Drama Methods & EducationDrama Methods & EducationDouglas Gosse, 2005Douglas Gosse, 2005

Drama in Education At the Drama in Education At the University of Winnipeg University of Winnipeg

The University of Winnipeg The University of Winnipeg has an excellent Education has an excellent Education program offering both a five-program offering both a five-year integrated B.Ed. degree year integrated B.Ed. degree and a two-year after degree in and a two-year after degree in EducationEducation

The Department of Theatre The Department of Theatre and Drama offers an area of and Drama offers an area of study in Drama in Education study in Drama in Education both as a complement to the both as a complement to the B.Ed. program, and as a B.Ed. program, and as a stand-alone stream for stand-alone stream for students who wish to teach students who wish to teach drama in a variety of venues. drama in a variety of venues.

Drama and Dance: Grade 8Drama and Dance: Grade 8Overall Expectations Overall Expectations

By the end of Grade 8, student will: By the end of Grade 8, student will: evaluate the overall effect of various aspects of drama and dance (i.e., elements, principles, evaluate the overall effect of various aspects of drama and dance (i.e., elements, principles,

techniques, style)techniques, style) interpret and communicate ideas and feelings drawn from fictional accounts, documentaries, 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 and other material from a wide variety of sources and cultures, selecting and combining complex drama and dance techniques (e.g.,"forum theatre")complex drama and dance techniques (e.g.,"forum theatre")

create drama pieces, selecting and using a variety of techniques;create drama pieces, selecting and using a variety of techniques; critique, orally and in writing, their own and others' work in drama and dance, using criteria critique, orally and in writing, their own and others' work in drama and dance, using criteria

developed independently and in a groupdeveloped independently and in a group critique solutions to problems presented in drama and dance, make decisions in large and critique solutions to problems presented in drama and dance, make decisions in large and

small groups, and defend their artistic choicessmall groups, and defend their artistic choices create different multimedia interpretations of a single work, using available technology to create different multimedia interpretations of a single work, using available technology to

enhance their work in drama and dance performances. enhance their work in drama and dance performances. (http://www.edu.gov.on.ca/eng/document/curricul/arts/arts.html)(http://www.edu.gov.on.ca/eng/document/curricul/arts/arts.html)

Specific Expectations Specific Expectations Knowledge of Elements Knowledge of Elements

By the end of Grade 8, student will: By the end of Grade 8, student will: demonstrate understanding of the appropriate use of the voice, demonstrate understanding of the appropriate use of the voice,

gestures, and the level of language in different dramatic situationsgestures, and the level of language in different dramatic situations describe theatrical dance performances, and distinguish between describe theatrical dance performances, and distinguish between

the types or styles used the types or styles used write in role in various forms showing understanding of the write in role in various forms showing understanding of the

complexity of a dramatic situation and using appropriate vocabulary, complexity of a dramatic situation and using appropriate vocabulary, tone, and voice for the character portrayedtone, and voice for the character portrayed

use the vocabulary of drama and dance correctly (e.g., metaphor in use the vocabulary of drama and dance correctly (e.g., metaphor in drama, symmetry in dance composition) in analyzing, explaining, drama, symmetry in dance composition) in analyzing, explaining, and critiquing the meaning and effect of their own and others' workand critiquing the meaning and effect of their own and others' work

identify ways of sustaining concentration in drama and dance identify ways of sustaining concentration in drama and dance identify and evaluate the variety of choices made in drama and identify and evaluate the variety of choices made in drama and

dance that influence groups to make different interpretations or dance that influence groups to make different interpretations or representations of the same materialsrepresentations of the same materials

choose technology for enhancing their drama and dance work, and choose technology for enhancing their drama and dance work, and evaluate the effectiveness of their choiceevaluate the effectiveness of their choice

Creative WorkCreative Work write in role, analyzing the subtext of write in role, analyzing the subtext of

a script and the attitudes and points a script and the attitudes and points of view of the characters portrayedof view of the characters portrayed

write, memorize, and present, write, memorize, and present, through drama and dance, short through drama and dance, short documentary scenes based on their documentary scenes based on their improvisational work and on source improvisational work and on source material drawn from diverse culturesmaterial drawn from diverse cultures

create dance compositions based create dance compositions based on material explored in dramaon material explored in drama

create a dance warm-up program, create a dance warm-up program, alone or with another studentalone or with another student

select appropriate themes that deal select appropriate themes that deal with specific situations and that are with specific situations and that are aimed at a specific audienceaimed at a specific audience

organize and carry out a group organize and carry out a group improvisationimprovisation

produce pieces that deal produce pieces that deal appropriately with youth problems appropriately with youth problems

produce work as a member of an produce work as a member of an ensemble. ensemble.

