Drama 10, 20, 30 - Model Unit

Procedures Teacher Notes

Step 8: Performance

The students will:
communicate their understanding of issues and situations related to "Work" (PSVS)
work toward the eradication of discrimination in the workplace (PSVS).
The students perform for all of the grade eleven and twelve students in the school. The performance runs for approximately one hour.

The technical aspects of a collective creation can be as complex or as simple as the teacher and the students wish. The quality of facilities and the availability of equipment in the school will determine how extensive the lighting and sound can be. For some collectives, set design and construction, costuming, or mask-making might be a focus of the work. This group decides to keep the set and costumes simple, working on a bare stage set with cardboard cutouts of various symbols of work. They wear jeans and solid coloured t-shirts. They elicit the aid of the school lighting club to provide lighting for their performance. Two students in the class who are experienced working with sound equipment offer to tape the chosen music and to serve as sound technicians for the performance.

Final Reflection/Written Assignment -- Individual

The students will:
evaluate the contributions of themselves and others to projects undertaken by groups
understand that theatre reflects the society that creates it
understand that theatre can influence the society in which it is created.
After their performance, the students complete an out-of-class written assignment that includes answers to the following questions:
1. What did you learn about "Work" through your participation in the collective creation process?
2. What did you learn about yourself? Others?
3. Which parts of the process did you find most beneficial? Why?
4. Which parts of the process did you find most challenging? Why?
5. Assess your contributions to discussions and group work:
a) What new roles did you try during the collective creation process?
b) What roles would you like to try in the future?
6. Assess your own drama work:
a) What acting skills did you develop during the process?
b) What abilities would you like to develop further?
7. Assess the quality of the performance itself. Which parts were particularly effective? Why?
8. What advice would you give to another class undertaking a similar project?

Reflection is essential after the performance in order to clarify and anchor the work. The students should have an opportunity to reflect on the entire process and on their individual contributions and growth.

Step 8: Performance
The students will: communicate their understanding of issues and situations related to "Work" (PSVS) work toward the eradication of discrimination in the workplace (PSVS). The students perform for all of the grade eleven and twelve students in the school. The performance runs for approximately one hour.	The technical aspects of a collective creation can be as complex or as simple as the teacher and the students wish. The quality of facilities and the availability of equipment in the school will determine how extensive the lighting and sound can be. For some collectives, set design and construction, costuming, or mask-making might be a focus of the work. This group decides to keep the set and costumes simple, working on a bare stage set with cardboard cutouts of various symbols of work. They wear jeans and solid coloured t-shirts. They elicit the aid of the school lighting club to provide lighting for their performance. Two students in the class who are experienced working with sound equipment offer to tape the chosen music and to serve as sound technicians for the performance.
Final Reflection/Written Assignment -- Individual
The students will: evaluate the contributions of themselves and others to projects undertaken by groups understand that theatre reflects the society that creates it understand that theatre can influence the society in which it is created. After their performance, the students complete an out-of-class written assignment that includes answers to the following questions: 1. What did you learn about "Work" through your participation in the collective creation process? 2. What did you learn about yourself? Others? 3. Which parts of the process did you find most beneficial? Why? 4. Which parts of the process did you find most challenging? Why? 5. Assess your contributions to discussions and group work: a) What new roles did you try during the collective creation process? b) What roles would you like to try in the future? 6. Assess your own drama work: a) What acting skills did you develop during the process? b) What abilities would you like to develop further? 7. Assess the quality of the performance itself. Which parts were particularly effective? Why? 8. What advice would you give to another class undertaking a similar project?	Reflection is essential after the performance in order to clarify and anchor the work. The students should have an opportunity to reflect on the entire process and on their individual contributions and growth.