Theatre

Unit 1:Voice through play and Physical Theatre practices

Duration

7 Weeks

Learner Profile Attributes

• Knowledgable.
• Communicators

Key Concept

• Communication

Related Concept(s)

• Audience Genre

Global Context

• Personal and cultural expression – Artistry

Statement of Inquiry

• Artistry makes communication with an audience more effective.

Summative Assessment Criteria

• Criterion A
• Criterion B

ATLs (Skills)

• C-Interpret and use effectively modes of non-verbal communication
• S-Practise empathy
• S-Delegate and share responsibility for decision-making
• S-Help others to succeed
• SM-Practise focus and concentration
• SM-Practise strategies to develop mental focus
• SM-Focus on the process of creating by imitating the work of others

Curriculum Standards

• B1.2 demonstrate an understanding of the element of role by selectively using other elements (e.g., time and place; relationship; tension) to build belief in a role and establish its dramatic context
• B1.4 communicate feelings, thoughts, and ideas to a specific audience, using audio, visual, and/or technological aids to strengthen the impact on the viewer
• B1.1 engage actively in drama exploration and role play, with a focus on identifying and examining a range of issues, themes, and ideas from a variety of fiction and non-fiction sources and diverse communities, times, and places
• B1.3 plan and shape the direction of the drama or role play by introducing new perspectives and ideas, both in and out of role

Unit 2 :Ensemble Performance

Duration

8 Weeks

Learner Profile Attributes

• Principled,
• Reflective

Key Concept

• Aesthetics

Related Concept(s)

• Composition, Presentation

Global Context

• Identities and Relationships – Competition and cooperation

Statement of Inquiry

• Identities and Relationships – Competition and cooperation

Summative Assessment Criteria

• Criterion C
• Criterion D

ATLs (Skills)

• C-Give and receive meaningful feedback
• C-Use a variety of speaking techniques to communicate with a variety of audiences
• S-Encourage others to contribute
• S-Exercise leadership and take on a variety of roles within groups
• S-Give and receive meaningful feedback
• SM-Practise strategies to overcome distractions
• SM-Practise being aware of body–mind connections

Curriculum Standards

• B1.1 engage actively in drama exploration and role play, with a focus on identifying and examining a range of issues, themes, and ideas from a variety of fiction and non-fiction sources and diverse communities, times, and places
• B1.2 demonstrate an understanding of the element of role by selectively using other elements to build belief in a role and establish its dramatic context
• B1.3 plan and shape the direction of the drama or role play by introducing new perspectives and ideas, both in and out of role
• B1.4 communicate feelings, thoughts, and ideas to a specific audience, using audio, visual, and/or technological aids to strengthen the impact on the viewer
• B2.1 express personal responses and preferences and make connections to themes and issues presented in their own and others’ drama works
• B2.2 identify a favourite scene and give reasons for their preference, using correct drama terminology to describe how the elements of drama contribute to its effectiveness
• B2.3 identify and give examples of their strengths, interests, and areas for improvement as drama creators, performers, and audience members

Unit 3:Theater History – Greek Roman Medieval Commedia Del’ Arte

Duration

10 Weeks

Learner Profile Attributes

• Thinkers
• Inquirers

Key Concept

• Identity

Related Concept(s)

• Expression Structure

Global Context

• Identities and Relationships – Identity Fromation

Statement of Inquiry

• Theater styles express the themes structures and expression of cultures and traditions from different times.

Summative Assessment Criteria

• Criterion A
• Criterion B
• Criterion C

ATLs (Skills)

• C-Take effective notes in class
• C-Organize and depict information logically
• C-Structure information in summaries, essays and reports
• SM-Create plans to prepare for summative assessments (examinations and performances)
• R-Collect, record and verify data
• R-Collect and analyse data to identify solutions and make informed decisions

Curriculum Standards

• B1.1 engage actively in drama exploration and role play, with a focus on identifying and examining a range of issues, themes, and ideas from a variety of fiction and non-fiction sources and diverse communities, times, and places
• B2.1 express personal responses and preferences and make connections to themes and issues presented in their own and others’ drama works
• B3.1 demonstrate an understanding of some drama and theatre themes and traditions from a variety of times, communities, and places
• B3.2 identify and describe key contributions drama and theatre make to the community

Unit 4:Greek to Commedia dell’ Arte Historical performance skit

Duration

Weeks

Learner Profile Attributes

• Open-minded
• Caring

Key Concept

• Change

Related Concept(s)

• “Interpretation Boundaries”

Global Context

• “Orientation in space and time -Civilizations and social histories“

Statement of Inquiry

• Theatre history reflect how theater traditions change over time.

