Alberta Logonew LearnAlberta

Fine ArtsDrama

Collapse All

Drama is a medium for individual and group expression that fosters the pursuit of shared goals. Students learn to reflect and collaborate through creative interactions using the body and voice as expressive tools in the development of resiliency, empathy, and confidence. As students cultivate and refine dramatic skills and techniques, they develop both verbal and non-verbal communication through which they can create, present, appreciate, respond, and connect to the world around them. Dramatic processes allow students to develop perspectives through the exploration of characters, moods, and situations within historical, cultural, and contemporary contexts.
More Info
Collapse All
Prev
Collapse All
 
Kindergarten
Grade 1
Grade 2
Next
Organizing Idea
Foundational Elements: Drama literacy is developed through knowledge and application of dramatic processes.
Guiding Question
How is play a form of expression in drama?
Guiding Question
What is dramatic play?
Guiding Question
How are play and the body related in drama?
Learning Outcome
Children investigate play in drama as a social and joyful activity.
Learning Outcome
Students examine dramatic play as a foundation for drama.
Learning Outcome
Students relate play and the body as a means to understand dramatic process.
Knowledge
There are many different kinds of ways children can play, including
  • parallel play
  • whole group
  • individual
Play can occur in personal space (self space) or in shared space (general space) with others.

Safely moving through a play space requires awareness of how and where the body is moving in relation to others.
Understanding
Play can be an individual or a social activity.
Skills & Procedures
Engage in different kinds of play.

Demonstrate safe ways to move within personal space and shared play spaces.
Knowledge
Dramatic play can be planned and may have a beginning and an ending.

Play may have unpredictable outcomes, including what will happen or when it will stop.

Auditory cues can be given by another performer or teacher to direct dramatic play.

Play can be spontaneous or self-directed.

Improvisation is a form of spontaneous play and can draw upon imagination.

Puppetry and choral speech are dramatic forms that can be used to structure play.

Play includes rules that need to be agreed upon by all participants.
Understanding
Play has structure.
Skills & Procedures
Participate in improvised and planned play.

Experiment with how stories can be used to structure dramatic play.

Use a variety of dramatic forms to express oneself through dramatic play.

Discuss rules of play in a learning environment.

Respond to auditory or visual cues in dramatic play.



Knowledge
Dramatic play can be based upon fictional or non-fictional characters, events, and situations.

Dramatic forms can give structure to dramatic play, including choral speech, puppetry, and tableau.

Tableau is a dramatic form that utilizes the body to create still images.

Play can foster symbolic thinking by using tools and materials in different ways to represent an object or idea.
Understanding
Dramatic play can represent new and imagined worlds.
Skills & Procedures
Experiment with a variety of characters and events upon which to base dramatic play.

Experiment with various dramatic forms as a way to structure play.

Use dramatic play as a way to explore a character or situation.

Explore and discuss how everyday objects can be used symbolically within drama activities.
Knowledge
Play can be about identifying and solving problems.

Play includes rules, which need to be agreed upon by all participants.

Learning through play can include
  • cooperating with others
  • generating and expressing ideas
  • learning from mistakes
  • sharing materials
Understanding
Play is learning about how to interact with one another.
Skills & Procedures
Practise applying problem-solving strategies in play.

Discuss rules of play in a learning environment.
Knowledge
Imagination can be explored through improvisation.

Dramatic play can include make-believe and pretend play.

Inspiration for play can come from a variety of sources, including
  • stories
  • imagination
  • music
  • television and film
  • real-life situations
Play can be enhanced by using tools and materials (stimuli) within the surrounding environment, including music, props, and costumes.

Play can include expressive use of body movements and voice, including
  • gestures
  • body levels and shapes
  • speed, direction, and weight of movement
  • facial expressions
  • vocal sounds, including high, low, loud, and soft
Understanding
Play supports the exploration of personal interests.

Play can reflect what an individual wants to experience.
Skills & Procedures
Explore different ways the body and voice can be used within dramatic play.

Share imaginative ideas with one another.

Respond to various stimuli within play.

Incorporate various tools and materials to support play.

Describe preferences related to dramatic play.
Knowledge
Play can contribute to an individual’s well-being through the development of confidence, resiliency, and motivation.

Dramatic play allows participants to experience other perspectives when exploring roles, characters, and situations.

Play can support demonstration of knowledge in other areas of learning through creative expression, including
  • creative movement
  • singing
  • storytelling
  • make-believe
Dramatic play can include rules that foster collaboration and trust.

