Framework for LEARNING
French Immersion Program
Course Codes and Credits
Course Credits
0239 Drama 1A
Course Credits:0.5, 1.0
0241 Drama 1B
Course Credits:0.5
0242 Drama 2A
Course Credits:0.5, 1.0
0243 Drama 2B
Course Credits:0.5
0244 Drama 3A
Course Credits:0.5, 1.0
0245 Drama 3B
Course Credits:0.5
0246 Drama 4A
Course Credits:0.5, 1.0
0247 Drama 4B
Course Credits:0.5
0248 Drama 5A
Course Credits:0.5, 1.0
0249 Drama 5B
Course Credits:0.5
0252 Drama 6A
Course Credits:0.5, 1.0
0253 Drama 6B
Course Credits:0.5
0254 Drama 7A
Course Credits:0.5, 1.0
0255 Drama 7B
Course Credits:0.5
0256 Drama 8A
Course Credits:0.5, 1.0
0257 Drama 8B
Course Credits:0.5
Course Overview
In Grade 10, the learner
- develops language and practices for making drama (Making)
- generates, develops, and communicates ideas for creating drama (Creating)
- develops understandings about the significance of the dramatic arts by making connections to various contexts of times, places, social groups, and cultures (Connecting)
- uses critical reflection to inform dramatic arts learning and to develop agency and identity (Responding)
Although these areas are distinct, their recursive learnings are designed to be achieved in an authentic and interdependent way. They are developed, recombined, and transformed across novel and varied contexts to deepen and broaden learning, which becomes more refined, sophisticated, and complex with time and new experiences.
Guiding Principles for the Design of Learning Experiences and Assessment Practices
The Guiding Principles of Designing Learning Experiences and Assessment Practices in the French Immersion program provide guidance to all Manitoba educators as they design learning experiences and classroom assessments to strengthen, extend and expand student learning. Planning with the learner, the context, and the curricula in mind creates opportunities for the co-construction of inclusive learning experiences and assessment practices where the diverse learning needs, abilities and interests of each learner are met.
Assessment for and as learning involve learners in the process and support learner reflection; assessment of learning (commonly known as summative evaluation) measures final outcomes. All aspects, when done well, contribute to informed teaching and reliable judgment of learner progress.
The Guiding Principles of Designing Learning Experiences and Assessment Practices outlined below in the French Immersion Program in Manitoba provide guidance to all Manitoba educators as they design learning and assessment experiences to strengthen, extend and expand student learning. Planning with the learner, the context and the curricula in mind creates opportunities for the co-construction of inclusive learning experiences and assessment practices where the diverse learning needs, abilities and interests of each learner are met.
Guiding Principles for Evaluation and Reporting
The Guiding Principles for Evaluation and Reporting are currently still under development and not yet available. When completed, a notification will be added to the Manitoba Framework for Learning “What’s New?” page on the website.
Learning Outcomes
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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).
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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.
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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.
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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.
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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.
Curriculum Implementation Resources
Grade 10 - Curriculum Implementation Resources: Web Pages
Grade 10 - Curriculum Implementation Resources: Multimedia
Grade 10 - Curriculum Implementation Resources: Documents