Welcome to BCSS's Drama website!

In my quest to enhance my teaching, embrace technology, and to simply keep up with the times, I have attempted to create a one-stop online location for students, parents, administrators, and fellow staff to see what is happening in drama and on stage at Bear Creek Secondary School.  Students will have the added benefit of logging into their own class website to: read or print assignments and rubrics, click on video examples of work, access resources and useful links, post online journals, and view their class calendar to help them prepare and get assignments in on time!

This is an on-going evolving process so your patience and feedback is appreciated.

If you have any questions, concerns, or comments, please email me directly at mcollins@mail.scdsb.on.ca or click on the "contact" option to fill out the comment form.

Break-a-leg!
Mr. Collins

'06 BA Spec Hons
'06 BEd

Grade 9 & 10 Drama

Drama study at the Grade 9 and 10 level provides students with an opportunity to take on roles and to create and enter into imagined worlds. They learn in a unique way about themselves, the art of drama, and the world around them. Students engage in social interaction and collaboration as they create, perform, and analyse drama.

Through informal presentations and more formal performances, students use drama to communicate their aesthetic and personal values. Students develop their awareness and use of the elements of drama (role/character, relationship, time and place, focus and emphasis, and tension) to create drama works that are related to their personal interests and experience. In these courses, they will
experience being performer, audience, playwright, technician, designer, and critic.

By communicating in both their real and imagined worlds, students acquire proficiency in listening, speaking, questioning, and problem solving. Through the process of taking on roles, students develop and express empathy for people in a wide range of situations. They develop the ability to interpret and comment on a range of drama works and activities and evaluate their own and others’ creative work.

The expectations for drama courses are organized in three distinct but related strands:

1. Creating and Presenting: Students use the creative process (see pages 14–16) to develop, produce, and perform drama. Through a variety of dramatic forms, students explore characters, issues, and feelings, both individually and collaboratively. Students use dramatic elements, conventions, techniques, and technologies for a variety of purposes.

2. Reflecting, Responding, and Analysing: In this strand, students use the critical analysis process (see pages 16–20) to reflect on their response to dramatic works and develop their understanding of how dramatic purpose is achieved. Students examine the social functions of drama, including how dramatic exploration promotes appreciation for diverse cultures.

3. Foundations: This strand is concerned with dramatic forms, conventions, practices, and skills. Students learn about the origins and development of drama and theatre arts and their influence on past and present societies. They learn to communicate by using terminology specific to creating and presenting in drama. This foundational study also introduces students to the significance of health and safety issues as well as a variety of protocols related to ethics and etiquette.

on.ca/eng/curriculum/secondary/arts.html

Grade 11 & 12 Drama

At the Grade 11 and 12 level, drama students extend their understanding and interpretation of dramatic texts, forms, characters, and theatrical productions. They incorporate a variety of dramatic elements and conventions in their performances and productions. Students engage in increasingly effective social interactions and collaboration as they create, perform, and analyse drama. In these courses, students will experience being performer, audience, playwright, technician, designer, and critic.

Students use the elements of drama (role/character, relationship, time and place, focus and emphasis, and tension) to create works that are related to their personal interest and experience. In doing so, they integrate technology to enhance the impact of drama works and to help convey mood, create tension, and communicate a message.

Students examine how different styles and traditions of drama can affect social and cultural conditions in a variety of Canadian and global contexts. Students explore various opportunities for careers in drama and other arts while developing skills that can be linked to a range of careers. They enhance their ability to analyse and interpret a range of drama work, and reflect on and evaluate their own and others’ creative work.

The expectations for drama courses are organized in three distinct but related strands:

1. Creating and Presenting: Students use the creative process (see pages 15–17) to develop, produce, and perform drama. Students interpret dramatic texts and use appropriate dramatic forms, elements, techniques, and technologies to present their ideas and achieve specific purposes. In all creative projects, students will develop and present their work both individually and in ensemble.

2. Reflecting, Responding, and Analysing: In this strand, students use the critical analysis process (see pages 17–22) to identify and reflect on their response to dramatic works and develop their understanding of how dramatic purpose is achieved. Students explore how societies present and past use or have used drama, and they reflect on ways in which drama can lead to a deeper understanding of themselves and the communities in which they live. Students are challenged to examine their artistic choices and processes and to determine what they have learned from them.

3. Foundations: This strand addresses dramatic forms, conventions, practices, and skills. Students refine their knowledge of theoretical concepts through active engagement in drama. They deepen their understanding of the origins and development of drama and theatre arts and their influence on past and present societies. They communicate by using terminology specific to creating, presenting, and analysing drama. Students continue to study the significance of health and safety issues as well as a variety of protocols related to ethics and etiquette in drama activities.

www.edu.gov.on.ca/eng/curriculum/secondary/arts.html