Critical ThinkingCritical Thinking review drama and dance performances, orally or in writing, critiquing review drama and dance performances, orally or in writing, critiquing

the use of elements and techniques in the particular genre of the the use of elements and techniques in the particular genre of the piecepiece

evaluate the overall effect of a performance in drama and dance, evaluate the overall effect of a performance in drama and dance, analyzing the key elementsanalyzing the key elements

identify and discuss the qualities and skills needed to create and identify and discuss the qualities and skills needed to create and perform productions in drama and danceperform productions in drama and dance

produce pieces of writing in which they reflect on their experiences produce pieces of writing in which they reflect on their experiences in drama and dance, and in which they show their ability to analyze in drama and dance, and in which they show their ability to analyze and find solutions to problems in real lifeand find solutions to problems in real life

dramatize material that they have researched from primary sources dramatize material that they have researched from primary sources and use it effectively in presenting documentary scenes. and use it effectively in presenting documentary scenes.

TermsTerms

Improvisation Improvisation - a spontaneous - a spontaneous response to a dramatic situation response to a dramatic situation that involves verbal and non-verbal that involves verbal and non-verbal activity. activity.

TableauTableau - a silent group of people - a silent group of people frozen in time to represent a scene, frozen in time to represent a scene, abstract idea (e.g., peace, joy), or abstract idea (e.g., peace, joy), or theme.theme.

Role playingRole playing - a technique that - a technique that involves the adopting of the point of involves the adopting of the point of view of a character in an imaginary view of a character in an imaginary situation.situation.

MimingMiming – expresses an idea, story – expresses an idea, story or action without using dialogueor action without using dialogue

"Inner and Outer Circle""Inner and Outer Circle"

"Inner and outer circle" is an activity in drama "Inner and outer circle" is an activity in drama In this activity, the students divide into two groups. One In this activity, the students divide into two groups. One

group forms a circle to represent a character from the group forms a circle to represent a character from the drama, and the other group forms a circle around the drama, and the other group forms a circle around the first circle to represent another character. first circle to represent another character.

The students share, in role, their thoughts and feelings at The students share, in role, their thoughts and feelings at a significant point in the drama. Students may speak a significant point in the drama. Students may speak spontaneously or read from the source material being spontaneously or read from the source material being used. used.

The aim of the exercise is to try to understand through The aim of the exercise is to try to understand through imagination what that character feels and how that imagination what that character feels and how that character.character.

Achievement Levels: Achievement Levels: The Arts - Grades 1-8The Arts - Grades 1-8

http://www.edu.gov.on.ca/eng/http://www.edu.gov.on.ca/eng/document/curricul/arts/arts.htmldocument/curricul/arts/arts.html

Knowledge/ Knowledge/ SkillsSkills

Level 1Level 1 Level 2Level 2 Level 3Level 3 Level 4Level 4

Understanding Understanding of conceptsof concepts

The Student:The Student:

Show Show understanding understanding of few of the of few of the conceptsconcepts

rarely gives rarely gives explanations explanations that show that show understanding understanding of the of the concepts concepts

show show understanding understanding of some of the of some of the conceptsconcepts

sometimes sometimes gives gives complete complete explanations explanations

show show understanding understanding of most of the of most of the conceptsconcepts

usually gives usually gives complete or complete or nearly complete nearly complete explanations explanations

show show understanding understanding of all (or almost of all (or almost all) of the all) of the conceptsconcepts

consistently consistently gives complete gives complete explanations explanations

