Core Curriculum: Plans for Implementation (1987) defines the Core Curriculum as including seven Required Areas of Study, the Common Essential Learnings, the Adaptive Dimension and Locally-Determined Options. Arts Education is one of the seven Required Areas of Study.
In addition to Core Curriculum initiatives, various other initiatives support curriculum development. This curriculum suggests ways to incorporate Indian and Métis perspectives, gender equity and resource-based learning. These initiatives can be viewed as principles which guide the development of curricula as well as instruction in the classroom. The initiatives outlined in the following statements have been integrated throughout this document.
| Common Essential Learnings | The Adaptive Dimension | Indian and Metis Curriculum Perspectives | Gender Equity | Resource-Based Learning |
Understanding the Common Essential Learnings, A Handbook for Teachers (1988) defines the Common Essential Learnings and expands on a basic understanding. Teachers should refer to this document for more complete information on the Common Essential Learnings.
Drama 10, 20 and 30 offer many opportunities for incorporating the Common Essential Learnings into instruction. The purpose of this incorporation is to help students better understand the subject matter and to better prepare them for future learning, both within and outside of the kindergarten to grade 12 education system. The decision to focus on a particular Common Essential Learning within a lesson is guided by the needs and abilities of individual students and by the particular demands of the subject area. Throughout a unit, it is intended that each Common Essential Learning be developed to the extent possible.
It is important to incorporate the Common Essential Learnings in an authentic manner. Although all subject areas offer many opportunities for incorporation, the development of a particular Common Essential Learning may be limited by the nature of the subject.
The Common Essential Learnings are intended to be developed and evaluated within subject areas. Throughout Drama 10, 20 and 30 the three components (creative/productive, cultural/historical and critical/responsive) reflect an emphasis on the development of the Common Essential Learnings through their content and processes. Therefore, the inherent structure of the curriculum promotes the integration of Common Essential Learnings into instruction. Foundational objectives for the Common Essential Learnings are included in the sample unit overview chart. Common Essential Learnings objectives are incorporated throughout the model unit.
Incorporating the Common Essential Learnings into instruction has implications for the assessment of student learning. A unit which has focused on developing Communication and Critical and Creative Thinking, for example, should also reflect this focus during assessment. Assessment strategies should allow students to demonstrate their understanding of the important concepts in the unit and how these concepts are related to each other and to previous learning. Questions can be structured so that evidence or reasons must accompany student explanations.
Throughout the model unit, the following symbols are used to refer to the Common Essential Learnings:
| C | Communication |
| CCT | Critical and Creative Thinking |
| IL | Independent Learning |
| N | Numeracy |
| PSVS | Personal and Social Values and Skills |
| TL | Technological Literacy |
Communication
In Drama, the teacher can further students' knowledge, skills, attitudes and abilities related to Communication by:
Numeracy
In Drama, the teacher can foster Numeracy by:
Critical and Creative Thinking
In Drama, the teacher can foster Critical and Creative Thinking by:
Technological Literacy
In Drama, the teacher can foster the development of Technological Literacy by:
Personal and Social Values and Skills
In Drama, the teacher can foster the development of Personal and Social Values and Skills by:
Independent Learning
In Drama, the teacher can foster Independent Learning by:
| Common Essential Learnings | The Adaptive Dimension | Indian and Metis Curriculum Perspectives | Gender Equity | Resource-Based Learning |
The Adaptive Dimension is an essential part of all educational programs. Like the Common Essential Learnings, the Adaptive Dimension is a component of Core Curriculum and permeates all curriculum and instruction. For more complete information refer to the Saskatchewan Education document The Adaptive Dimension in Core Curriculum (1992). The Adaptive Dimension is defined as:
...the concept of making adjustments in approved educational programs to accommodate diversity in student learning needs. It includes those practices the teacher undertakes to make curriculum, instruction, and the learning environment meaningful and appropriate for each student. (p.1)
A wide range of diversity can be accommodated by using the following general guidelines for adaptation:
The Adaptive Dimension includes all practices the teacher employs to make learning meaningful and appropriate for each student. Because the Adaptive Dimension permeates all teaching practice, sound professional judgement becomes the critical factor in decision making. Drama 10, 20 and 30 allow for such flexibility and decision-making.
Special Needs Students In Drama
When there are students with special needs or a designated disability in the Drama classroom, teachers may need to seek professional advice and other forms of support. Consultative services regarding special needs students may be obtained through local school systems, community resources and Saskatchewan Education's Special Education Branch. The Education Act defines students with designated disabilities as those persons who are visually impaired, hearing impaired, trainable mentally retarded, severely learning disabled, orthographically disabled, chronically health impaired, or socially, emotionally or behaviourally disabled.
In Drama, as in other subjects, there are adaptive techniques and other technical aids that can assist teachers in meeting the needs of students who face special challenges. Some students may require braille, a voice synthesizer, a personal amplification system, or computer assisted instruction to derive maximum benefit from Drama courses.
In Drama, a student with a chronic physical disability may achieve the foundational objectives related to the cultural/historical and critical/responsive components of the program with few adaptations or with the same adaptations that are required in other subjects. However, to help the student achieve the foundational objectives related to the creative/productive component, the teacher may require further support. Through consultation with a resource person, the teacher could find ways, for example, to encourage the student who is physically challenged to create expressive movements to the best or his of her ability.
The teacher might discover ways to encourage students with designated disabilities to contribute their own stories to improvisations and to the development of collective creations. In the non-threatening environment of the Drama class, the students could be encouraged to assume roles and create fictional situations that serve to illuminate their real-life situation.
