Overview Unit Three Drama and Dramatic Artists	Time Frame: 8 - 10 weeks This unit focuses on the students' understanding of the work of dramatic artists and the role of drama in various cultures, time periods and countries.
Foundational Objectives	Vocabulary and Concepts
The students will: develop an understanding of the processes and elements involved in creating works of dramatic art discover ways in which drama mirrors and influences individuals, societies and cultures, past and present develop critical thought and learn to support interpretations and opinions when responding to drama as audience	collective creations theatre dramatic artists elements of theatre form: focus, tension, contrasts, symbol perspectives intention communication blocking characterization
Common Essential Learnings	Resources
develop a positive disposition to life long learning (IL) develop both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts (CCT) develop compassion, empathy and fairmindedness in order to make positive contributions to society as individuals and as members of groups (PSVS) use a wide range of language experiences to develop their ability to express their knowledge about interests and concerns (C) enable students to understand and use language, structures and forms of expressions which characterize dramatic art form (C).	plays performed live or recorded published plays the "Looking At Plays" process reference material school and community resources such as local dramatic artists, arts organizations, community theatre groups, etc.
Teacher Note The content of unit three may well be interwoven into units one and two rather than taught as a separate unit of study.
Instruction	Assessment
discussing questioning viewing describing analysing interpreting reflecting researching individual and pair work small and whole group work	Student assessment in Arts Education is based on the foundational objectives in each strand. Teachers should take into account students' perceptual development, procedural and conceptual understanding, and personal expression. Assessment should be ongoing and include a wide range of assessment techniques in relation to the students' creative and responsive processes, as well as taking into account any culminating product. In Arts Education, teachers must rely to a great extent on their observation and record-keeping abilities. Students should be encouraged to take an active role in their own assessment. The teacher should: discuss objectives and assessment criteria with students select criteria for assessment based on the foundational objectives for the unit observe and record students' ongoing development related to the selected criteria design assessment charts keep anecdotal records keep cumulative records observe students' contributions and commitment to individual and group experiences discuss students' arts experiences with them listen to students' reflections on their own arts experiences assess student progress over time.