocal Masque
• Character Arc
• Teen Group Home
• Lip Sync
• Production Role
• Costume Design
IB MYP UNIT #1: Improvisation
UNIT QUESTION: How can risk taking be beneficial?
AREA OF INTERACTION: Community & Service
LEARNER PROFILE: Risk-Takers
MYP OBJECTIVES:
Knowledge and Understanding
• demonstrate knowledge and understanding of the art form studied in relation to societal, cultural, historical and personal contexts
• demonstrate knowledge and understanding of the elements of the art form studied, including specialized language, concepts and processes
• communicate a critical understanding of the art form
Personal Engagement
• show commitment in using their own artistic processes
• demonstrate curiosity, self‑motivation, initiative and a willingness to take informed risks
• support, encourage and work with their peers in a positive way
• be receptive to art practices and artworks from various cultures, including their own.
BC MINISTRY PRESCRIBED LEARNING OUTCOMES:
Critical Analysis
• defend choices made in problem solving
• make reasoned choices within the boundaries of the dramatic situation
• negotiate and compromise to solve group problems
• define and use criteria to assess and evaluate the work of self and others
CONTENT:
Students will study various improvisation techniques such as accepting offers, listening, giving and taking focus, and working as a team. Students do a variety of improvisation exercises and activities from the Canadian Improv Games in order to learn about creating unique and interesting characters and stories.
ASSESSMENT:
Criterion A Knowledge and Understanding
Criterion D Personal Engagement
IB MYP UNIT #2: Vocal Masque
UNIT QUESTION: How do my vocal choices control an audience?
AREA OF INTERACTION: Environments
LEARNER PROFILE: Communicator
MYP OBJECTIVES:
Application
• develop an idea, theme or personal interpretation to a point of realization, expressing and communicating their artistic intentions
• apply skills, techniques and processes to create, perform and/or present art.
Reflection and Evaluation
• reflect critically on their own artistic development and processes at different stages of their work
• evaluate their work
• use feedback to inform their own artistic development and processes.
BC MINISTRY PRESCRIBED LEARNING OUTCOMES:
Body and Voice
• make movement choices to create a specific effect
• choose appropriate physical and vocal expressions to enhance drama
• choose appropriate vocal techniques to communicate a particular meaning
• integrate emotional and sensory recall in the creation of drama
CONTENT:
Students will create and perform a script with a minimum of 10 distinct vocal explorations in less than 5 minutes. They will focus on breath and tonal control, modulation, mimicry, singing, range identification of personal strengths and areas of growth.
ASSESSMENT:
Criterion B Application
Criterion C Reflection and Evaluation
IB MYP UNIT #3: Character Arc
UNIT QUESTION: How do people adapt to challenges?
AREA OF INTERACTION: Community & Service
LEARNER PROFILE: Open-Minded
MYP OBJECTIVES:
Knowledge and Understanding
• demonstrate knowledge and understanding of the art form studied in relation to societal, cultural,
• historical and personal contexts
• demonstrate knowledge and understanding of the elements of the art form studied, including
• specialized language, concepts and processes
• communicate a critical understanding of the art form
Application
• develop an idea, theme or personal interpretation to a point of realization, expressing and communicating their artistic intentions
• apply skills, techniques and processes to create, perform and/or present art.
BC MINISTRY PRESCRIBED LEARNING OUTCOMES:
Body and Voice
• make movement choices to create a specific effect
• choose appropriate physical and vocal expressions to enhance drama
• choose appropriate vocal techniques to communicate a particular meaning
• integrate emotional and sensory recall in the creation of drama
CONTENT:
Students will delve into how conflict shapes a character, using techniques to strengthen the actor's connection to the role (Stanislovsky, Meisner, and Adler techniques.) By connecting their work to a significant cultural event or activity, students will create a well-rounded character and short scene while developing dramaturgy, script writing, and performance skills.
ASSESSMENT:
Criterion A Knowledge and Understanding
Criterion B Application
IB MYP UNIT #4: Teen Group Home
UNIT QUESTION: How do secrets change a person?
AREA OF INTERACTION: Health & Social Education
LEARNER PROFILE: Caring
MYP OBJECTIVES:
Knowledge and Understanding
• demonstrate knowledge and understanding of the art form studied in relation to societal, cultural,
• historical and personal contexts
• demonstrate knowledge and understanding of the elements of the art form studied, including
• specialized language, concepts and processes
• communicate a critical understanding of the art form
Application
• develop an idea, theme or personal interpretation to a point of realization, expressing and communicating their artistic intentions
• apply skills, techniques and processes to create, perform and/or present art.
BC MINISTRY PRESCRIBED LEARNING OUTCOMES:
Role
• demonstrate an ability to internalize the experiences of another while maintaining their own identity
• concentrate on role while sustaining and developing situations
• apply vocal and physical techniques to create role and character
• consistently use precise language to reflect on experiences both in and out of role
CONTENT:
Students will delve into how conflict shapes a character, using techniques to strengthen the actor's connection to the role (Stanislovsky, Meisner, and Adler techniques.) By connecting their work to a significant cultural event or activity, students will create a well-rounded character and short scene while developing dramaturgy, script writing, and performance skills.
