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104 The Ontario Curriculum – Exemplars, Grades 3, 6, and 8: The Arts
An Immigrant’s Experience in Building the Railroad Level 2, Sample 2
Teacher’s Notes
Understanding of Concepts
– The student demonstrates some understanding of the elements of drama
and dance. She maintains the same pace and energy level throughout the
presentation, without any variation to match the actions portrayed or changes
of pace in the music.
– The student demonstrates some understanding of historical details from
the research in writing a letter in role. She includes some details about the
working conditions on the CPR (e.g., [P] “A few days ago we were working in
the tunnels, and were setting off explosions. There was a new worker working
with us only 15 years old.”), but she does not provide a historical context.
Critical Analysis and Appreciation
– The student analyses and uses primary source material for the drama and
dance sequence with some effectiveness. She dramatizes some aspects of
the working conditions on the CPR, but does not show the physical harshness
of the work involved (e.g., [V] shows lifting, hammering, chopping, and
pulling in the dance sequence, but does not incorporate the effort those
actions require).
Performance and Creative Work
– The student creates, with some effectiveness, a dance composition based on
the themes and issues explored in the drama. She includes graceful movements,
but there is not enough intensity in her actions to convey some situations
clearly (e.g., [V] she uses her hands effectively to show time passing, but
does not change her level of energy to show the vigorous physical effort of
lifting, hammering, chopping, and pulling).
– The student presents a drama and dance sequence based on improvisational Next Steps
work and primary sources with some effectiveness. She performs her move- In order to improve her performance, the student needs to:
ments, but frequently pauses while other group members perform, and she • develop an understanding of the energy and emotion required by each
hesitates before moving into the next stage of the sequence (e.g., [V] stands action in order to convey meaning;
still watching other group members perform before slowly proceeding to • develop a better understanding of the use of pace to convey the nature of
the next stage). various actions;
• maintain her role throughout the presentation by continuing to think in role
Communication
while others are presenting;
– The student communicates ideas and feelings through drama and dance
• provide a historical context in her writing in role.
with some clarity. She conveys the feelings of her character through facial
and body expressions, but does not remain in her role during transitions
(e.g., [V] steps out of her character [as a worker] between each action in
the dance performance).
– The student conveys thoughts and feelings of a character, in writing a letter
in role, with some effectiveness. Her character describes in some detail the
way in which the Chinese worker “gave me comfort” (e.g., [P] “He made me
laugh in the times I felt so hopeless, and he always made me look on the
bright side of things.”).
Comments
The student’s presentation includes some elements that are effective in com-
municating an idea, but it lacks the energy and pace to convey the nature of
the working conditions on the CPR. The student’s written work includes some
detailed description, but lacks a historical context.
105 Grade 8 – Drama and Dance