Summative Assessment Criteria

• Criterion D

ATLs (Skills):

• C-Exchanging thoughts, messages and information effectively through interaction
• C-Give and receive meaningful feedback
• SM-(Re-)considering the process of learning; choosing and using ATL skills
• SM-Identify strengths and weaknesses of personal learning strategies (self-assessment)
• SM-Consider ethical, cultural and environmental implications

Curriculum Standards

• B2.1 express personal responses and preferences and make connections to themes and issues presented in their own and others’ drama works

Unit 1: Storytelling and Improvisation

Duration

8 Weeks

Learner Profile Attributes

• Communicators
• Knowledgeable

Key Concept:

• Identity

Related Concept(s):

• Structure
• Audience

Global Context:

• Personal and Cultural Expression – Ritual and play

Statement of Inquiry:

Identity and structure can make communication with an audience more effective.

Summative Assessment Criteria:

• Criterion A
• Criterion B

Approaches to Learning (ATLs) Skills:

• C-Interpret and use effectively modes of non-verbal communication
• S-Practise empathy
• S-Take responsibility for one’s own actions
• SM-Practise focus and concentration
• SM-Practise strategies to develop mental focus

Curriculum Standards:

• B1.1: Engage actively in drama exploration and role play, examining multiple perspectives related to current issues, themes, and relationships from a wide variety of sources and diverse communities
• B1.2: Demonstrate an understanding of the elements of drama by selecting and combining several elements and conventions to create dramatic effects
• B1.3: Plan and shape the direction of the drama by working with others, both in and out of role, to generate ideas and explore multiple perspectives
• B1.4: Communicate feelings, thoughts, and abstract ideas through drama works, using audio, visual, and/or technological aids to heighten the dramatic experience
• B2.2: Analyse and describe, using drama terminology, how drama elements are used to communicate meaning in a variety of drama works and shared drama experiences

Unit 3: Theater History – Elizabethan, Kabuki, Neo-classical, Restoration

Duration

10 Weeks

Learner Profile Attributes

• Inquirers
• Principled

Key Concept:

• Change

Related Concept(s)

• Genre
• Composition

Global Context

• Scientific and Technical Innovation – Ingenuity and progress

Statement of Inquiry

Theater genres communicate how social values and technology have changed over time.

Summative Assessment Criteria

• Criterion A
• Criterion B
• Criterion C

Approaches to Learning (ATLs) Skills

• C-Take effective notes in class
• C-Organize and depict information logically
• C-Structure information in summaries, essays and reports
• SM-Keep an organized and logical system of information files/notebooks
• R-Collect, record and verify data
• R-Collect and analyse data to identify solutions and make informed decisions
• T-Gather and organize relevant information to formulate an argument

Curriculum Standards

• B1.1: Engage actively in drama exploration and role play, examining multiple perspectives related to current issues, themes, and relationships from a wide variety of sources and diverse communities
• B3.1: Compare and contrast how social values are communicated in several different drama forms and/or styles of live theatre from different times and places
• B3.2: Identify and describe several ways in which drama and theatre

Unit 4: Elizabethan to Restoration Historical Skit Performance

Duration

2 Weeks

Learner Profile Attributes

• Balanced
• Reflective

Key Concept:

• Aesthetics

Related Concept(s):

• Expression
• Role

Global Context:

• Identities and Relationships – Physical, psychological, and social development

Statement of Inquiry:

Different theater times have specific theatre aesthetics shown through the expression of theatrical roles.

Summative Assessment Criteria

• Criterion D

Approaches to Learning (ATLs) Skills

• C-Give and receive meaningful feedback
• SM-Identify strengths and weaknesses of personal learning strategies (self-assessment)
• SM-Consider ethical, cultural and environmental implications

Curriculum Standards

• B2.1: Construct personal interpretations of drama works, connecting drama issues and themes to their own and others’ ideas, feelings, and experiences

Unit 1: Stanislavski Naturalism Acting Principles

Duration

8 Weeks

Learner Profile Attributes

• Knowledgeable
• Open-minded

Key Concept

• Change

Related Concept(s)

• Genre
• Role

Global Context

• Personal and Cultural Expression – Creation

Statement of Inquiry:

New characters may emerge when principles of role are adopted by others.