ASSESSMENT:
Criterion A Knowledge and Understanding
Criterion B Application
IB MYP UNIT #5: Lip Sync
UNIT QUESTION: What choices do I make when performing?
AREA OF INTERACTION: Health and Education
LEARNER PROFILE: Inquirers
MYP OBJECTIVES:
Reflection and Evaluation
• reflect critically on their own artistic development and processes at different stages of their work
• evaluate their work
• use feedback to inform their own artistic development and processes.
Personal Engagement
• show commitment in using their own artistic processes
• demonstrate curiosity, self‑motivation, initiative and a willingness to take informed risks
• support, encourage and work with their peers in a positive way
• be receptive to art practices and artworks from various cultures, including their own.
BC MINISTRY PRESCRIBED LEARNING OUTCOMES:
Drama as Metaphor
• demonstrate a commitment to suspending disbelief
• use objects as symbols of abstract concepts in a drama
• identify effective dramatic forms for representing particular ideas and experiences
• demonstrate an awareness of a dramatic work as a metaphor
CONTENT:
Students will select a song from Billboard's Top 100 songs list. From the personal connection to the themes present in this song, the group will create a scene that leads into a part or whole of their song of choice.
ASSESSMENT:
Criterion C Reflection and Evaluation
Criterion D Personal Engagement
IB MYP UNIT #6: Production Jobs
UNIT QUESTION: What can I do to help the group succeed?
AREA OF INTERACTION: Approaches to Learning
LEARNER PROFILE: Principled
MYP OBJECTIVES:
Knowledge and Understanding
• demonstrate knowledge and understanding of the art form studied in relation to societal, cultural,
• historical and personal contexts
• demonstrate knowledge and understanding of the elements of the art form studied, including
• specialized language, concepts and processes
• communicate a critical understanding of the art form
Application
• develop an idea, theme or personal interpretation to a point of realization, expressing and communicating their artistic intentions
• apply skills, techniques and processes to create, perform and/or present art.
BC MINISTRY PRESCRIBED LEARNING OUTCOMES:
Technique
• apply stage vocabulary and theatrical conventions to dramatic forms
• demonstrate ways in which context
• determines the choice of design elements
• demonstrate a commitment to the team approach in rehearsal and performance
• adapt works to a specific audience
• select technical elements to create mood and atmosphere
• represent concepts from original and scripted work through presentation
• explain the unique responsibilities of the director
CONTENT:
Students will be assembled into companies in order to produce a 1-act play from concept to performance. As a company, they will break down a script, as well as identify and execute acting and production roles within the Ensemble.
ASSESSMENT:
Criterion A Knowledge and Understanding
Criterion B Application
IB MYP UNIT #7: Costume Design
UNIT QUESTION: What can I do to help the group succeed?
AREA OF INTERACTION: Environments
LEARNER PROFILE: Knowledgeable
MYP OBJECTIVES:
Knowledge and Understanding
• demonstrate knowledge and understanding of the art form studied in relation to societal, cultural,
• historical and personal contexts
• demonstrate knowledge and understanding of the elements of the art form studied, including
• specialized language, concepts and processes
• communicate a critical understanding of the art form
Reflection and Evaluation
• reflect critically on their own artistic development and processes at different stages of their work
• evaluate their work
• use feedback to inform their own artistic development and processes.
BC MINISTRY PRESCRIBED LEARNING OUTCOMES:
Technique
• apply stage vocabulary and theatrical conventions to dramatic forms
• demonstrate ways in which context
• determines the choice of design elements
• demonstrate a commitment to the team approach in rehearsal and performance
• adapt works to a specific audience
• select technical elements to create mood and atmosphere
• represent concepts from original and scripted work through presentation
• explain the unique responsibilities of the director
CONTENT:
Students will take on the role of costume designer, and research and design a character based on a common theme. They will produce a brief character write up and a display of costume choices, including a cost analysis of their design.
ASSESSMENT:
Criterion A Knowledge and Understanding
Criterion C Reflection and Evaluation
Assessment:
Unit work will be assessed according to the following criteria from the IB-MYP rubrics for Fine Arts: Drama, Year 5.
• Criterion A – Knowledge and Understanding
• Criterion B – Application
• Criterion C – Reflection and Evaluation
• Criterion D – Personal Engagement
Lessons are taught in a variety of ways including: direct teaching, guest speakers, class discussions, games, readings, and video presentations.
Evaluation is based on participation, in-class work, individual performances, group assignments, and student reflections.
Written work and performances are expected to be completed on time and be of good quality.
Marks Distribution:
20% Class Participation
80% In-class work
Individual Performances
Group Assignments
Student Reflections
Classroom Expectations:
Student should come to class prepared to perform and participate in all class activities. Mental and physical focus is necessary in order to develop their artistic process. Students will be respectful audience members. All work must be completed by the specified due date. If a student misses a performance, it can be made up the following class.
Classroom Resources:
• Classes are to be taught in the theatre.
• Pen or pencil
• Clothing that will not inhibit movement
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CARSON GRAHAM SECONDARY SCHOOL
COURSE OUTLINE- Drama 10, Year 5, 2013-2014
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