Dramatic play requires listening to understand one another.
Understanding
Play is a means by which individuals can learn about themselves, others, and the world.
Skills & Procedures
Discuss how play can develop awareness of others’ feelings or perspectives.

Explore how play can be used to demonstrate knowledge in other areas of learning.

Consider and respond to others’ ideas in dramatic play.

Create criteria that outline rules of play.
Knowledge
Improvisation is a form of spontaneous play.

Imagination can be explored through improvisation.

Dramatic play can include make-believe and pretend play.

Puppetry and choral speech are dramatic forms that can be used to support play.

Inspiration for play can come from a variety of sources, including
  • stories
  • imagination
  • music
  • television and film
  • real-life situations
Play can be enhanced by using tools and materials (stimuli) within the surrounding environment including music, props, and costumes.

Play can include expressive use of body movements and voice, including
  • gestures
  • body levels and shapes
  • speed, direction, and weight of movement
  • facial expressions
Understanding
Play is joyful, motivating, comforting, and freeing.

Play is the starting point for experiences in the arts.
Skills & Procedures
Share inspirations for dramatic play.

Discuss feelings related to dramatic play.

Use improvisation during dramatic play.

Explore various ways to use the body and voice in play.

Respond to various stimuli within play.

Incorporate various tools and materials to support play.
Knowledge
Characters can be expressed through play.

Play can be about identifying and solving problems.

Learning through play can include
  • cooperating with others
  • generating and expressing ideas
  • learning from mistakes
  • sharing materials
Play fosters the development of speaking skills, including speaking clearly, expressively, and with energy.
Understanding
Play is a means by which individuals can learn about themselves.
Skills & Procedures
Explore how to express a character within dramatic play.

Discuss play experiences with one another.

Practise moving with care and safety in dramatic play.

Practise speaking clearly, expressively, and with energy.
Knowledge
The body communicates when still or moving.

Where and how the body moves contributes to expression.

Character can be represented through the body.

Speaking skills can be used to develop character and include speaking with appropriate volume and ease.

Imitation can be a method for exploring how the body can reproduce movement and vocal sounds in the development of a character.

The body is emotionally sensitive and is supported when drama experiences foster collaboration and trust.
Understanding
The body is mobile, expressive, and sensitive.
Skills & Procedures
Explore how stillness and movement can contribute to dramatic play.

Determine how body movements can change what the body is expressing.

Experiment with various ways the body can communicate meaning when moving individually or as a group.

Participate in activities that explore expressivity of the body and voice.

Incorporate body movements and voice to explore character development.

Extend speaking skills to include variations in volume and speaking with ease.
Knowledge
The way in which a body moves and expresses is unique to each person.

Physical safety includes an understanding of the capabilities and limitations of the body and voice.

The expressive capabilities of the body can be developed through warm-up activities and relaxation techniques.
Understanding
The body, as a dramatic tool, needs exercise to be healthy and flexible.

Maintaining a healthy body includes a knowledge of personal and physical safety.
Skills & Procedures
Participate in drama activities and warm-ups that prepare the body and voice for expression.

Demonstrate how to safely use the body and voice.

Identify personal strengths and areas for growth in drama.
Organizing Idea
Creating and Presenting: Ideas can be represented dramatically through artworks that draw upon foundational knowledge.
Guiding Question
Where do ideas in drama originate?
Guiding Question
How can ideas be expressed through drama?
Guiding Question
How can a message be represented through drama?
Learning Outcome
Children explore and present ideas in and through dramatic play.
Learning Outcome
Students construct ideas for dramatic play using artistic choices.
Learning Outcome
Students experiment with how messages can be expressed through the body using dramatic play.
Knowledge
An idea in dramatic play can be created and presented individually or in groups.

Creating and presenting allows performers to represent their own ideas and experiences in meaningful ways.

An idea in drama can be created and presented using
  • the body
  • movement or dance
  • singing or speaking
  • props
  • music
  • costumes
  • imagination
Dramatic forms can
structure ideas within
dramatic play.

An idea in drama can be presented informally, as in a drama class, or formally, including in a concert.

Participating as an audience member or as a performer includes expectations or rules (artistic protocols and etiquette).
Understanding
Communicating an idea in drama involves creating and presenting.

An idea in drama can communicate feelings and preferences.
Skills & Procedures
Create ideas through dramatic play.

Share ideas discovered in dramatic play with one another.

