Education and Early Childhood Learning

6-DR-M1: The learner demonstrates an understanding of and a facility with a variety of dramatic forms.

The learner is able to do the following:

• Use a variety of dramatic forms appropriately, demonstrating an understanding of the structure and purpose of the forms.
  Examples:
  • pantomime, storytelling, choral speaking, choral reading, improvisation, puppetry, tableau, story theatre
  • Readers Theatre
  • collective creation
  • radio plays, learner in role, mime, monologue, farce, melodrama
• Identify and describe the basic characteristics of dramatic forms experienced as participants and/or as audience members.

6-DR-M2: The learner develops competencies for using the tools and techniques of body, mind, and voice in a variety of contexts.

The learner is able to do the following:

• Use the elements of characterization (voice, dialogue, body, gesture, and movement) selectively to develop a range of characters.
• Sustain voice, dialogue, body, gesture, and movement consistent with the character and situation.
• Select appropriate action and reaction consistent with the character and situation.
• Use stage business appropriately to define and support characters.
• Develop characters and roles from different points of view.
• Collaborate with others in the interpretation of characters.
• Create and use back stories to support character development.
• Stay focused and in character for the duration of various play and drama experiences.

6-DR-M3: The learner demonstrates an understanding of and a facility with theatrical elements that contribute to the dramatic arts.

The learner is able to do the following:

• Demonstrate an understanding of beginning, problem, and resolution as basic components of dramatic play.
• Play, respond to, use, and create tension to develop dramatic play experiences.
• Demonstrate an understanding of how to create and use a script.
• Use blocking and movement appropriately (e.g., proper positioning, flow of action) in dramatic play.
• Make, select, and use costumes, props, and sets for specific play experiences.
• Demonstrate an awareness of the various roles and responsibilities (e.g., actor, director, designer, writer, technician) involved in drama production.

6-DR-CR1: The learner generates ideas for creating drama using a variety of sources.

The learner is able to do the following:

• Draw inspiration from personal experiences and relevant sources (e.g., feelings; memories; imagination; themes; observations; visual stimuli; learning in other subject areas; cultural traditions; personal responses to current events, social and environmental issues, media and technology) to ignite ideas and questions for dramatic arts creation.
• Consider other arts disciplines (visual arts, dance, media arts, music) and other subject areas to inspire and trigger ideas for dramatic arts creation.
• Generate multiple ideas, themes, and motifs for drama creation through exploration, improvisation, and observation of others’ dramatic arts creations.
• Engage in collaborative idea generation/brainstorming as inspiration for dramatic arts creation.
• Collect and explore a wide range of resources (e.g., stories, visuals, recordings) to stimulate and develop own ideas for dramatic arts creation.

6-DR-CR2: The learner experiments with, develops, and uses ideas for creating drama.

The learner is able to do the following:

• Experiment with drama tools (body, voice, and mind), and costumes, props, or found objects to test and elaborate ideas.
• Make appropriate choices regarding costumes, props, sets, and staging (e.g., lights, sound effects) to enhance and enrich drama.
• Make and justify ongoing decisions about the selection and use of dramatic forms and theatrical elements in developing own work.
• Recognize serendipitous discoveries and incorporate them into own creative work, as appropriate.
• Develop and extend dramatic arts ideas individually and in collaboration with others.

6-DR-CR3: The learner revises, refines, and shares dramatic arts ideas and creative work.

The learner is able to do the following:

• Select and share drama work in progress to inform revisions.
• Revise, refine, and rehearse drama work in response to peer/teacher feedback with communicative intent and audience in mind.
• Finalize own dramatic works (e.g., make appropriate decisions as to whether own work is “finished”).
• Share own dramatic work with others through performances, scripts, or video recordings.
• Collaborate with others to select, stage, and perform dramatic work with audience, setting, and purpose in mind.
• Take on supporting roles and responsibilities (e.g., for sets, costumes, makeup, sound effects, lighting), as appropriate.
• Apply legal and ethical arts practices (e.g., related to copyright, intellectual property) when consuming, producing, and sharing drama and other arts.

6-DR-C1: The learner experiences and develops an awareness of people and practices from various times, places, social groups, and cultures.

The learner is able to do the following:

• Identify, describe, and compare dramatic arts experienced from different times, places, social groups, and cultures (include dramatic stories, performances, and scripts from past and present and from global, Canadian, and Manitoba cultures, including First Nations, Métis, and Inuit).
• Identify, share, and discuss examples of dramatic arts experienced through live performances and through various media.
• Demonstrate an awareness of theatre (e.g., performances, companies, actors, playwrights) in own community, in Manitoba, in Canada, and in various global contexts.

6-DR-C2: The learner experiences and develops an awareness of a variety of dramatic forms, styles, and traditions.

The learner is able to do the following:

• Demonstrate an awareness that there are many different kinds of dramatic arts (e.g., forms, styles, traditions).
• Describe and compare qualities of different art forms (e.g., dance, dramatic arts, literary arts, music, visual arts) within similar social, cultural, or historical groups.

6-DR-C3: The learner demonstrates an understanding of the roles, purposes, and meanings of the dramatic arts in the lives of individuals and in communities.

The learner is able to do the following:

• Demonstrate an understanding of the multiple roles and purposes of the dramatic arts in society (e.g., for celebrations, commemorations, education, persuasion).
• Examine and explain own purposes for creating dramatic arts.
• Demonstrate an understanding of the intended meanings and/or purposes of the dramatic arts encountered in own performance and viewing experiences.
• Demonstrate an appreciation of the dramatic arts as a means of experiencing and understanding the perspectives of others.
• Demonstrate an understanding of ways in which the dramatic arts reflect, influence, and shape issues and events, as well as traditions, values, beliefs, and identities of individuals and groups.
• Demonstrate an understanding of the impact of context on dramatic artists and their works (e.g., consider personal, social, cultural, geographical/environmental, historical contexts).
• Demonstrate behaviours and attitudes appropriate for performers and audience members in a variety of dramatic arts settings and contexts.
• Describe a variety of dramatic arts–related careers.

6-DR-R1: The learner generates initial reactions to dramatic arts experiences.

The learner is able to do the following:

• Take time to perceive dramatic arts experiences before sharing opinions and making judgments.
• Make personal connections to previous experiences with the dramatic arts and other art forms.
• Express first impression of own and others’ dramatic arts work (e.g., thoughts, feelings, intuition, associations, questions, experiences, memories, stories, connections to other disciplines).

6-DR-R2: The learner observes and describes dramatic arts experiences.

The learner is able to do the following:

• Discern details about drama/theatre elements, forms, styles, tools, and techniques.
• Use appropriate dramatic arts vocabulary to observe and describe dramatic arts experiences.
• Recognize different noticings and build common understanding about dramatic arts.

6-DR-R3: The learner analyzes and interprets dramatic arts experiences.

The learner is able to do the following:

• Analyze how dramatic arts elements are related, organized, and used to communicate meaning.
• Share and justify interpretations of own and others’ dramatic arts works.
• Examine others’ interpretations to understand diverse perspectives and inform new thinking about dramatic arts.
• Co-construct criteria to critically analyze and evaluate dramatic arts works, performances, and experiences.

6-DR-R4: The learner constructs meaning and applies new understandings from dramatic arts experiences.

The learner is able to do the following:

• Justify own preferences, ideas, and interpretations, decisions, and evaluations about the dramatic arts.
• Recognize and respect that individuals and groups may have different preferences, ideas, interpretations, and evaluations about the dramatic arts.
• Make informed judgments and choices for decision-making and evaluation.
• Identify ways that the dramatic arts contribute to personal, social, cultural, and artistic identity.