Term 3

Drama 6
Acting
March 18 - April 18
Rationale
Since this is an introductory level drama class, my
intention is to promote public-speaking skills,
relationship building, and providing students with a
creative outlet. If some students find a passion for
theatre, then that is an additional win. The goal is
simply to help students grow an appreciation for the
arts and give them social skills and a sense of
confidence that will be beneficial for their future.
GENERAL LEARNING OUTCOMES
To acquire knowledge of self and others that results from reflecting on dramatic play.
1. realize and appreciate the uniqueness of self 6. develop a capacity for imaginative and creative thought
2. grow in self-confidence 7. explore, control and express emotions
3. experience feelings of success and acceptance 8. develop respect for others—their rights, their ideas and
4. develop sensory awareness their differences
5. sharpen observations of people, of situations and of the 9. give meaning to abstract concepts realized through
environment dramatic play.

To develop competency in communication skills through drama.

1. develop an awareness of the body and voice as tools of communication
2. develop an ability to discuss and share experiences
3. explore the use of dramatic symbols and theatre conventions
4. develop belief in identification with and commitment to role
5. give form and shape to ideas and experiences.
SPECIFIC LEARNING OUTCOMES
STRUCTURED DRAMATIC PLAY DRAMATIC MOVEMENT
Physical: - understand personal space, general space and the inherent differences
- develop sensory awareness between the two
- become aware of body and voice as instruments of expression - develop flexible, free and controlled movement
- explore and express large and small body movements Intellectual: - practise moving in different ways in response to a variety of stimuli
- develop and exercise imagination - discover how to use the body as a vehicle for expressing and interpreting
- develop concentration feelings and ideas
- recognize and learn to trust the intuitive response - analyze different ways of moving alone and with others
Emotional: - express simple characterization through movement • appreciate the
- explore emotion aesthetics of movement
- control emotion MIME:
- express emotion - learn to express oneself physically and imaginatively through movement
Social: and gesture
- understand self - observe and study the animal kingdom, the size, shape and weight of
- understand others animals, and the ways they move and react to their environment (animal
- discipline self mime)
- develop acceptance of self/others (tolerance) - explore the weight, shape, size, texture and resistance of objects in order
- develop appreciation of the work of self and others to develop insights into the ways humans contribute to their society
- cope with emotional responses (occupational mime)
Integrative: - observe and study the differences and similarities of human beings
- understand and respond to environment through exploration of feelings, emotions and physical characteristics
- respect and investigate ideas of others (character mime)
- role play - learn to communicate feelings and ideas that cannot be expressed
- learn to respond to stimuli; e.g., music, pictures, objects, literature adequately in words (abstract mime)
- develop the confidence to make choices
SPECIFIC LEARNING OUTCOMES
STORYTELLING: DRAMATIZATION:
General Speaking Skills: − accept role playing as a positive learning experience
− recognize and reproduce the articulated sounds of standard speech − take on the attitude of another
− speak clearly − assume the physical attributes of another
− speak with ease − use role playing as a problem-solving tool
− speak expressively •− appreciate and use the possibilities of a story line in sequence
− speak with energy − recognize and incorporate structure; i.e., beginning, middle and end
− speak with an appreciation of the flexibility of the voice as an instrument − respond in language appropriate to different situations
− learn concepts of pitch, pace, pause, rate, intensity, volume − recognize dramatic elements; e.g., conflict, tension, resolution,
- express mood characterization, environment
− explore natural rhythm - develop an appreciation of the art form of acting out literature
− develop skills of presentation by becoming aware of the importance of
face, voice and body
- develop empathy through experiencing thoughts and feelings of other
people and other cultures, as expressed through their stories
• develop language skills through the language processes of speaking,
listening, writing and reading
Specific Storytelling Skills:
- develop and extend the ability to recall and sequence events
- develop an awareness and understanding of differentiation of character
within a story
WEEK 1 WEEK 2
March 18 - 22 March 25 - 29

For the introduction week, we We will get a better

will focus on establishing understanding of what
classroom routines, movement, voice and improv are.
relationship-building and The final day of the week will be
understanding basic drama skills putting all these facets into one
through games. I will gently performance!
include facets of movement,
voice, and improv in this week.
WEEK 3 WEEK 4
April 8 - 12 April 15 - 18

Briefly, we will look over stage The final week will focus on
directions and the concept of working on our final projects.
blocking. Then, I will introduce the The goal is to finish the final
final project and how it can be presentations early on Thursday
adapted based on student’s so we can dedicate the rest of
discipline of choice within theatre. the day to playing games and
saying goodbye!
WEEK 1

Monday Tuesday Wednesday Thursday Friday

Introductions Games - focus on Games - focus on Games - focus on No Class - Friday #1
What is drama? gesture/movement voice storytelling
Classroom Recreate a Fairy Tale
expectations/list of Assignment
class rules
WEEK 2

Monday Tuesday Wednesday Thursday Friday

Voice Movement/Mime Improv Putting it all No School - Good
How voice can How movement What is Together Assessment Friday
develop/alter a can develop/alter improvisation?
character a character
WEEK 3

Monday Tuesday Wednesday Thursday Friday

No School - PL Day Discuss stage Stage Layout Begin work on final Work time -
directions assignment project duologues
Introduce final Give out partners
project Pick duologue for
final project
WEEK 4

Monday Tuesday Wednesday Thursday Friday

Work time - Work time - Work time - Miss Fornwald’s last Miss Fornwald gone
duologue duologues duologues day!
lines need to be Final Performances Final Performances
memorized Our favourite games!
Assessments
Active Participation

Assessment:
Each individual will be expected to
show commitment within the
classroom, whether that be to
growth, learning, or performance.
This will not be graded on who is
Weeks 1-4
most outgoing, but rather who
demonstrates intention of becoming
better in some way. (summative)
Assessment - Week 1
Recreate a Fairy Tale

Students will be placed in groups

and given 10 minutes to recreate a
fairy tale of their choosing. This will
be a starting point for working with
a pre-existing story (script) and
building off of it. (formative)
Putting It All Together

Assessment:
After working on aspects of voice,
movement, and improv all week,

Week 2
students will be placed in groups and
will be given 10 minutes to make a
scene that utilizes some sense of
voice and movement that is
different then the their standard
voice and walk. (summative)
Stage Layout

Students will complete a fill-in-

the-blank style chart that will
demonstrate an understanding of
stage left and up/downstage.
(formative)

Assessment - Week 3
Duologue Final Project

Students will work with a partner (or

two based on numbers) to perform a
final 2 - 3 page scene. It can be Assessment:
dramatic or comedic. They will be given
3 1/2 classes to work on these scenes.
Students will also have the chance to
Week 4
adapt the assignment based on the
discipline of theatre they are most
interested in. (summative)