Participate in a variety of speaking, singing, and movement activities.

Present ideas using a variety of dramatic forms.

Participate as a performer and as an audience member in a variety of drama experiences.

Recognize how to follow expectations or rules when participating as an audience member and as a performer.
Knowledge
Improvisation is a way to generate ideas without planning.

Dramatic forms, including puppetry, can involve improvisation.

Artistic choices can help develop an idea in drama.

An idea in drama can come from
  • stories
  • environment
  • music and sounds
  • other people or performers
  • film and television
  • artworks and images
  • characters
Understanding
An idea in drama can be generated and expressed through play.

An actor is an individual who can create, appreciate, and perform ideas in drama.
Skills & Procedures
Generate ideas through improvisation.

Incorporate a beginning and an ending to a dramatic idea.

Experiment with artistic choices when representing ideas in drama.
Knowledge
A performer makes artistic choices about how to communicate a message verbally and non-verbally.

The meaning of a message can change as it is passed along from one performer to another.

Non-verbal communication of a message can include the use of
  • dramatic forms
  • body position
  • gestures and movement
  • body language
  • facial expressions
  • use of space, including proximity
Non-verbal communication can require an awareness of moving the body safely through personal and shared spaces.
Understanding
Verbal and non-verbal communication of a message can be shared in a variety of ways in drama.

Feelings and experiences of a character or situation can be communicated verbally and non-verbally.
Skills & Procedures
Express a message in drama using verbal and non-verbal communication.

Play a variety of drama activities that explore opportunities for non-verbal and verbal expression.

Create ways to communicate non-verbally when moving through self space and shared space.

Make artistic choices to shape the development of a message in drama.

Represent a character, feeling, or situation verbally and non-verbally.

Experiment with dramatic forms to express a message individually and with others.
Knowledge
An idea for drama can come from imagination.

Sharing and discussing ideas with others can support collaboration within dramatic play.

Artistic ideas can be developed and shared through drama warm-ups and activities.
Understanding
An artistic idea in drama can be unique, shared, or borrowed.

An artistic idea can be developed through interacting with one another in drama.
Skills & Procedures
Share and accept ideas from one another in dramatic play.

Participate in drama activities and warm-ups.
Knowledge
Ideas in drama can reflect feelings, interests, and preferences.

Collaboration can foster a safe learning environment in drama through listening to one another’s ideas, problem solving, and making decisions.

Choral speech requires collaboration to speak expressively in unison.

Problems or challenges related to dramatic expression can be solved by asking for help.

Participating as an audience member or as a performer includes expectations or rules (artistic protocols and etiquette).
Understanding
An idea in drama can come from brainstorming and collaboration.
Skills & Procedures
Collaborate with others when generating and representing ideas.

Participate as an audience member and as a performer in a variety of drama experiences.

Identify ways to solve problems or challenges in dramatic play.

Recognize how to follow expectations or rules when participating as an audience member and as a performer.
Knowledge
A message in drama can be generated, sent, received, and interpreted.

Improvisation can be used to generate and send a message in drama.

Structure in dramatic play can help an audience know when the dramatic expression begins and ends.

Empathy and perspectives can be gained through creating, viewing, and performing.

Expectations for participating in drama, known as artistic protocols and etiquette, can change depending on the context in which the dramatic work is experienced.
Understanding
The sharing of a message involves a relationship between the performer and the audience.

Audience members can have different feelings about dramatic works.
Skills & Procedures
Participate as an audience member and as a performer in a variety of drama experiences.

Demonstrate an understanding of artistic protocols and etiquette within various dramatic experiences.

Use improvisation to communicate a message.

Express a message that has a clear beginning and ending in dramatic play.

Share interpretations or feelings about dramatic works with one another.
Knowledge
Drama activities and warm-ups can provide opportunities to practise using the body, movements, and voice in dramatic expressions.

Rehearsal in drama is a way to practise a skill or expression of a dramatic idea.

An idea in drama can be presented informally, as in a drama class, or formally, including in a concert.

Practice can require repetition of a skill or presentation in order to learn it well.
Understanding
Developing an idea though drama may take practice.
Skills & Procedures
Participate in a variety of drama activities and warm-ups.

Practise accepting ideas from one another within dramatic play.

Rehearse dramatic ideas before performing for an audience.
Knowledge
Creative processes can include
  • practice
  • generating an idea
  • receiving feedback
  • reflection
Problems or challenges related to creating a message in drama can be solved by asking for feedback and by rehearsing.

