Message to consultant

Grades Six to Eight Foundational Objectives Development Chart

Message to consultant

Foundational Objectives	Grade 6	Grade 7	Grade 8
In the drama strand the students will:
Demonstrate belief in the dramatic situation and in the roles assumed within it	make connections among their own experience, their imaginations and the dramatic situation	make connections among their own experience, their imaginations and the dramatic situation	begin to understand the connections among their own experience, their imaginations and the dramatic situation
	accept and sustain belief in the drama	sustain belief in the drama with confidence and concern	sustain belief in the drama with confidence and concern
	make connections among their own experience, their imagination and the roles they assume	make connections among their own experience, their imagination and the roles they assume	begin to understand the connections among their own experience, their imagination and the roles they assume
	develop the ability to sustain belief in their own role(s) and in the role(s) assumed by others	sustain belief in their own role(s) and in the role(s) assumed by others for extended periods of time	become increasingly able to sustain belief in their own role(s) and in the role(s) assumed by others
	recognize the importance of belief in making the drama work	begin to understand the importance of commitment in making the drama work	understand the importance of commitment in making the drama work
	demonstrate purposeful use of language when speaking and writing in role	demonstrate purposeful use of language when speaking and writing in role	demonstrate purposeful use of language when speaking and writing in role
	begin to reflect on how the roles they assume function within the work with increasing confidence, reflect on how the roles they assume function within the work	reflect with confidence on how the roles they assume function within the work
	demonstrate confidence and curiosity by assuming different kinds of roles in their drama work	demonstrate confidence and curiosity by assuming different kinds of roles in their drama work	demonstrate confidence and curiosity by assuming different kinds of roles in their drama work
Foundational Objectives	Grade 6	Grade 7	Grade 8
Work co-operatively within the dramatic situation and when shaping ideas toward collective creation	initiate ideas which contribute to the topic choice, focus and progress of their drama work	initiate ideas which contribute to the topic choice, focus and progress of their drama work	with confidence, initiate ideas which contribute to the topic choice, focus and progress of their drama work
	demonstrate a willingness to participate in negotiation in groups of various sizes	willingly participate in negotiation in groups of various sizes	with confidence, participate in negotiation in groups of various sizes
	begin to contribute to the problem-solving, consensus- building and decision-making inherent in drama work	develop abilities in the problem-solving, consensus- building and decision-making inherent in drama work	with confidence, contribute to the problem-solving, consensus-building and decision-making inherent in drama work
	demonstrate a willingness to accept the ideas of others	willingly accept the ideas of others	willingly accept the ideas of others
	demonstrate a willingness to accept decisions reached by consensus	willingly accept decisions reached by consensus	willingly accept decisions reached by consensus
	begin to recognize that co-operative effort is an essential ingredient in realizing satisfaction in drama work	recognize that co-operative effort is an essential ingredient in realizing satisfaction in drama work	understand that co-operative effort is an essential ingredient in realizing satisfaction in drama work
	begin to recognize that drama combines many individual contributions to form a whole artistic expression	continue to recognize that drama combines many individual contributions to form a whole artistic expression	continue to recognize that drama combines many individual contributions to form a whole artistic expression
Foundational Objectives	Grade 6	Grade 7	Grade 8
Develop an understanding of the processes and elements involved in creating works of dramatic art	demonstrate the willingness to work effectively in all of the possible groupings	demonstrate the ability to work effectively in all of the possible groupings	work effectively in all of the possible groupings
	demonstrate the ability to use a range of strategies within their dramas	demonstrate competence in using a range of strategies within their dramas	become increasingly competent in using a range of strategies within their dramas
