| 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
|
