Emily Columpsi

"The art of teaching is the art of assisting discovery" -Mark Van Doren

Arts Ed Drama 9

Outcome: CP9.4 – Demonstrate how roles may be developed and how dramatic characters communicate meaning to an audience.


a. Assume and develop different kinds of roles in drama work.
b. Analyze how the various roles assumed interact with others and help to further the drama work.
c. Demonstrate how roles may be developed (e.g., through interaction with others, through improvisation and research).
d. Investigate ways that dramatic characters communicate meaning to others
e. Demonstrate focus and concentration in role.
f. Collaborate with other students to explore inquiry questions to develop roles and characters (What if your character came to school in the morning and heard that …?).
g. Recognize how research contributes to the authenticity and significance of role and character work.
h. Use language and drama strategies to achieve dramatic purpose and communicate meaning to an audience.
i. Use technology to enhance or clarify dramatic intentions (e.g., videotape improvisations, create lighting and sound effects).

Outcome: CP9.5 – Manipulate drama strategies and theatrical elements (e.g., story, character, design, space) to achieve dramatic purpose.


a. Propose how best to incorporate various drama strategies to achieve intentions.

b. Demonstrate awareness of how focus is maintained and shifts as the drama unfolds.

c. Reflect on sources and function of tension in the drama work.

d. Examine how contrast functions within the drama work.

e. Negotiate skillfully and work toward consensus in dramatic work.

f. Recognize and refine how roles and characters function in drama work.

g. Propose ideas for use of symbols in drama work.

h. Manipulate tension, focus, contrast, and symbol to help achieve intention.

i. Propose when to use different strategies to communicate ideas effectively.

j. Collaborate on development of technical theatre elements to support dramatic purpose (e.g., lighting, set, costume, sound design).

In grade 9, Drama is a 6 week experimental course. Below I provide both units that I taught during the six weeks. As well, I am providing the rubrics and assignments that I conducted for both units. Everything meshes together, as you will see.

Unit Outline: Drama Outline

Movement and Voice Activities /Assignments:

Drama 9 Game Descriptions

Role Playing Description

Tableau Description

Voice Inflection Exercise

What is Readers Theatre

Adapting a Story For Reader’s Theatre

Creating an Original Readers Theatre Script

Scenes and Scene Structure Outline-Rubric

Most of the activities that I conducted are described in the outline. These units have more exploratory activities than assignments.


Participation Rubric

Journal Rubric

Understanding of Tableaus Rubric

Peer Evaluation

Student Self Evaluation

Reader’s Theatre Rubric

Scenes and Scene Structure Outline-Rubric

Creating an Original Readers Theatre Script


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