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B1. Creating and Presenting

Specific Expectations

By the end of Grade 8, students will:
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Teacher prompts
  • How could you use drama conventions such as conversations, mapping, or role on the wall to dramatize two opposing views on a community issue (e.g., consumerism, landfills, bike lanes)?
Teacher prompts
  • How can corridor of voices help you to understand your role more deeply and also to experience other perspectives on what the character might think and feel?
  • In your prepared improvisation, how can your physical movements in relation to one another be used to highlight the nature of your emotional relationship?
Teacher prompts
  • In your group, discuss one aspect of your presentation that communicates your meaning clearly. Identify one thing that could be changed to strengthen your presentation.
Teacher prompts
  • What are some ways you can use objects or technology to represent the moods of these different characters? Masks? A “signature tune”?
  • How could you use technology to signal to the audience when an actor’s speech represents the character’s private, inner thoughts? A spotlight? Another kind of lighting change?
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