	demonstrate a willingness to gather research that will contribute to the authenticity and significance of their drama work	demonstrate a willingness to gather research that will contribute to the authenticity and significance of their drama work	demonstrate a willingness to gather research that will contribute to the authenticity and significance of their drama work
	begin to demonstrate a willingness to take occasional risks by attempting less familiar roles and strategies which may lead to new or unusual discoveries	demonstrate a willingness to take occasional risks by attempting less familiar roles and strategies which may lead to new or unusual discoveries	continue to demonstrate confidence in taking occasional risks by attempting less familiar roles and strategies which may lead to new or unusual discoveries
	begin to recognize that within their dramas the elements of theatre form can be manipulated to help achieve intention	recognize that within their dramas the elements of theatre form can be manipulated to help achieve intention	recognize that within their dramas the elements of theatre form can be manipulated to help achieve intention
	develop the ability to make purposeful choices from among the processes, strategies and elements to direct the course and the quality of their drama work	become increasingly able to make purposeful choices from among the processes, strategies and elements to direct the course and the quality of their drama work	become competent in making purposeful choices from among the processes, strategies and elements to direct the course and the quality of their drama work
	Grade 6	Grade 7	Grade 8
Elements of theatre form
Focus	identify and discuss the importance of focus to successful drama work	begin to reflect on how focus is maintained and how it can shift as their drama work unfolds	reflect on how focus is maintained and understand how it can shift as their drama work unfolds
Tension	identify and discuss the presence of tension in their drama work	begin to reflect on the sources of tension and how tension functions within their drama work	reflect on the sources of tension and understand how tension functions within their drama work
Contrasts	identify and discuss the contrasts in their drama work	begin to reflect on how contrasts function and how they can be created within their drama work	reflect on how contrasts function and understand how they can be created within their drama work
Symbol	begin to identify the objects or events in their drama work that function as symbols	identify the objects or events in their drama work that function as symbol	identify the objects or events in their drama work that function as symbols
Foundational Objectives	Grade 6	Grade 7	Grade 8
Demonstrate the ability to reflect on the work of the group and on their individual contributions to it	demonstrate a willingness to reflect on the work, both publicly and privately	begin to demonstrate flexible critical and creative thinking when reflecting on the work, both publicly and privately	demonstrate flexible critical and creative thinking when reflecting on the work, both publicly and privately
	record their reflections on their drama experiences in an ongoing drama journal	record their reflections on their drama experiences in an ongoing drama journal	record their reflections on their drama experiences in an ongoing drama journal
	recall and express responses to the work with interest and commitment using a variety of strategies	recall and express responses to the work with interest and commitment using a variety of strategies	recall and express responses to the work with interest and commitment using a variety of strategies
	use the language and vocabulary of drama when reflecting upon their work	expand their use of the language and vocabulary of drama when reflecting upon their work	expand their use of the language and vocabulary of drama when reflecting upon their work
	apply their thinking about the work to its further development and to new work	confidently apply their thinking about the work to its further development and to new work	confidently apply their thinking about the work to its further development and to new work
Foundational Objectives	Grade 6	Grade 7	Grade 8
Examine ways in which drama mirrors and influences individuals, societies and cultures, past and present	begin to examine the various functions of drama/theatre; for example, as entertainment, social commentary, celebration, education, propaganda, etc.	identify and explore the various functions of drama/theatre; for example, as entertainment, social commentary, celebration, education, propaganda, etc.	understand the various functions of drama/theatre; for example, as entertainment, social commentary, celebration, education, propaganda, etc.