Practice and rehearsal can help clarify roles and refine skills and techniques in drama.
Understanding
Development of a message in drama can involve creative processes.
Skills & Procedures
Apply creative processes to develop a message within dramatic play.

Rehearse dramatic expressions before performing for an audience.
Organizing Idea
Appreciation: Recognizing beauty, goodness, and truth in drama can be developed by understanding the complexity and richness of great dramatic works, the artists who create and perform them, and the historical and cultural contexts from which they originate.
Guiding Question
What is the function of drama in local communities?
Guiding Question
What function did drama serve in ancient China, ancient Egypt, and prehistoric times?
Guiding Question
How might cultures from the past and present contribute to an appreciation of drama?
Learning Outcome
Children examine the function of drama in the lives of individuals.
Learning Outcome
Students investigate the function of drama in ancient times and present day.
Learning Outcome
Students investigate culture in relation to drama from ancient Greece and present day.

Students examine culture through First Nations, Métis, and Inuit drama and storytelling.
Knowledge
The function of drama and storytelling common to many communities can include expression of
  • spiritual and religious beliefs
  • culture
  • celebrations
  • entertainment
Beliefs and traditions can be communicated through stories, which can include
  • trolls and fairies
  • Trickster themes in Nanabush storiesfrom Indigenous folklore
  • Anansi stories from West African folklore
Drama is present in many forms, including plays, movies, and playing with friends.

The function of drama can be to invent new ways of expressing oneself.


Understanding
Drama can have a specific function in the lives of individuals.
Skills & Procedures
Share personal experiences with drama.

Explore a variety of performances from local communities.
Knowledge
From ancient times to present, drama can communicate ways of life, including
  • spiritual and religious beliefs
  • culture
  • celebrations
  • entertainment
Drama is present in many forms, including plays, movies, and playing with friends.
Understanding
Drama can have a specific function in a community.
Skills & Procedures
Discuss how the dramatic expressions of others can communicate aspects of culture.

Explore a variety of performances from local communities.
Knowledge
Experiences with drama can include learning about drama from the past and the people who created and performed plays.

Theatre was created in ancient Greece as a way to stage a dramatic performance.

Theatre in ancient Greece evolved from religious rituals.

The culture of Greek theatre was known for
  • outdoor performances
  • the use of masks of exaggerated expressions
  • two types of plays called comedy and tragedy
  • a chorus of actors who spoke and sung in unison
Dramatic plays included topics that were important to the people of ancient Greece and part of community life.
Understanding
Culture is what people do and a way of thinking.

Drama from various times and places can be representative of a culture.
Skills & Procedures
Discuss how culture may be communicated through drama.

Participate in dramatizations based on comedies and tragedies.
Knowledge
Imitation was a common form of dramatic expression in prehistoric communities (mimesis).

Dramatic expression was found in ancient cave paintings and engravings that show humans imitating animals by wearing animal heads and skins as a form of costume.

In ancient Egypt, masks were often worn while performing rituals and ceremonies about the life of the pharaoh and other myths.

Drama performances in ancient China featured movement, dance, and martial arts.

Stories told through drama performances were based on Chinese traditions and beliefs.

Drama in ancient China included the use of puppet shows and shadow plays.
Understanding
Ancient societies used drama for a variety of functions.

Knowledge about people who lived a long time ago can be learned through drama.
Skills & Procedures
Represent animals in dramatic play.

Use movement and dance as a way to tell stories.

Explore puppet shows and shadow plays as a form of drama.
Knowledge
First Nations, Métis, and Inuit communities have specific protocols related to how, when, or with whom stories are shared.

First Nations, Métis, and Inuit storytelling includes oral traditions that can be passed on between and among individuals and communities with proper protocol.

Storytelling can reflect
  • cultural beliefs
  • history
  • relationship
  • ways of life
  • intergenerational knowledge

First Nations, Métis, and Inuit storytelling is holistic in nature and can have individual and collective benefits, including
  • social well-being
  • physical health
  • spiritual connection
  • emotional and mental well-being
  • intellectual development
Understanding
Culture can be revealed through First Nations, Métis, and Inuit storytelling.

First Nations, Métis, and Inuit storytelling can establish a sense of community and well-being among participants.
Skills & Procedures
Examine how culture is communicated through First Nations, Métis, and Inuit storytelling.

Experience First Nations, Métis, or Inuit storytelling.

Discuss how storytelling can contribute to personal well-being.