Overall Expectations

By the end of Grade 8, students will:

• evaluate the overall effect of various aspects of drama and dance (i.e., elements, principles,
techniques, style);
• 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”);
• 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
developed independently and in a group;
• critique solutions to problems presented in drama and dance, make decisions in large and
small groups, and defend their artistic choices;
• create different multimedia interpretations of a single work, using available technology to
enhance their work in drama and dance performances.

Expectations in Specific Areas

By the end of Grade 8, students will:

Knowledge of Elements
– demonstrate understanding of the appropriate
use of the voice, gestures, and the
level of language in different dramatic
situations;
– describe theatrical dance performances,
and distinguish between the types or styles
used (e.g., ballet, modern, jazz, folk, ethnic);
– 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;
– 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;
– identify ways of sustaining concentration
in drama and dance (e.g., focusing on the
character’s motives in order to stay in role);
– 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;
– choose technology for enhancing their
drama and dance work, and evaluate the
effectiveness of their choice (e.g., camcorders,
lighting dimmers).

Creative Work
– write in role, analysing the subtext of a
script and the attitudes and points of view
of the characters portrayed;
– write, memorize, and present, through
drama and dance, short documentary
scenes based on their improvisational
work and on source material drawn from
diverse cultures;
– create dance compositions based on
material explored in drama;
– create a dance warm-up program, alone or
with another student;
– select appropriate themes that deal with
specific situations and that are aimed at a
specific audience;
– organize and carry out a group
improvisation;
– produce pieces that deal appropriately
with youth problems (e.g., pieces created
through forum theatre);
– produce work as a member of an
ensemble.

Critical Thinking
– review drama and dance performances,
orally or in writing, critiquing the use of
elements and techniques in the particular
genre of the piece;
– evaluate the overall effect of a performance
in drama and dance, analysing the
key elements;
– identify and discuss the qualities and skills
needed to create and perform productions
in drama and dance;
– 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;
– dramatize material that they have
researched from primary sources (e.g., historical
documents), and use it effectively
in presenting documentary scenes.

(Source: The Ontario Curriculum, Grades 1-8, The Arts)                                           <<back