	begin to examine the environmental, historical and social factors that influence dramatic artists and their work	identify and explore the environmental, historical and social factors that influence dramatic artists and their work	understand the environmental, historical and social factors that influence dramatic artists and their work
	begin to examine how dramatic art can transmit or question cultural values, ideas and beliefs	explore how dramatic art can transmit or question cultural values, ideas and beliefs	understand how dramatic art can transmit or question cultural values, ideas and beliefs
	examine the work of Saskatchewan and Canadian dramatic art and artists, including artists from various cultures	increase their awareness and understanding of Saskatchewan and Canadian dramatic art and artists, including artists from various cultures	increase their awareness and understanding of Saskatchewan and Canadian dramatic art and artists, including artists from various cultures
	gain understanding about values, beliefs, ideas and traditions of various cultures through the study of the culture's works of dramatic art	gain understanding about values, beliefs, ideas and traditions of various cultures through the study of the culture's works of dramatic art	gain understanding about values, beliefs, ideas and traditions of various cultures through the study of the culture's works of dramatic art
	explore issues and perspectives relevant to Aboriginal peoples through their own drama work	explore issues and perspectives relevant to Aboriginal peoples through their own drama work	explore issues and perspectives relevant to Aboriginal peoples through their own drama work
	become aware of the relationship of drama/theatre to the other arts	examine the relationship of drama/theatre to the other arts	identify and explore the relationship of drama/theatre to the other arts
	examine the roles and influences of drama in their daily lives, the mass media and popular culture	begin to evaluate the roles and influences of drama in their daily lives, the mass media and popular culture	understand the roles and influences of drama in their daily lives, the mass media and popular culture
	examine the impact of the mass media on drama/theatre	discuss and analyse the impact of the mass media on drama/theatre	discuss and analyse the impact of the mass media on drama/theatre
	create and discuss their own dramas and collective creations in relation to their lives, cultures and society	create and analyse their own dramas and collective creations in relation to their lives, cultures and society	create and reflect on their own dramas and collective creations in relation to their lives, cultures and society
	examine plays they view in terms of how the ideas in the script and those used in the staging of the play were influenced by the society in which it was written and produced	analyse plays they view in terms of how the ideas in the script and those used in the staging of the play were influenced by the society in which it was written and produced	analyse plays they view in terms of how the ideas in the script and those used in the staging of the play were influenced by the society in which it was written and produced
Foundational Objectives	Grade 6	Grade 7	Grade 8
Develop critical thought and learn to support interpretations and opinions when responding to drama experienced as audience	demonstrate the ability to suspend judgment when viewing works of dramatic art	demonstrate the ability to suspend judgment when viewing works of dramatic art	demonstrate the ability to suspend judgment when viewing works of dramatic art
	begin to examine how plays are made	begin to develop their understanding of how plays are made	develop their understanding of how plays are made
	begin to examine the responsibilities and contributions of various dramatic artists to the production of a play identify and explore the responsibilities and contributions of various dramatic artists to the production of a play	distinguish and understand the responsibilities and contributions of various dramatic artists to the production of a play
	recognize that dramatic artists create for a variety of reasons	explore reasons why dramatic artists create the work they do	begin to understand the reasons why dramatic artists create dramatic art
	begin to recognize the elements of theatre form in plays they view	recognize the elements of theatre form in plays they view	recognize the elements of theatre form in plays they view
	examine plays in the context in which they are created	explore how the context the work was created in affects the work	continue to explore how the context the work was created in affects the work
	begin to perceive, describe, analyse and make informed judgments about works of dramatic art, using increasingly appropriate vocabulary	begin to perceive, describe, analyse and make informed judgments about works of dramatic art, using increasingly appropriate vocabulary	begin to perceive, describe, analyse and make informed judgments about works of dramatic art, using increasingly appropriate vocabulary
	support opinions and interpretations of plays they view based on evidence in the work	support opinions and interpretations of plays they view based on evidence in the work	support opinions and interpretations of plays they view based on evidence in the work
	demonstrate an appreciation for diversity of ideas and respect for opinions that differ from their own	demonstrate an appreciation for diversity of ideas and respect for opinions that differ from their own	demonstrate an appreciation for diversity of ideas and respect for opinions that differ from their own
	recognize that cultural background and experiences affect one's responses to the play and understanding of meaning and symbol in the work	recognize that cultural background and experiences affect one's responses to the play and understanding of meaning and symbol in the work	understand that cultural background and experiences affect one's responses to the play and understanding of meaning and symbol in the work
Foundational Objectives	Grade 6	Grade 7	Grade 8
Explore relationships among the processes and language of each of the four strands and begin to apply this understanding to enhance their arts experiences	continue to experience the arts in an interrelated way	continue to experience the arts in an interrelated way	continue to experience the arts in an interrelated way
	begin to apply knowledge, abilities and approaches of the four strands to explore an idea or theme	begin to apply knowledge, abilities and approaches of the four strands to explore an idea or theme	apply knowledge, abilities and approaches of the four strands to explore an idea or theme
	make connections among their experiences in the four strands	make connections among their experiences in the four strands	make connections among their experiences in the four strands