The Ontario Arts Curriculum: Drama 

The Ontario Curriculum, The Arts, Grades 1-8 (2009)

Fundamental Concepts 

- Elements: 

•  Role/Character: Presenting an imitation of a character; portraying their voice, facial expressions, body language, mannerisms, attitude and feelings. 
• Relationship: Thinking and reflecting on the connection between the people, events they have experienced and circumstances they may face. 
• Time and Place: The setting of a story consists of descriptors that can set the time in history it takes place (season, weather, time of day, particular important historical date). Also, it is important to provide descriptors of the environment in which a story takes place. 
• Tension: The fluctuating change of the emotional state in the story. 
• Focus and Emphasis: Particular part of the story that is being portrayed to the audience  (theme, characters, setting, place, time, events). 

The Creative Process

• Students will use both their own creative ideas and research to develop different forms of art  
• Students will use different tools to organize the brainstorm of their ideas 
• Students will use a range of the drama elements when creating dramatical pieces
• Students will make sure that the meaning behind their work is clear for the audience 
• Students will use peer feedback and make revisions before finalizing their work 
• Students will clearly identify the audience for their work 
• Students will make reflections on their work and the next steps they need to make in their learning 

The Critical Analysis Process

• Students will be able to respond to their own work and others
• Students will make connections between their own arts experiences, others arts experiences from all around the world 
• Students will be able to describe the meaning of the different elements of art 
• Students will understand the importance of the arts 
• Students will become audience members of the different art forms 

Overall Expectations  

- B1. Creating and Presenting: apply the creative process to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories (p. 102). 

- B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences (p. 102). 

- B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama and theatre forms, traditions, and styles from the past and present, and their sociocultural and historical contexts (p. 102).