The Dram Night
The drama Night is an English curricular activity that aims to reinforce the concepts students acquire through studying many famous plays .It also contributes to the sensory, emotional, intellectual and creative enrichment and adds a lot to the student's holistic development. Drama enables the student to explore alternative ways of communicating with others. It encourages ideas that are personal and inventive and makes a vital contribution to the d development of a range of intelligences. A dram experience is life enhancing and is invaluable in stimulating creative thinking and in promoting capability and adaptability. It emphasizes the creative process and so ensures that the student' work is personal and has quality. Attempts at artistic expression are valued, self- esteem is enhanced, spontaneity and trying out new ideas are encouraged, and difference is celebrated. In drama, the student explores the motivations and the relationships between people that exist in a real, imagined or historical context, to help him/her understand the world. While performing a drama the students is encouraged to make decisions and to take responsibility for those decisions within the context of the selected drama. Through drama, the student is guided to explore the world of the imagination and to discover how language brings it to life. Expressive language, both oral and written, is fostered for its enjoyment value and to
help develop aesthetic awareness.
Drama Foundational Objectives
- Students will acquire increased understanding of others, themselves and the world around them.
All drama experiences are metaphorical; they are symbolic representations of life. As students make connections between dramatic situations and their own life experiences, they will discover meanings that they may not have otherwise uncovered. Making and sharing these connections will enable students to clarify, deepen and extend their understanding of human behavior and to discover universal meanings within dramatic situations.
Evaluation
When evaluating an individual student's progress toward achieving this objective, the teacher should provide opportunities for students to reflect upon and share the meanings which they have discovered in the work. The teacher can observe the following:
- how willing the student is to seriously recall and respond to the drama experience
- the extent to which the student is able to share responses with other students
- how the student's reflections affect his or her commitment to the work in subsequent drama experiences.
- Students will develop self-confidence, self-discipline and self-motivation.
Experiences in drama provide students with opportunities to become self-confident, self-disciplined, self-motivated learners. By working with other students in a supportive, co-operative environment in which all contributions are honored, students will develop trust in the group and will participate openly and confidently.
As students develop self-confidence and more willingly contribute to planning and participating in drama experiences, they will develop a commitment to the group and its work. The work, in turn, will demand increased self-discipline from them.
Evaluation
When evaluating an individual student's progress in developing and exercising self-confidence and self-discipline, the teacher can observe the following:
- how willing the student is to participate in discussions and drama experiences
- how frequently the student volunteers to start or join activities
- the level of commitment the student brings to the group and its work.
- Students will acquire understandings and abilities in group processes.
All drama experiences are collective in nature. Through experiences in drama, students will learn to work co-operatively with others and will develop an understanding of the processes involved in working in groups of various sizes. Students will develop abilities in listening, expressing and initiating ideas, negotiating, problem-solving, decision-making and consensus-building.
When evaluating an individual student's progress in group process abilities, the teacher should observe the student's behavior in various groups and provide opportunities for the student to reflect upon his or her contributions to the work within these groups. The teacher can observe the following:
- how willing the student is to contribute to the group work
- how willing the student is to listen to the contributions of others
- how willing the student is to co-operate with others in groups to plan and participate in drama experiences
- the extent to which the student is able to contribute to group decision-making and problem-solving
- the extent to which the student is able to contribute to consensus-building.
- Students will develop an understanding of the processes and elements involved in creating works of dramatic art.
As students work together to create their own works of dramatic art, and as they study works created by others, they will develop an understanding of the processes and elements involved in creating such works. Processes in which students may be involved include choosing topics, researching, synthesizing, identifying the focus of their work, translating ideas into dramatic form, reflecting, refining, rehearsing and performing.
Students will also begin to recognize and understand the importance of the theatre elements in their own work and in the work they view as audience. It is the existence of focus, tension, contrasts and symbol within drama that creates form and uncovers and deepens meaning. These elements function to serve the intentions of all dramatic artists (playwrights, actors, directors, set designers, etc.) and to connect the work of all of them in the dramatic art they create together. It is important that students learn to recognize the theatre elements and understand how they function, both within their own work and within works of dramatic art created by others.
