ADA3MIP - COURSE OUTLINE

Course Code: ADA3MIP

Grade and Type: Grade 11 University/College Level
School and Department: Eastwood Collegiate Institute, English Department
Year: 2016-2017

COURSE SCOPE (or, WHAT we are going to do this year):

This course requires students to create and perform in dramatic presentations. Students will experiment
individually and collaboratively with forms and conventions of both drama and theatre from various cultures and
time periods. Students will analyse, interpret, and perform dramatic works while learning about various theories
of directing and acting. Students will analyse the functions of playwrights, directors, actors, designers,
technicians, and audiences. Students will also research Canadian theatre and use forms of political, social and
activist drama as a basis for their writing and culminating project.

COURSE SEQUENCE/UNITS OF STUDY (or, HOW we are going to do this):

Intro: Group Dynamics/Theatrical Organization and Terminology
Unit 1: The Actor - Acting theories and techniques
Unit 2: Styles of Theatre - Script Analysis, Research + Performance
Unit 3: Canadian Drama/Theatre
Unit 4: Social Drama/Drama for Social Change
Unit 5: Culminating Project

ASSESSMENT AND EVALUATION:

The grade 11 University/College level Dramatic Arts course consists of 5 units of study, each containing multiple
activities within the unit. Students are evaluated on their achievement of expectations through the four categories
indicated on the Ministry of Education curriculum documents. These categories are listed below:

Assessment for this course will use a formula which combines term and summative work as
follows:
FINAL GRADE (100%) = TERM WORK (70%) + SUMMATIVE WORK (30%)
Term Work = 70% Summative = 30%
Knowledge -10% Summative Project 30%
Thinking/Inquiry 10%
Communication 20%
Application 30%

Your final mark is based on your most consistent performance by the end of the course, in all four categories.
Varied opportunities are used to assess and evaluate your achievement: diagnostic activities show what you
already know and need to learn; formative exercises and assignments help you improve; and summative work
shows what you have finally learned. To the extent possible, learning skills are not considered in your marks.
Credit is granted if you achieve level 1 or higher, 50% or more. Report card marks are recorded as a
percentage.

Level 4: 80%-100% (almost-always or always met course expectations)

Level 3: 70%-79% (often met course expectations; provincial standard)
Level 2: 60%-69% (sometimes met course expectations)
Level 1: 50%-59% (rarely met course expectations)
Level R: Below 50% (never or virtually never met course expectations)
ASSESSMENT AND EVALUATION STRATEGIES:

Evaluation of achievement levels will be accomplished through the four divisions of student work:

Independent Journals: Analytical Writing:

Class reflections Character research
Self-reflections Character sketches
Adjudications on class presentations Script writing

Group and Oral Work: Summative quizzes/tests

Group evaluations/presentations Multiple choice tests
Process checks Short answer tests
Risk-taking
Participation
Leadership

IMPORTANT COURSE INFORMATION

MATERIALS:
You are expected to bring a pen, paper, a notebook and organizer, and any relevant materials every class. A
notebook is required as you will be taking notes and adjudications for all class presentations.

MISSED WORK:
It is expected that students complete all assigned work in a timely manner. Students who are absent on the day of
an assessment (e.g. test or presentation) or when an assignment is due, must speak with their teacher when they
return to make arrangements to complete the required work. Whenever possible, students will inform their
teacher in advance of their absence. Each assessment will have a final date of submission after which it will no
longer be graded. This date will
be clearly communicated to students by the teacher. Work that has not been submitted by the final due date will
be deemed incomplete for the purposes of grade reporting. Failure to complete all required work will
negatively impact a students final grade, and may prevent successful attainment of the credit. In addition,
students who do not submit work in a timely manner should expect to have this reflected in the Learning Skills
and comments sections of the report card.

OTHER CONCERNS:
NO gum, no cell phones, and no Ipods (MP3s) in the drama studio.
Any props you use from the studio are to be put away at the end of class.
Strike your stage when your performance is over.
Expressions I do not want to hear in rehearsal...
This is stupid. Or I feel dumb.
Cant we have a different group?
I left my materials/script at home.
Weve already finished rehearsing. (Never leave your rehearsal group).
How are we supposed to do that?
My group is not here so I cant do anything.

OVERALL COURSE EXPECTATIONS COVERED IN BOTH ADA 3MI:

The Creative Process: use the creative process and a variety of sources and forms, both individually and collaboratively, to
design and develop drama works;

Elements and Conventions: use the elements and conventions of drama effectively in creating individual and ensemble
drama works, including works based on a variety of sources;
Presentation Techniques and Technologies: use a variety of presentation techniques and technological tools to enhance
the impact of drama works and communicate for specific audiences and purposes.
The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others drama
works;

Drama and Society: demonstrate an understanding of how societies present and past use or have used drama, and of how
creating and viewing drama can benefit individuals, groups, and communities;

Connections Beyond the Classroom: identify knowledge and skills they have acquired through drama activities, and
demonstrate an understanding of ways in which they can apply this learning in personal, social, and career contexts.

Concepts and Terminology: demonstrate an understanding of the nature and functions of drama forms, elements,
conventions, and techniques, including the correct terminology for the various components;

Contexts and Influences: demonstrate an understanding of the origins and development of drama and theatre arts and their
influence on past and present societies;

Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices
in drama activities.