Education and Early Childhood Learning

Creativity in dramatic arts is the ability to generate, imagine, develop, and transform ideas in order to invent, innovate, find solutions, or create an artistic work.

• Learners embrace ambiguity and are open to emerging and spontaneous ideas.
• Learners demonstrate curiosity, open-mindedness, flexibility, boldness, perseverance, and resilience.
• Learners generate ideas from a variety of sources (e.g., personal experiences, feelings, emotions, memories, observations, knowledge, current events, imagination, etc.) for dramatic arts creations.
• Learners build on the ideas of others to create dramatic art.
• Learners experiment and develop ideas iteratively using dramatic arts language (e.g., elements, forms, terminology, techniques, tools, etc.).
• Learners evaluate, revise, refine, and share the artistic work in response to self-reflection or peer feedback.

Citizenship in dramatic arts is linked to the ability to engage with cultural, social, political, environmental, and economic issues through artistic practices to facilitate a more humanitarian and sustainable world.

• Learners address and reflect on complex issues (ecological, social, political, and economic) in the creation, interpretation, and appreciation of artworks.
• Learners recognize the impact of principles of equity, human rights, and social justice on artists and their work.
• Learners explore the interconnectedness among themselves, others, and the natural world through works and experiences in the dramatic arts.
• Learners examine how the dramatic arts influence, comment on, and challenge identity, social, political, and cultural discourses by examining diverse viewpoints, experiences, and world views.
• Learners value other cultures, languages, and beliefs, and cultivate empathy, respect, inclusion, and compassion in order to navigate and negotiate the complexities of the contemporary world through dramatic arts experiences. 
• Learners realize their potential through their artistic contributions.
• Learners engage with the arts community (e.g., artists, events, demonstrations, organizations, associations, community resources, innovations, etc.) and propose equitable solutions for the well-being of self, others, and the natural world.
• Learners apply ethical practices (e.g., copyright, intellectual property, etc.) to the creation, sharing, and consumption of the dramatic works.

Connection to self in dramatic arts includes the development of one’s identity, physical and spiritual well-being, resilience, autonomy, confidence, and perseverance. Practising dramatic arts helps learners transform and develop, and it increases their self-esteem, motivation, and sense of belonging.

• Learners identify what contributes to their well-being in order to understand themselves better and to recognize their interests, values, strengths, challenges, and needs.
• Learners learn about the factors that shape their identity through dramatic arts experiences.
• Learners self-regulate, self-evaluate, and reflect on the dramatic arts experience to improve themselves.
• Learners set and pursue artistic goals for their learning in dramatic arts, their well-being, and their future.
• Learners adapt to new experiences and renew their perception of self and the world with hope and perseverance.
• Learners recognize their role and the ways in which dramatic arts shapes personal, cultural, and artistic identities and enhances life, learning, leisure, and work.

Collaboration in the dramatic arts is about learning from each other and working together toward a common goal to co-construct meaning using artistic language and processes related to dramatic arts.

• Learners recognize and respect that others may have different perspectives, ideas, interpretations, and opinions about dramatic arts experiences.
• Learners understand that drawing on others’ ideas can enrich their dramatic arts learning and deepen their thinking.
• Learners share their ideas and perspectives while valuing those of others.
• Learners apply the conventions of artistic performance (e.g., play, improvisation, etc.) by practising active listening and adjusting their performance to others’ performances.
• Learners give and accept feedback on their ideas and those of others.
• Learners share responsibilities and occupy various roles within a team.
• Learners engage with the community (e.g., artists, events, organizations, associations, community resources, etc.) to develop learning opportunities in the dramatic arts.
• Learners engage in the collective purpose or common goal while co-constructing dramatic artworks and experiences with peers.

Communication in dramatic arts is based on interaction with others or with a dance, enabling one to express or interpret messages, ideas, or emotions, and to respond to them using artistic languages and processes.

• Learners use dramatic arts language (e.g., elements, forms, terminology, techniques, tools, etc.) to communicate ideas.
• Learners use various modes (e.g., oral, visual, sound/audio, media, gestural, symbolic, tactile, and spatial) and tools (ICT, digital, etc.) according to the learning context.
• Learners recognize the impact of their contributions to the dramatic arts on the development of their identity and relationships.
• Learners determine the artistic intent of a work, taking into account the context and target audience.
• Learners seek to understand the messages in their dramatic arts experiences through observation, active listening, questioning, and reflection.
• Learners examine and understand the ways in which the dramatic arts can communicate aspects of the person, culture, history, traditions, values, issues, and events.
• Learners deeply engage the body, senses, and imagination to express and communicate thoughts and feelings through dramatic arts language.
• Learners make connections and build relationships through dramatic arts experiences.
• Learners recognize the communicative power of the dramatic arts in building community.