Students' understanding of these processes and elements will be demonstrated in their ability to work productively in structuring and participating in contextual dramas, improvisations and episodes for collective creations.
Evaluation
When evaluating an individual student's progress toward achieving this objective, the teacher should observe the behaviour and work of the student and also provide opportunities for the student to reflect upon the progress of the work. The teacher can observe the following:
- how willing the student is to contribute to the choice of topics
- how willing the student is to research a topic
- the extent to which the student is able to work with others to translate ideas into dramatic form
- the extent to which the student is able to maintain the focus of the work
- the extent to which the student is able to recognize contrast in dramatic work
- the extent to which the student is able to understand dramatic work as symbolic representation of life
- the extent to which the student is able to use these understandings to work with others to shape the ideas of the group into a collective creation
- the extent to which the student is able to use reflection and self-evaluation to further the work.
- Students will develop acting skills.
When students translate their ideas into dramatic form, they strive to symbolically represent life as they know it. The skills and abilities that students use in these dramatic representations are ones they have acquired, for the most part unconsciously, in their daily lives. Acting skills are essentially communication skills.
As students learn to explore and communicate ideas through drama, they will assume a wide range of roles and situations. They will develop the ability to accept and sustain these roles and to accept and respond to the roles of others. They will learn to effectively use improvisation to explore issues and situations and to communicate meaning. Students will also develop a clearer awareness of themselves and how they can use movement and speech to communicate within dramatic situations.
These skills will not be developed in isolation but will be incorporated throughout the students' drama experiences. Depending on the requirements of the work at hand, students can work on developing specific acting skills that will help them to better express and communicate their ideas. The development of a specific skill might be one of several objectives for a unit of work; development of another skill might be included in the objectives for the next unit.
Evaluation
When evaluating the development of acting skills for an individual student, the teacher should observe the student's work and provide opportunities for the student to reflect on his or her progress in the development of specific skills. The teacher can observe the following:
- the extent to which the student is able to assume and sustain roles
- the extent to which the student is able to accept and respond to the roles of others
- the extent to which the student is able to offer ideas in a dramatic situation
- the extent to which the student is able to accept ideas in a dramatic situation
- the extent to which the student is able to express himself or herself through movement and gesture
- the extent to which the student is able to express himself or herself through speech
- the extent to which the student is able to use reflection and self-evaluation for growth in the development of specific skills.
6. Students will exercise critical thought and support opinions when responding to dramatic presentations.
Students may have opportunities to view live dramatic presentations. Productions are mounted regularly by professional theatre companies, community theatre groups, and school drama clubs
Teachers can guide students toward deeper understanding and greater enjoyment of their experiences as playgoers. A process like "Looking at Plays" provides students with opportunities to thoughtfully discuss dramatic presentations and to write carefully considered play reviews. Students should also practice applying critical analysis to their own work and that of their classmates. Open, supportive discussion of student work in class can help students to become more informed audience members outside of class.
Evaluation
When evaluating an individual student's progress toward achieving this objective, the teacher can observe the following:
- the extent to which the student understands how plays are made
- the extent to which the student understands the contribution of various dramatic artists to a production
- the extent to which the student understands how the theatre elements function to connect the parts of a play
- the extent to which the student understands the historical and cultural influences on a play
- the extent to which the student is able to use critical analysis in oral responses to dramatic presentations
- the extent to which the student is able to use critical analysis in written responses to dramatic presentations.
- Students will understand the role of drama in various cultures, past and present.
Through the creation of works of dramatic art and the study of works created by others in present and past cultures, students will learn how drama both reflects and influences societies. In their work in drama, students will draw on their own cultural backgrounds and learn how their drama reflects their understanding of their world. By studying the works of some of today's dramatic artists, students will have opportunities to explore the cultural views expressed by them and to increase their knowledge and understanding of various cultures. By studying the various forms that dramatic expression has taken in the past, students will become aware of the cultural influences and effects of drama in earlier times and across cultures. They will begin to understand how dramatic art form has evolved.
