Framework for Learning

 
 
 
 
 
 

Framework for LEARNING

French Immersion Program

Arts Education - Drama

Global Competencies in Dramatic Arts

a person in front of a magnifying glass

Critical thinking in the dramatic arts consists of analyzing, synthesizing, interpreting, and evaluating the dramatic arts experience or work through observation, reflection, and reasoning in order to make informed judgments and choices to guide one’s decisions and actions.

  • Learners express their initial reactions by making personal connections and drawing on previous experiences.
  • Learners use initial impressions as a starting point for reflection.
  • Learners observe and describe the dramatic work and experience to facilitate interpretation, evaluation, and assessment.
  • Learners determine how the elements of the dramatic arts are used, manipulated, and organized on the basis of observations, evidence, and analytical criteria.
  • Learners analyze the dramatic work or experience while considering different perspectives and interpretations through listening, dialogue, questioning, and research to establish a common understanding.
  • Learners give and justify their interpretations, preferences, and evaluations of dramatic arts work or experiences in order to make informed judgments and choices.
  • Learners generate, co-construct, and weigh criteria to evaluate the artistic experience or work.
a person with a lightbulb signifying an original thought

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.
a person in front of a globe

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.
a person in front of a fingerprint

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.
people holding hands and talking

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.
people holding hands and talking

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.

Enduring Understandings

Making in Dramatic Arts

The learner develops language and practices for making drama/theatre using tools (body, voice, mind), techniques, elements, and forms associated with the dramatic arts. The dramatic arts embody and communicate ideas, feelings, and meaning through cognitive, physical, affective, and intuitive modes. The development of language and practices for making drama/theatre illuminates, deepens, and broadens human experience through interactions, relationships, and individual and collective contributions.

Connecting in Dramatic Arts

The learner develops understandings about the significance, influence, impact, and role of the dramatic arts by making connections to the contexts of various times, places, social groups, and cultures. Engaging with dramatic arts practices, forms, styles, traditions, and artists enables learners to understand the world around them and the perspectives of others. “Connecting” in the dramatic arts invites the learner to question the past, to challenge the present, and to shape the future.

Creating in Dramatic Arts

The learner engages in the creative process by generating, developing, and communicating ideas in the creation of dramatic art. The creative process in drama/theatre provides opportunities for the learner to imagine possibilities, communicate complex ideas and emotions in unique and powerful ways, express the intangible, and explore identities. Through the creative process, learners explore multiple and sometimes unexpected ways to solve problems and find solutions. The divergent, open-ended creative thinking needed for the creative process is essential for all learning in today’s world.

Responding in Dramatic Arts

The learner uses critical reflection to inform drama/theatre learning by responding, observing, describing, analyzing, and interpreting dramatic arts experiences. The process of critical reflection in dramatic arts enables learners to recognize different perspectives, challenge and construct ideas, beliefs, and values, and apply new understandings to their learning. This process informs the learner’s identity and agency and is necessary for transformative learning.