Standard set
Grade 4 - Drama
Standards
Showing 115 of 115 standards.
Drama
A
Foundational Elements: Drama literacy is developed through knowledge and application of dramatic processes.
B
Creating and Presenting: Ideas can be represented dramatically through artworks that draw upon foundational knowledge
C
Appreciation: Recognizing beauty, goodness, and truth in drama can be developed by understanding the complexity and richness of great dramatic works, the artists who create and perform them, and the historical and cultural contexts from which they originate.
1
Students relate the voice and the body as a means to portray roles, characters, and situations.
1
Students employ narrative as a structure for organizing, creating, and presenting dramatizations.
1
Students relate how culture is reflected in drama and storytelling across time and place
1
Knowledge
2
Understanding
3
Skills & Procedures
1
Knowledge
2
Understanding
3
Skills & Procedures
1
Knowledge
2
Understanding
3
Skills & Procedures
a
Empathy is the ability to share the feelings of another individual.
b
Role-playing skills support the ability to use the body to take on the attitude of another individual assume the physical attributes of another individual empathize the situation of another individual
c
Imagination and prior knowledge can guide role play
d
Group drama is a dramatic form used to collaboratively build a dramatization through the acceptance of ideas
e
A character is developed through the body and in relation to the dramatic role and situation
f
A situation in drama has structure that includes time and place.
g
Blocking involves body movement and positioning that contributes to the staging of presentations in drama.
h
Body expression has a relationship to other characters space situations props voice
i
Speaking skills can help develop vocal expression through exploration of tone, volume, and timing
j
Radio play is an auditory dramatic form that features music, dialogue, and sound effects to highlight characters and story
k
Readers' theatre skills help develop the ability to communicate from a prepared script
l
Words and meaning can change based on tone volume timing pace rhythm
m
Soundscapes express environments, moods, and scenarios through the use of tone, breath, volume, and vocal sound effects
n
The voice has many qualities that make it identifiable (timbre) and can include shouting, whispering, singing, and speaking
o
The diaphragm is a muscle that supports vocal health and production and projection of the voice
p
Voice production relies on body positioning.
q
The body and the voice function optimally when warmed up and exercised
r
Safe projection of the voice includes appropriate breath support, volume, and control
s
The voice is the combination of breath and the vibration of vocal cords
t
Voice can be communicated through sign language and gesture
a
The body and mind connect thinking and feeling to make meaning
b
What a person is thinking and how they are feeling can influence how they portray a character.
c
The body can be analyzed through movement, space, and relationships.
d
Expression can be enhanced when the body and voice are combined
e
The voice is expressive
f
The voice can communicate intent in the way that it is used on its own or when paired with body movements.
g
The voice is dependent on the body.
a
Discuss how empathy and perspectives can guide character development.
b
Experiment with role play in the development of a character.
c
Make decisions as a group.
d
Experiment with various dramatic forms to support individual and group expression.
e
Sustain body actions in the representation of character
f
Analyze different ways of moving alone and with others.
g
Experiment with how characters react in different situations.
h
Explore how blocking can contribute to presentations in drama.
i
Explore how combining the body and voice can contribute to character development
j
Explore how changes in vocal quality can influence words and meaning.
k
Use dramatic forms to support expressive use of the voice.
l
Demonstrate how the voice contributes to a variety of dramatic situations
m
Discuss how speech can be affected by how the body and voice are used.
n
Use techniques for the safe production and projection of the voice through a variety of drama activities.
o
Evaluate projection of the voice when speaking in a variety of spaces.
p
Participate in warm-up activities that prepare the body and voice for expression
a
A narrative in drama may or may not represent a sequence of events in the order in which they happened
b
A narrative in drama can be structured in a variety of ways, including a theme a vignette - a short episode a scene an act an entire play
c
Dramatic forms can give structure to a narrative
d
Inspiration for a narrative may come from stories documentaries different forms of media conversations imagination people or characters
e
Points of view or perspectives can reflect feelings, experiences, and culture.
f
Empathy can influence how a narrative is communicated
g
Communication of a narrative can feature a character's intention, status, or feelings through role play.
h
Status communicates the relationships between two characters.
i
A performer can make experimental or informed artistic choices to shape a narrative, including the choice of costumes props sets lights voice movement
j
Vocal expression can change the meaning of words expressed in a narrative.
k
A narrative can be communicated non-verbally through the use of movements, as seen in mime or tableau
l
Blocking can help clarify positioning and movement of actors when performing a narrative.
m
Dramatic forms, including readers' theatre and choral speech, are prepared scripts that can be used to tell a narrative.
n
Vocal production and body movement may need to be adjusted when performing for an audience.
o
A director can shape a narrative by giving verbal cues that guide the performer or ensemble
p
Creative processes, including rehearsal, can help a performer refine expression of a narrative in drama
q
Working with an ensemble can develop skills that can be transferred to other areas of learning.
a
A narrative in drama can be illustrated as a partial or whole representation.
b
A narrative in drama can be factual or fictitious
c
A narrative can communicate points of view or perspectives of an individual or group.
d
The way in which dramatic processes are applied can communicate perspectives, ideas, and feelings
e
A narrative in drama can be shaped by the performer(s), the director, and the audience.
a
Choose an inspiration for a narrative.
b
Explore various ways to structure a narrative.
c
Express a narrative from a point of view of another character or characters
d
Perform a narrative from a personal point of view.
e
Experiment with various ways to use the voice to represent a character within a narrative.
f
Collaborate with others when creating and representing a narrative in drama
g
Perform narratives from a script
h
Represent a narrative non-verbally
i
Respond to verbal cues given by a director when rehearsing a narrative.
j
Apply creative processes when creating a narrative.
k
Participate as a performer and as an audience member in drama.
a
Culture can be enhanced when members of a drama community participate, communicate, engage, and share responsibilities.
b
The culture of an artistic community can support the caring and respectful inclusion of all participants
c
First Nations, Metis, and Inuit knowledge shared through storytelling can share teachings and histories communicate values and beliefs show gratitude and reverence demonstrate reciprocity reflect spirituality contribute to healing guide and direct choices and actions
d
Communities in Alberta may share their cultural traditions through a variety of formal or informal dramatic practices, such as readings, recitations, and storytelling.
e
Cowboy poetry is a form of performance that grew out of the culture of cowboys telling stories
f
Performers throughout the Middle Ages often used their art to transfer and preserve their skills and traditions
g
Performers may have been part of a membership called a guild and travelled and performed throughout various communities
h
Drama in the Middle Ages used various dramatic forms, including mime acrobatics juggling singing (minstrels) storytelling shadow puppetry narrative drama
i
Some performances in medieval Europe happened inside churches, while others were held outside, in towns and villages, for everyone to see
j
Performances in medieval Europe included various kinds of drama, such as stories based on the Bible interludes, which are short comical plays farces based on unlikely situations
k
Theatrical performances in medieval Islamic cultures included poetry recitations and storytelling that occurred outside.
l
Rumi (1207-1273) was an important Muslim poet who influenced many cultures and whose poetry is still recited today
a
When communities unite through the arts, culture can be learned.
b
The culture of an artistic community is about shared ways of being together and reaching common goals.
c
Drama and storytelling in Alberta can reflect the culture of those who came before us and those who live here now.
d
Culture was revealed through dramatic performances during the Middle Ages.
a
Participate in drama as members of an artistic community
b
Demonstrate how artistic roles and responsibilities contribute to a sense of community
c
Investigate storytelling in a variety of Alberta cultures or contexts.
d
Discuss knowledge that First Nations, Metis, and Inuit can share through storytelling.
e
Explore cowboy poetry as a form of dramatic expression.
f
Experiment with dramatic forms used in the Middle Ages.
g
Explore poetry as a form of dramatic expression.
Framework metadata
- License
- CC BY 4.0 US