Students will demonstrate the connections they have made between their cultural backgrounds and their own work, both in the form and content of the work itself and also in oral and written comments during periods of reflection. They will demonstrate their understandings of the role of drama in various cultures in their critical analysis of dramatic presentations and in their ability to share with their classmates their knowledge of the various forms that dramatic expression can take.
Evaluation
When evaluating an individual student's progress toward achieving this objective, the teacher can observe the following:
- the extent to which the student understands that drama, past and present, can teach us about ourselves
- the extent to which the student understands that today's dramatic artists are influenced by various theatre traditions
- the extent to which the student understands that theatre reflects the society that creates it
- the extent to which the student understands that theatre can influence the society in which it is created
- the extent to which the student understands the universality of certain themes, characters and situations in dramatic expression through the ages.
8. Students will enhance their speaking and communication skills.
Through their drama experiences, students will develop abilities in the use of speech. In drama , students will have experiences using speech in a variety of drama situations.
Evaluation:
When evaluating an individual student's progress toward achieving this objective, the teacher can observe the extent to which the students
- express themselves confidently through speech
- begin to develop a poised, controlled posture
- begin to develop breath control
- begin to develop resonance in speaking
- begin to articulate clearly
- begin to develop voice projection
- demonstrate an ability to participate in group speaking.
- Students will master improvisation
students will develop their improvisational abilities and their understanding of the theatre elements in order to become better able to use improvisation as a means of exploring their world, other people and themselves.
Evaluation:
When evaluating an individual student's progress toward achieving this objective, the teacher can observe the extent to which the students
- assume and sustain roles
- accept and respond to others in role
- develop increasing commitment to their own roles and the roles of others
- work with others to structure prepared improvisations
- offer ideas in spontaneous improvisations
- accept ideas in spontaneous improvisations
- learn to maintain the focus of an improvisation
- understand the importance of tension in improvisations
- understand the use of contrast in improvisations
- understand the use of symbol in improvisations
- understand the importance of the elements of focus, tension, contrast and symbol to all works of dramatic art.
- Students will be able to use their body movement to convey feelings , attitudes and expressions:
Flexibility and control of body movement are abilities which students will develop through their drama experiences..
Evaluation:
When evaluating an individual student's progress toward achieving this objective, the teacher can observe the extent to which the students :
- express themselves confidently through movement and gesture
- understand that all movement must be motivated
- display clarity of movement and gesture
- keep movement open to the audience
- use movement to communicate non-verbally
- demonstrate an ability to move isolated body parts
- demonstrate an ability to freeze movement to create an image
- plan, repeat and combine movement patterns
- apply their knowledge of dance elements and structures to their drama experiences.
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Science Fair
As the Science Fair is a curricular activity, the topics of each project corresponds with the literary works that students study in the Science( physic -chemistry -biology ) curriculum. the theme of the 13th annual drama will be It is Me I am Explorer. Therefore, the projects selected reflect how scientists use the scientific methods to find out the solution for many problems
The Science Fair curricular activity is planned according to the following:
- Choosing the Idea ( topic ): each member in each group made selection of a topic that related to UAE after consulting the teacher. Then, the creative idea in each group take the responsibility of preparing the documents and each member in the group read the topic and understand all the parts of it.
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- Plan and experiment: each group member take the responsibility in Planning and preparing the materials needed for the experiment and they are responsible to prepare a file that contains all the documents they use and the students log for following up. Then they start conducting the experiment under the supervision of the teacher and the lab technician. Then students record the results and discuss them with the teacher.
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- Project report: Students write the project report about the experiment and submit it to the teacher for checking.
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- Preparation: After the teacher gives her feedback about the experiment and the application of it, students are responsible for working on the display chart that reflect their work and results. Then Students start to prepare the models and the equipment they need to be presented during the science fair. Students will arrange their tables and their display charts before one day of the event under the supervision of the Science coordinators and the stage coordinators.
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- Science fair gallery: in each class one student is assigned the responsibility of taking photos of the students while they are conducting their experiments
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- Presentation: Students will present their work. All students member should participate during the presentation
- Science Fair is scheduled in term two of every year.