Summative Assessment Criteria

• Criterion A
• Criterion B

Approaches to Learning (ATLs) Skills

• C-Use appropriate forms of writing for different purposes and audiences
• C-Negotiate ideas and knowledge with peers and teachers
• S-Help others to succeed
• S-Take responsibility for one’s own actions
• SM-Practise focus and concentration
• SM-Practise strategies to develop mental focus
• T-Propose and evaluate a variety of solutions

Curriculum Standards

• B1.1: Engage actively in drama exploration and role play, examining multiple perspectives and possible outcomes related to complex issues, themes, and relationships from a wide variety of sources and diverse communities
• B1.2: Demonstrate an understanding of the elements of drama by selecting and manipulating multiple elements and conventions to create and enhance a variety of drama works and shared drama experiences
• B1.3: Plan and shape the direction of the drama by negotiating ideas and perspectives with others, both in and out of role
• B1.4: Communicate feelings, thoughts, and abstract ideas through drama works, using audio, visual, and/or technological aids for specific purposes and audiences
• B2.1: Construct personal interpretations of drama works, connecting drama issues and themes to social concerns at both the local and global levels
• B2.2: Evaluate, using drama terminology, how effectively drama works and shared drama experiences use the elements of drama to engage the audience and communicate a theme or message
• B2.3: Identify and give examples of their strengths, interests, and areas for improvement as drama creators, performers, and audience members

Unit 2: Group Performance

Duration

8 Weeks

Learner Profile Attributes

• Risk-taker
• Balanced

Key Concept

• Aesthetics

Related Concept(s)

• Composition
• Play

Global Context

• Personal and Cultural Expression – Ritual and play

Statement of Inquiry

Acting techniques develop and create the creative talent of learners.

Summative Assessment Criteria

• Criterion C
• Criterion D

Approaches to Learning (ATLs) Skills

• C-Give and receive meaningful feedback
• C-Use a variety of speaking techniques to communicate with a variety of audiences
• S-Listen actively to other perspectives and ideas
• S-Encourage others to contribute
• SM-Bring necessary equipment and supplies to class
• SM-Practise strategies to overcome distractions
• SM-Practise being aware of body–mind connections
• T-Make unexpected or unusual connections between objects and/or ideas

Curriculum Standards:

• B1.1: Engage actively in drama exploration and role play, examining multiple perspectives and possible outcomes related to complex issues, themes, and relationships from a wide variety of sources and diverse communities
• B1.2: Demonstrate an understanding of the elements of drama by selecting and manipulating multiple elements and conventions to create and enhance a variety of drama works and shared drama experiences
• B1.3: Plan and shape the direction of the drama by negotiating ideas and perspectives with others, both in and out of role
• B1.4: Communicate feelings, thoughts, and abstract ideas through drama works, using audio, visual, and/or technological aids for specific purposes and audiences
• B2.1: Construct personal interpretations of drama works, connecting drama issues and themes to social concerns at both the local and global levels
• B2.2: Evaluate, using drama terminology, how effectively drama works and shared drama experiences use the elements of drama to engage the audience and communicate a theme or message
• B2.3: Identify and give examples of their strengths, interests, and areas for improvement as drama creators, performers, and audience members

Unit 3: Theatre History – Realism to Romanticism

Duration

10 Weeks

Learner Profile Attributes

• Thinkers
• Communicator

Key Concept

• Communication

Related Concept(s)

• Expression
• Audience

Global Context:

• Orientation in Space and Time – Civilizations and social histories

Statement of Inquiry

Theater styles have been influenced by a variety of media to enhance the message or meaning of a drama presentation.

