Education and Early Childhood Learning

10-DR-M1: The learner develops competencies for using the tools and techniques of body, mind, and voice in a variety of contexts by doing the following:

• Use body, movement, and space to communicate dramatic action and meaning.
• Use mind (e.g., observation, imagination, memory, analysis, listening) to communicate dramatic action and meaning.
• Use voice (e.g., pitch, projection, intonation, breathing, resonance, articulation, volume, expression, colour, tone, timbre) to communicate dramatic action and meaning.
• Select and apply the tools and techniques of body, mind, and voice for purpose and intent in a range of situations.

10-DR-M2: The learner develops competencies for using elements of drama/theatre in a variety of contexts by doing the following:

• Identify and experiment with elements of drama/theatre to develop, interpret, support, create, and document original and scripted works.
• Select and manipulate elements of drama/theatre for dramatic meaning and impact (e.g., convey emotion, status of a character, situation).
• Investigate production roles and practices (e.g., stage-management plans, production schedules, promotional ideas and business, front-of-house procedures) when planning and presenting drama/theatre works.
• Use drama/theatre vocabulary for making, creating, and responding to the dramatic arts.

10-DR-M3: The learner develops competencies for using a range of dramatic forms and styles by doing the following:

• Identify and analyze qualities and characteristics of a range of dramatic forms and styles to respond to a variety of needs and purposes.
• Select and use a range of dramatic forms and styles to explore, interpret, and communicate ideas and meaning.

10-DR-CR1: The learner generates and uses ideas from a variety of sources for creating drama/theatre by doing the following:

• Draw inspiration from personal experiences and relevant sources (e.g., feelings; memories; imagination; observations; associations; cultural traditions; responses to current events, social, political, historical, and environmental issues; curriculum studies; experiences with drama/theatre).
• Explore a wide range of resources and stimuli (e.g., movement, images, sound, music, stories, poetry, artifacts, technology, multimedia, costumes, props) to ignite ideas and questions.
• Consider other arts disciplines (dance, media arts, music, visual arts) and subject areas to inspire dramatic action and ideas.
• Experiment with drama/theatre elements, techniques, tools, forms, language, and practices.
• Engage in collaborative idea generation (plus-ing*) as inspiration and fuel for moving ideas forward.

*Plus-ing: In collaborative idea generation, the act of accepting any idea or adding to it, having an affinity with the “yes and” practice of improvisational theatre.

10-DR-CR2: The learner experiments with, develops, and uses ideas for creating drama/theatre by doing the following:

• Remain open to emerging, serendipitous ideas and inspiration.
• Engage in cycles of experimentation and idea generation to consider possibilities and test out and elaborate ideas.
• Integrate drama/theatre elements, techniques, tools, forms, language, and practices.
• Use improvisation skills to find new creative possibilities.
• Define, analyze, and solve creative drama/theatre challenges.
• Select, synthesize, and organize promising drama/theatre ideas and elements to support intention and to give form to dramatic work.

10-DR-CR3: The learner revises, refines, and shares drama/theatre ideas and creative work by doing the following:

• Select and share dramatic work in progress for ongoing feedback.
• Analyze, revise, rehearse, and refine in response to critical self-reflection and feedback from others.
• Reconsider and/or confirm choices.
• Finalize and share dramatic work with communicative intent and audience in mind.
• Apply legal and ethical arts practices (e.g., related to copyright, intellectual property) when consuming, producing, and sharing drama/theatre and other arts.

10-DR-C1: The learner develops understandings about people and practices in the dramatic arts by doing the following:

• Explore a range of drama/theatre works, forms, styles, traditions, innovations, and performance practices from various times, places, social groups, and cultures (including First Nations, Métis, and Inuit).
• Investigate contributors to the dramatic arts from a range of contexts (e.g., actor, playwright, script writer, director, producer, sound/lighting/costume designer, advocate, educator, historian, critic).
• Engage with local, Manitoban, and Canadian contributors and contributions to the dramatic arts (e.g., drama/theatre artists, groups, events, community and cultural resources, innovations) to expand learning opportunities.

8-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:

• Describe and characterize experienced dramatic arts in terms of dramatic forms, styles, and/or 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.

10-DR-C3: The learner develops understandings about the roles, purposes, and meanings of the dramatic arts by doing the following:

• Explore how drama/theatre and artists make and communicate meaning and create unique ways to know self and to perceive the world.
• Examine how the dramatic arts can be a means of sharing diverse viewpoints and of understanding the perspectives of others.
• Examine ways that the dramatic arts reflect, interpret, and record traditions, values, beliefs, issues, and events in society and culture.
• Analyze the multiple roles and purposes of drama/theatre for individuals and society (e.g., celebration, persuasion, education, commemoration, entertainment, commentary, recreation, communal events, therapy, religious/artistic/cultural expression).
• Investigate leisure and/or career and other lifelong possibilities in the dramatic arts (e.g., actor, playwright, script writer, director, producer, sound/lighting/costume designer, advocate, teacher, critic, historian, therapist, volunteer, listener/viewer).

10-DR-R1: The learner generates initial reactions to drama/theatre experiences by doing the following:

• Suspend judgment and take time to deeply perceive drama/theatre works and experiences before forming opinions, interpretations, and evaluations.
• Make personal connections to previous experiences with drama/theatre and other art forms.
• Express first impressions (e.g., thoughts, feelings, intuitions, associations, questions, experiences, memories, stories, connections to other disciplines) evoked by drama/theatre works and experiences as a starting point for critical analysis and reflection.

10-DR-R2: The learner critically observes and describes drama/theatre experiences by doing the following:

• Discern details about drama/theatre elements, forms, styles, tools, and techniques to inform analysis, interpretation, judgment, and evaluation.
• Use drama/theatre vocabulary to create rich, detailed observations (e.g., dramatic elements, techniques, forms, styles, themes, conventions, costumes, music).
• Build common understandings and consider different noticings about drama/theatre works and experiences.

10-DR-R3: The learner analyzes and interprets drama/theatre experiences by doing the following:

• Analyze how drama/theatre elements function, relate, and are manipulated, organized, and used for artistic and creative purposes.
• Connect analysis evidence with initial reactions and personal associations to form interpretations about meaning and intent.
• Examine a range of interpretations to understand that unique perspectives and lenses (e.g., social, cultural, historical, political, disciplinary) affect interpretation and appreciation.
• Refine ideas and ignite new thinking through listening to others, critical dialogue, questioning, and research.
• Probe, explain, and challenge interpretations, preferences, and assumptions about meaning and quality.
• Generate and co-construct criteria to critically evaluate artistic quality and effectiveness.

10-DR-R4: The learner applies new understandings about drama/theatre to construction identity and to act in transformative ways by doing the following:

• Justify own interpretations, decisions, preferences, evaluations, and possible changes in previous thinking.
• Recognize and respect that individuals and groups may have different opinions, interpretations, preferences, and evaluations regarding drama/theatre experiences.
• Make informed judgments and choices for independent decision-making, evaluation, and action.
• Formulate ideas, beliefs, and values about the dramatic arts, and demonstrate an understanding of how they inform a sense of being and agency in the world.
• Apply beliefs and understandings about the dramatic arts in purposeful, autonomous ways to inform a sense of being and agency in the world.
• Identify ways that the dramatic arts contribute to personal, social, cultural, and artistic identity.