| Grade 8: Drama and Dance |
Achievement
Level
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Overall Expectations
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3
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4
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| •evaluate the overall effect of various aspects of drama
and dance (i.e., elements, principles, techniques, style); |
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| •interpret and communicate ideas and feelings drawn from
fictional accounts, documentaries, and other material from a wide variety
of sources and cultures, selecting and combining complex drama and dance
techniques (e.g., "forum theatre"); |
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| •create drama pieces, selecting and using a variety of
techniques; |
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| •critique, orally and in writing, their own and others'
work in drama and dance, using criteria developed independently and in
a group; |
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| •critique solutions to problems presented in drama and
dance, make decisions in large and small groups, and defend their artistic
choices; |
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| •create different multimedia interpretations of a single
work, using available technology to enhance their work in drama and dance
performances. |
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Specific Expectations
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| Knowledge of Elements |
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| •demonstrate understanding of the appropriate use of
the voice, gestures, and the level of language in different dramatic situations; |
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| •describe theatrical dance performances, and distinguish
between the types or styles used (e.g., ballet, modern, jazz, folk,
ethnic); |
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| •write in role in various forms (e.g., monologues, speeches,
radio or television broadcasts), showing understanding of the complexity
of a dramatic situation and using appropriate vocabulary, tone, and voice
for the character portrayed; |
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| •use the vocabulary of drama and dance correctly (e.g.,
metaphor in drama, symmetry in dance composition) in analysing, explaining,
and critiquing the meaning and effect of their own and others' work; |
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| •identify ways of sustaining concentration in drama and
dance (e.g., focusing on the character's motives in order to stay in role); |
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| •identify and evaluate the variety of choices made in
drama and dance that influence groups to make different interpretations
or representations of the same materials; |
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| •choose technology for enhancing their drama and dance
work, and evaluate the effectiveness of their choice (e.g., camcorders,
lighting dimmers). |
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| Creative Work |
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| •write in role, analysing the subtext of a script and
the attitudes and points of view of the characters portrayed; |
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| •write, memorize, and present, through drama and dance,
short documentary scenes based on their improvisational work and on source
material drawn from diverse cultures; |
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| •create dance compositions based on material explored
in drama; |
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| •create a dance warm-up program, alone or with another
student; |
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| •select appropriate themes that deal with specific situations
and that are aimed at a specific audience; |
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| •organize and carry out a group improvisation; |
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| •produce pieces that deal appropriately with youth problems
(e.g., pieces created through forum theatre); |
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| •produce work as a member of an ensemble. |
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| Critical Thinking |
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| •review drama and dance performances, orally or in writing,
critiquing the use of elements and techniques in the particular genre of
the piece; |
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| •evaluate the overall effect of a performance in drama
and dance, analysing the key elements; |
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| •identify and discuss the qualities and skills needed
to create and perform productions in drama and dance; |
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| •produce pieces of writing in which they reflect on their
experiences in drama and dance, and in which they show their ability to
analyse and find solutions to problems in real life; |
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| •dramatize material that they have researched from primary
sources (e.g., historical documents), and use it effectively in presenting
documentary scenes. |
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| Student Name: |
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