Art dramatique 10 (DRAMA 10)

 

Course Outline

D. Blinn

2004-2005

 

Drama 10 is an introductory course in drama focusing on the personal, intellectual, and social growth of the student. Drama 10 provides a foundation for future course work in drama and theatre. Through extensive work in improvisation, in both small and large groups, students gain experiences, and feelings in a range of dramatic forms, such as dramatic movement and mime, dramatization, choral speech, choric drama, group drama, and Readers Theatre.

 

Drama 10 comprises four components: foundation, movement, speech, and theatre. The foundation component, which focuses on building student confidence and trust and creating a supportive learning environment, introduces students to the essential elements of movement and speech. Experiences in movement and speech are extended in the movement and speech components and combined in the exploration of the various dramatic forms.

 

Opportunities for students to share and present their work are provided throughout the course, just as aspects of theatre may be shared at various points in the course. The theatre component enables students to bring together all of their learning in drama and theatre by developing a theatre piece of script. The course engages students in “collective creation” – the development of original scripts by students through research, discussion, and improvisation.

 

Evaluation scheme:

 

French   15 %

 

Homework/Participation   10 %

 

Class Work   75 %

 

In order to vary the forms of evaluation, the Class Work mark will be the averaging out of multiple forms of evaluation put over a 75 % mark. The teacher will not categorize different types of evaluations (such as quizzes and tests) and give them a certain percentage. Rather, the evaluations’ worth will be relative to one another by the number of points attributed to them. For instance, a written reflection might be marked on 20 points whereas a major research paper might be marked on 120 points. This way, confusion will be avoided in terms of classifying less traditional forms of evaluations like dramatic representations and expressive collages.