Knowledge/ Knowledge/ SkillsSkills

Level 1Level 1 Level 2Level 2 Level 3Level 3 Level 4Level 4

Critical Critical analysis and analysis and appreciationappreciation

The The Student:Student:

analyses and analyses and interprets art interprets art work only with work only with assistanceassistance

provides provides analysis that analysis that shows limited shows limited understandinunderstanding, and does g, and does not give not give evidence to evidence to support support opinions opinions

analyses and analyses and interprets art interprets art work with work with frequent frequent assistanceassistance

provides provides partial partial analysis, and analysis, and gives some gives some evidence to evidence to support support opinions opinions

analyses and analyses and interprets art interprets art work with only work with only occasional occasional assistanceassistance

provides provides complete complete analysis, and analysis, and gives gives sufficient sufficient evidence to evidence to support support opinions opinions

analyses and analyses and interprets art interprets art work with little work with little or no or no assistanceassistance

provides provides complete complete analysis, and analysis, and gives well-gives well-considered considered evidence to evidence to support support opinions opinions

Knowledge/ Knowledge/ SkillsSkills

Level 1Level 1 Level 2Level 2 Level 3Level 3 Level 4Level 4

Performance Performance and creative and creative work work

The The Student:Student:

applies few of applies few of the skills, the skills, concepts, and concepts, and techniques techniques taughttaught

performs and performs and creates only in creates only in limited and limited and incomplete incomplete waysways

uses tools, uses tools, equipment, equipment, materials, and materials, and instruments instruments correctly only correctly only with assistancewith assistance

rarely shows rarely shows awareness of awareness of safety safety procedures procedures

applies some of applies some of the skills, the skills, concepts, and concepts, and techniques techniques taughttaught

occasionally occasionally performs and performs and creates in creates in complete wayscomplete ways

uses tools, uses tools, equipment, equipment, materials, and materials, and instruments instruments correctly with correctly with frequent frequent assistanceassistance

sometimes sometimes shows shows awareness of awareness of safety safety procedures procedures

applies most of applies most of the skills, the skills, concepts, and concepts, and techniques techniques taughttaught

usually usually performs and performs and creates in creates in complete wayscomplete ways

uses tools, uses tools, equipment, equipment, materials, and materials, and instruments instruments correctly with correctly with only occasional only occasional assistance assistance

usually shows usually shows awareness of awareness of safety safety procedures procedures

applies all (or applies all (or almost all) of almost all) of the skill, the skill, concepts, and concepts, and techniques techniques taughttaught

consistently consistently performs and performs and creates in well-creates in well-developed waysdeveloped ways

uses tools, uses tools, equipment, equipment, materials, and materials, and instruments instruments with little or no with little or no assistanceassistance

consistently consistently shows shows awareness of awareness of safety safety procedures procedures

Knowledge/ Knowledge/ SkillsSkills

Level 1Level 1 Level 2Level 2 Level 3Level 3 Level 4Level 4

CommunicationCommunication

The The student:student:

rarely rarely communicatecommunicates with clarity s with clarity and precisionand precision

rarely uses rarely uses appropriate appropriate symbols and symbols and terminologyterminology

communicatecommunicates only in s only in limited and limited and incomplete incomplete ways ways

sometimes sometimes communicates communicates with clarity and with clarity and precisionprecision

sometimes sometimes uses uses appropriate appropriate symbols and symbols and terminologyterminology

occasionally occasionally communicates communicates in complete in complete ways ways

usually usually communicates communicates with clarity and with clarity and precisionprecision

usually uses usually uses appropriate appropriate symbols and symbols and terminologyterminology

usually usually communicates communicates in complete in complete ways ways

consistently consistently communicates communicates with clarity and with clarity and precisionprecision

consistently consistently uses uses appropriate appropriate symbols and symbols and terminologyterminology

consistently consistently communicates communicates in well-in well-developed ways developed ways

The Benefits of DramaThe Benefits of Drama

Promotes positive Promotes positive interactioninteraction

Promotes positive Promotes positive class atmosphereclass atmosphere

Exercises creativityExercises creativity Active engaged Active engaged

learninglearning