Summative Assessment Criteria

• Criterion A
• Criterion B
• Criterion C

Approaches to Learning (ATLs) Skills

• C-Use intercultural understanding to interpret communication
• C-Negotiate ideas and knowledge with peers and teachers
• SM-Use appropriate strategies for organizing complex information
• R-Make connections between various sources of information
• R-Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
• R-Understand the impact of media representations and modes of presentation
• T-Generating novel ideas and considering new perspectives
• T-Apply existing knowledge to generate new ideas, products or processes

Curriculum Standards

• B1.1: Engage actively in drama exploration and role play, examining multiple perspectives and possible outcomes related to complex issues, themes, and relationships from a wide variety of sources and diverse communities
• B3.2: Identify and describe a wide variety of ways in which drama and theatre make or have made contributions to social, cultural, and economic life in a variety of times and places
• B3.1: Analyse the influence of the media on a wide variety of drama forms and/or styles of live theatre

Unit 4: Realism to Romanticism History Performance

Duration

10 Weeks

Learner Profile Attributes

• Reflective
• Inquirers

Key Concept

• Identity

Related Concept(s)

• Narrative
• Interpretation

Global Context

• Identities and Relationships – Identity formation

Statement of Inquiry

Theatre history shows the different ways we can interpret different character identities based on the time period.

Summative Assessment Criteria

• Criterion D

Approaches to Learning (ATLs) Skills

• SM-Identify strengths and weaknesses of personal learning strategies (self-assessment)
• SM-(Re-)considering the process of learning; choosing and using ATL skills
• R-Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
• R-Finding, interpreting, judging and creating information
• T-Analysing and evaluating issues and ideas
• T-Practise observing carefully in order to recognise problems

Curriculum Standards

• B2.1: Express personal responses and preferences and make connections to themes and issues presented in their own and others’ drama works

Unit 1: Realism Theatre Elements and Conventions

Duration

8 Weeks

Learner Profile Attributes

• Risk-takers
• Thinkers

Key Concept

• Identity

Related Concept(s)

• Structure
• Composition

Global Context

• Identities and Relationships – Health and Well-being

Statement of Inquiry

Different styles of expression can facilitate self-discovery and enhance well-being.

Summative Assessment Criteria

• Criterion A
• Criterion B

Approaches to Learning (ATLs) Skills

• C-Use a variety of speaking techniques to communicate with a variety of audiences
• S-Delegate and share responsibility for decision-making
• SM-Plan short- and long-term assignments; meet deadlines
• T-Practice flexible thinking — develop multiple opposing, contradictory and complementary arguments

Curriculum Standards

• A1.1: Use a variety of print and non-print sources to generate and focus ideas for drama activities and presentations
• A1.2: Select and use appropriate forms to suit specific purposes in drama works
• A1.3: Use role play to explore, develop, and represent themes, ideas, characters, feelings, and beliefs in producing drama works
• A2.1: Use the elements of drama to suit an identified purpose and form in drama presentations
• A2.2: Use a variety of conventions to develop character and shape the action in ensemble drama presentations
• A3.1: Identify and use a variety of techniques or methods for establishing a rapport between performer and audience
• A3.3: Use a variety of technological tools to communicate or enhance specific aspects of drama works
• B1.1: Use the critical analysis process before and during drama projects to identify and assess individual roles and responsibilities in producing drama works
• B2.1: Identify and explain the various purposes that drama serves or has served in diverse communities and cultures from the present and past
• C1.1: Identify the drama forms, elements, conventions, and techniques used in their own and others’ drama works, and explain how the various components are used or can be used to achieve specific purposes or effects
• C1.2: Use correct terminology to refer to the forms, elements, conventions, and techniques of drama
• C1.3: Demonstrate an understanding of production roles, practices, and terminology when planning and presenting drama works
• C2.1: Describe the origins and development of various drama forms, elements, conventions, and techniques
• C2.2: Describe ways in which contemporary dramas show the influence of social trends
• C3.1: Identify and follow safe and ethical practices in drama activities

Unit 2: Realism Theatre Production

Duration

8 Weeks

Learner Profile Attributes

• Caring
• Reflective

Key Concept

• Change

Related Concept(s)

• Narrative
• Presentation

Global Context

• Fairness and Development – Imagining a Hopeful Future

Statement of Inquiry

Presentation of a narrative can raise awareness and lead to change in a community’s health and well-being.