Drama is an exciting and unique way of discovering and knowing about the world and human experience. With innovative adaptations and strong support, every Saskatchewan student can realize the benefits of Drama courses.
| Common Essential Learnings | The Adaptive Dimension | Indian and Metis Curriculum Perspectives | Gender Equity | Resource-Based Learning |
The integration of Indian and Métis content and perspectives in the kindergarten to grade 12 curriculum fulfills a central recommendation of Directions (1984). The document states:
Saskatchewan Education recognizes that the Indian and Métis peoples of the province are historically unique peoples and occupy a unique and rightful place in our society today. Saskatchewan Education recognizes that education programs must meet the needs of Indian and Métis peoples, and that changes to existing programs are also necessary for the benefit of all students. (p. 6)
The inclusion of Indian and Métis perspectives benefits all students. Cultural representation in all aspects of the school environment enables children to acquire a positive group identity. Appropriate resources foster meaningful and culturally identifiable experiences for Indian and Métis students, and promote the development of positive attitudes in all students towards Indian and Métis peoples. This awareness of one's own culture and the cultures of others develops positive self-concepts, enhances learning, promotes an appreciation of Canada's pluralistic society and supports universal human rights.
Saskatchewan Indian and Métis students come from various cultural backgrounds and social environments including northern, rural and urban areas. Teachers must understand the diversity of the social, cultural and linguistic backgrounds of Saskatchewan Indian and Métis students. Cross-cultural education and awareness of applied sociolinguistics, first and second language acquisition theory, and standard and non-standard usage of language have become increasingly important to educators. Teachers must utilize a variety of instructional approaches in order to build upon the knowledge, cultures, learning styles and strengths which Indian and Métis students possess. All curricula need responsive adaptations in order to be implemented effectively.
Saskatchewan teachers are responsible for integrating resources that reflect accurate and appropriate Indian and Métis content and perspectives. Teachers have a responsibility to evaluate all resources for bias and to teach students to recognize such bias.
The following four points summarize the expectations for Indian and Métis content in curriculum and instruction:
The Invitation of Elders to the School
All cultures are enriched by certain valuable and unique individuals. Such individuals possess a diversity of knowledge -- knowledge that, once shared, can expand students; insight beyond the perspectives of the teacher and classroom resources.
Indian and Métis Elders in particular possess an integral role within the revival, maintenance and preservation of Aboriginal cultures. Elder participation in support of curricular objectives develops the positive identity of Indian and Métis students and enhances self-esteem. Non-Aboriginal students acquire a heightened awareness and sensitivity that inevitably promotes anti-racist education.
There is a protocol used in approaching Elders to make requests, and this varies from community to community. The District Chiefs' Office, Tribal Council Office, Band Council, or Education Committee on a nearby reserve may be able to assist you. Prior to an Elder sharing knowledge, it is essential that you and your students complete the cycle of giving and receiving through an appropriate offering. This offering represents respect and appreciation for knowledge shared by an Elder. One must ascertain the nature of the offering prior to an Elder's visit, as traditions differ throughout Aboriginal communities. In addition, should your school division offer honoraria and/or expense reimbursement, it would be similarly appropriate to extend such considerations to a visiting Elder.
To initiate the process of dialogue and participation, a letter should be sent to the local Band Council requesting Elder participation and indicating the role the Elder would have within the program. The Band Council may then be able to provide the names of persons who have the recognized knowledge and skills that would meet your specific needs. It is recommended that prior consultation occur with the Elder, to share expectations for learning outcomes.
Friendship Centres across the province are active at the community level and often present cultural workshops and activities in co-operation with Elders and other recognized resource people.
| Common Essential Learnings | The Adaptive Dimension | Indian and Metis Curriculum Perspectives | Gender Equity | Resource-Based Learning |
Expectations based primarily on gender limit students' ability to develop to their fullest potential. While some stereotypical views and practices have disappeared, others remain. Where schools have endeavoured to provide equal opportunity for male a nd female students, continuing efforts are required so that equality may be achieved.
In order to meet the goal of gender equity, Saskatchewan curricula reflect the variety of roles and the wide range of behaviours and attitudes available to all members of society. The new curricula strive to provide gender-balanced content, experiences and teaching approaches. It is hoped that this will assist teachers in creating an environment free of stereotyping, enabling both girls and boys to develop their abilities and talents to the fullest.
The gender equitable approach presented in the curriculum can be reinforced by teachers in two significant ways. First, the curriculum can be supported by the selection of instructional resources that provide greater gender balance. Such materials reflect the current and evolving roles of women and men in society, portray both females and males in non-traditional roles and provide opportunities for discussion of the implications for these pursuits.
The second measure that can be undertaken to significantly improve equity is to employ gender equitable instructional and assessment strategies in Drama. Ensuring that both male and female students receive equitable treatment will enable students to learn and grow without facing artificial barriers or restrictions such as those imposed by gender bias.
Gender Equity in Drama
In order to ensure gender equity in Drama courses the teacher should:
| Common Essential Learnings | The Adaptive Dimension | Indian and Metis Curriculum Perspectives | Gender Equity | Resource-Based Learning |
Teachers can greatly assist the development of attitudes and abilities for independent, life-long learning by using resource-based instruction. The teacher and teacher-librarian, if available, should plan units which integrate resources with classroom assignments and teach students the processes needed to find, analyze and present information.
Resource-based instruction is an approach to curriculum which encourages students to use all types of resources: books, magazines, films, videos, computer software and data bases, manipulable objects, maps, museums, field trips, pictures and study prints, real objects and artifacts, media production equipment, galleries, performing arts groups, sound recordings, arts organizations and community resource people.
Resource-based learning is student-centred. It offers students opportunities to chose, explore and discover. Students who are encouraged to make choices in an environment rich in resources, where their thoughts and feelings are respected, are well on their way to becoming autonomous learners.
The following points will help teachers use resource-based teaching and learning: