| Grade 3: Drama and Dance |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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| •describe basic elements of drama and dance (e.g., suspense,
pattern, energy); |
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| •interpret and communicate the meaning of stories, poems,
plays, and other material drawn from a range of sources and cultures, using
basic drama and dance techniques (e.g., writing in role); |
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| •create short dance pieces, using techniques learned
in this grade; |
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| •compare their own work with the work of others in drama
and dance through discussion, writing, movement, and visual art work; |
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| •solve problems presented in different kinds of dramatic
situations through role playing and movement; |
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| •use available technology appropriately to enhance their
work in drama and dance. |
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Specific Expectations
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| Knowledge of Elements |
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| •demonstrate an understanding of a character's point
of view through writing and speaking in role, and through using body movement
in role (e.g., write diary entries and plant grain as a pioneer in Upper
Canada); |
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| •describe their own and others' work in drama and dance,
using appropriate vocabulary (e.g., character, suspense, rhythm); |
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| •explain the importance of symbols used in specific stories,
poems, and dances; |
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| •demonstrate the ability to concentrate while in role
in drama and dance (e.g., during an improvisation; while performing a dance); |
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| •recognize and choose appropriate elements of movement
for dramatizing their responses to different stimuli or ideas (e.g., real-life
situations, the scientific concept of magnetic force); |
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| •identify technological means of creating different effects
(e.g., the use of recorded music or lighting to heighten suspense); |
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| •describe the kinds of energy involved in a sequence
of movements (e.g., energy related to speed or force); |
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| •distinguish between a variety of dance forms, using
specific criteria (e.g., steps, music, costumes). |
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| Creative Work |
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| •defend a point of view through speaking and writing
in role (e.g., as townsfolk, plead with the mayor to save their town); |
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| •create works of drama and dance, using appropriate elements
(e.g., rhythm, form); |
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| •communicate, through movement, their thoughts and feelings
about topics studied in other subject areas (e.g., create a movement sequence
to express their fear of an environmental event such as a storm); |
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| •write and perform chants. |
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| Critical Thinking |
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| •identify effective uses of drama and dance elements
in performances (e.g., form, space, pattern, energy) and compare their
own responses with those of their peers; |
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| •identify the themes and subjects found in drama and
dance works, and make links between these and their own experiences; |
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| •clarify the meaning of complex or ambiguous dramatic
situations (e.g., by posing questions in and out of role to characters
in a drama); |
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| •solve artistic problems in drama and dance in cooperative
work groups (e.g., discuss the effect of combining different voices in
choral reading; discuss the effects of using one dancer or several to convey
a message); |
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| •explain how their understanding of work in dance and
drama has been increased through research (e.g., through the use of reference
books and the Internet, it is possible to find information about the rainforest
to make an imaginary journey there more believable). |
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| Student Name: |
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