Summative Assessment Criteria

• Criterion C
• Criterion D

Approaches to Learning (ATLs) Skills

• C-Give and receive meaningful feedback
• S-Listen actively to other perspectives and ideas
• S-Negotiate effectively
• S-Encourage others to contribute
• SM-Bring necessary equipment and supplies to class
• SM-Practice focus and concentration
• SM-Practice strategies to develop mental focus
• T-Make unexpected or unusual connections between objects and/or ideas
• T-Apply existing knowledge to generate new ideas, products, or processes.

Curriculum Standards

• A3.1: Identify and use a variety of techniques or methods for establishing a rapport between performer and audience
• A3.2: Use a variety of expressive voice and movement techniques to support the depiction of character
• A3.3: Use a variety of technological tools to communicate or enhance specific aspects of drama works
• B1.2: Interpret short drama works and identify and explain their personal response to the works
• B1.3: Identify aesthetic and technical aspects of drama works and explain how they help achieve specific dramatic purposes
• C1.3: Demonstrate an understanding of production roles, practices, and terminology when planning and presenting drama works
• C3.2: Identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works
• C3.3: Demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance contexts

Unit 3: Modern Naturalism, Symbolism, and Expressionism in Radio Drama

Duration

10 Weeks

Learner Profile Attributes

• Inquirers
• Knowledgeable

Key Concept

• Communication

Related Concept(s)

• Expression
• Innovation

Global Context

• Personal and Cultural Expression – Social Constructs of Reality

Statement of Inquiry

Past theater styles communicate cultural expression of drama work and innovation that influence contemporary theater.

Summative Assessment Criteria

• Criterion A
• Criterion D

Approaches to Learning (ATLs) Skills

• C-Read critically and for comprehension
• C-Structure information in summaries, essays, and reports
• SM-Identify strengths and weaknesses of personal learning strategies (self-assessment)
• R-Collect, record, and verify data
• R-Evaluate and select information sources and digital tools based on their appropriateness to specific tasks

Curriculum Standards

• B1.3: Identify aesthetic and technical aspects of drama works and explain how they help achieve specific dramatic purposes
• B2.3: Explain how dramatic exploration helps develop group skills and appreciation of communal values
• B2.4: Identify ways in which dramatic exploration promotes an appreciation of diverse cultures and traditions
• B3.1: Identify specific collaborative skills and attitudes that are required in preparing and staging drama works and explain how they can be applied in other fields or activities
• B3.2: Identify specific social skills and personal characteristics they have acquired or strengthened through drama work that can help them succeed in other areas of life
• B3.3: Identify and describe various roles, responsibilities, and competencies of key personnel in theatre work
• C1.1: Identify the drama forms, elements, conventions, and techniques used in their own and others’ drama works, and explain how the various components are used or can be used to achieve specific purposes or effects
• C2.1: Describe the origins and development of various drama forms, elements, conventions, and techniques
• C2.2: Describe ways in which contemporary dramas show the influence of social trends
• C3.2: Identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works
• C3.3: Demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance contexts

Unit 4: Radio Drama Interdisciplinary Unit (IDU)

Duration

4 Weeks

Learner Profile Attributes

• Principled
• Thinkers

Key Concept

• Identity

Related Concept(s)

• Genre
• Role

Global Context

• Personal and Cultural Expression – Creation

Statement of Inquiry

The arts communicate character identity through timeless narration.

Summative Assessment Criteria

• Criterion B
• Criterion C

Approaches to Learning (ATLs) Skills

• C-Find information for disciplinary and interdisciplinary inquiries, using a variety of media
• C-Use and interpret a range of discipline-specific terms and symbols
• SM-Focus on the process of creating by imitating the work of others
• R-Understand the impact of media representations and modes of presentation

Curriculum Standards

• A1.2: Select and use appropriate forms to suit specific purposes in drama works
• A1.3: Use role play to explore, develop, and represent themes, ideas, characters, feelings, and beliefs in producing drama works
• A2.1: Use the elements of drama to suit an identified purpose and form in drama presentations
• A2.2: Use a variety of conventions to develop character and shape the action in ensemble drama presentations
• A3.2: Use a variety of expressive voice and movement techniques to support the depiction of character
• A3.3: Use a variety of technological tools to communicate or enhance specific aspects of drama works
• B1.3: Identify aesthetic and technical aspects of drama works and explain how they help achieve specific dramatic purposes
• C1.3: Demonstrate an understanding of production roles, practices, and terminology when planning and presenting drama work

Unit 1: Poor Theater Practices – Voice and Movement

Duration

8 Weeks

Learner Profile Attributes

• Knowledgeable
• Balanced

Key Concept

• Aesthetics

Related Concept(s)

• Innovation
• Presentation

Global Context

• Fairness and Development – Civic Responsibility & Public Sphere

Statement of Inquiry

The aesthetics and innovation in compositions can raise awareness of a social issue.

