The Arts
Grade 1: Drama and Dance |
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Overall Expectations |
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•demonstrate an understanding of some basic elements of drama and dance (e.g., character, rhythm); |
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•interpret the meaning of stories, poems, and other material drawn from a variety of sources and cultures, using some basic drama and dance techniques (e.g., role playing, movement sequences); |
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•create short dance pieces, using techniques learned in this grade; |
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•communicate understanding of works in drama and dance through discussion, movement, and visual art work; |
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•solve problems in everyday situations through role playing and movement in drama and dance. |
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Specific Expectations |
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Knowledge of Elements |
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•identify ways in which the voice and body can be used to convey thoughts and feelings when role playing (e.g., changing tone of voice and volume; changing speed or rhythm of movement); |
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•identify and correctly use drama and dance vocabulary (e.g., in role, out of role, position, direction); |
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•identify the meaning of symbols used in their dramatic exploration of stories and poems (e.g., the "circle of friendship"); |
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•describe some basic ways in which the body can be used in space and time (e.g., freezing in position to look like a statue); |
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•demonstrate their knowledge of the movements of natural objects and materials (e.g., trees, flowers, water), using their voice and/or body. |
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Creative Work |
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•communicate their responses to a variety of stimuli (e.g., nursery rhymes, poetry, stories, picture books) by using elements of drama and dance (e.g., chanting in a group, movement); |
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•use the vocabulary and body movements of a particular character when role playing; |
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•demonstrate control of their bodies when moving like different objects and animals (e.g., a clock ticking, a cat stretching); |
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•create dance phrases, showing the beginning and the end of their work in appropriate ways. |
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Critical Thinking |
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•describe ways in which the experiences of characters in simple performances relate to their own experiences; |
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•identify themes and subjects used in works of drama and dance; |
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•demonstrate an understanding of different points of view (e.g., by playing the role of different characters, and identifying and solving problems they face); |
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•identify ways in which role playing and movement are part of their daily experience (e.g., changing tone of voice or speed of walking to express a mood). |
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Student Name: |
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Expectations: Copyright The Queen's Printer for Ontario, 1998. Format: Copyright B.Phillips, 1998.