Summative Assessment Criteria

• Criterion A
• Criterion B

Approaches to Learning (ATLs) Skills

• C-Use appropriate forms of writing for different purposes and audiences
• C – Reading, writing and using language to gather and communicate information
• C – Exchanging thought messages and informaion effectively through interaction
• C – Negotiate ideas and knowledge with peers and teachers
• C – Taking effective notes in class
• S – Working effectively with others
• S – Help others to succeed
• S – Manage and resolve conflict and work collaboratively in teams
• SM – Managing time and tasks effectively
• SM – Plan short and long term assignments, meet deadlines

Curriculum Standards

• A1.1: Develop interpretations of issues from contemporary or historical sources
• A1.2: Select and use appropriate forms to present identified issues from a variety of perspectives
• A1.3: Use role play and characterization to explore personal and social issues
• A2.1: Select and combine the elements of drama to achieve a variety of purposes in ensemble presentations
• A2.2: Use a variety of conventions to create a distinct voice that reflects a particular global, social, or personal perspective
• A3.1: Identify and use a variety of techniques to influence the audience in specific ways
• A3.3: Use a variety of technological tools
• B1.1: Use the critical analysis process before and during drama projects to identify and assess individual and peer roles and responsibilities in producing drama works
• B1.2: Analyze a variety of drama works to compare and assess how they explore universal themes and issues
• B2.1: Identify different types of drama and explain their function in diverse communities and cultures from the past and present
• C1.1: Identify the drama forms, elements, conventions, and techniques used in their own and others’ drama works, and explain how the various components are used, or can be used, to achieve specific effects, with a focus on ensemble drama works
• C1.2: Demonstrate an understanding of and use correct terminology to refer to the forms, elements, conventions, and techniques of drama, with a focus on ensemble drama works
• C1.3: Demonstrate an understanding of production roles, practices, and terminology when planning and presenting drama works
• C2.2: Describe how drama is used for various purposes in a range of social contexts
• C3.1: Identify and follow safe and ethical practices in drama activities
• C3.2: Identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works

Unit 2: Choral Reading and Group Presentation – Poor Theatre Production

Duration

8 Weeks

Learner Profile Attributes

• Principled
• Open-minded

Key Concept

• Communication

Related Concept(s)

• Audience
• Expression

Global Context

• Identities and Relationships – Identity Formation

Statement of Inquiry

Characters’ identities and relationships create an expressive story to communicate a specific message to the audience.

Summative Assessment Criteria

• Criterion C
• Criterion D

Approaches to Learning (ATLs) Skills

• C-Give and receive meaningful feedback
• C-Use a variety of speaking techniques to communicate with a variety of audiences
• S-Listen actively to other perspectives and ideas
• S-Encourage others to contribute
  Give and receive meaningful feedback
• SM-Bring necessary equipment and supplies to class
• SM-Practise strategies to overcome distractions
• SM-Practise being aware of body–mind connections

Curriculum Standards

• A3.1: Identify and use a variety of techniques to influence the audience in specific ways
• A3.2: Use a variety of voice and movement techniques to support the creation of character or atmosphere during rehearsal
• A3.3: Use a variety of technological tools
• B1.2: Analyze a variety of drama works to compare and assess how they explore universal themes and issues
• B2.2: Explain how dramatic exploration helps develop awareness of different roles and identities people have in society
• C1.1: Identify the drama forms, elements, conventions, and techniques used in their own and others’ drama works, and explain how the various components are used, or can be used, to achieve specific effects, with a focus on ensemble drama works
• C1.3: Demonstrate an understanding of production roles, practices, and terminology when planning and presenting drama works
• C3.1: Identify and follow safe and ethical practices in drama activities
• C3.2: Identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works
• C3.3: Demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance contexts