Course Syllabus
Faculty
| Section | Teacher |
|---|---|
| I | Mr. J. Donnici |
First Peoples Principles
We would like to acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together.
As part of contribution to reconciliation, this course makes First Peoples Principles of Learning visible in class by:
- Embedding learning in story
- Taking a reflective, experiential approach to learning, where students learn by creating art and reflecting on their processes
- Exploring personal identity by building confidence, risk-taking and trust
- Learning from failure and repetition to understand that art takes patience and time
- Exploring stories and themes that support the well-being of the self, the family, the community, the land, and past and future generations
Course Description
Drama is a highly social activity which forces students to rely on the good will and co-operative spirit of their classmates. Building self-confidence and developing trust are essential for any student to enjoy success in this subject. Also, students need to participate at a high level if they are going to experience the learning outcomes of various drama activities. This course is about expanding on the skills learned in Drama 8 and 9, and developing an identity as a performing artist. Students will take the next steps as actors by experimenting with improvisation, reading scenes with more detail and nuance, writing one-act plays, and completing a full rehearsal and performance process.
Contacting Me
Please feel free to contact me during work hours (7:30am - 4:30pm) by email (jdonnici@stgeorges.bc.ca), my school phone number 604-224-1304 (ext. 3643), or arranging an in-person meeting with me before or after class, or during lunch.
Assessment and Evaluation
A student's final mark will be determined by evaluation of their ability to demonstrate proficiency in these skills and learning these concepts. Assessment will be embedded throughout the course, not just in performances, and student improvement will be reflected in student marks.
Major assessments for this course include:
- Mixed Motivations performance (T1)
- Scene study performance (T1)
- Teen Issues play script and performance (T2)
- One act play performance (T3)
Learning Outcomes
Based on the B.C. Ministry of Education curriculum, students will learn and be evaluated on the following knowledge and skills:
- Apply Feedback: to develop and refine ideas and performances (10%)
- Respond to Drama: describe, analyze and respond to drama using drama-specific language (10%)
- Storytelling: Create drama for a specific audience by purposefully using its conventions and features (15%)
- Technology and Materials: Purposefully use props, processes and technologies to enhance performances (10%)
- Risk-Taking: Improvise and take risks to express meaning, ideas and emotion (15%)
- Stage Techniques and Conventions: Use stage acting skills and conventions (blocking, positioning, vocal projection, clarity) to enhance performances (15%)
- Rehearsed Performance: Clearly express ideas and emotions in rehearsed performances (25%)
Grades
- Calculation method: The latest attempt at a learning outcome will be weighted for 65% a student's grade in that outcome, while the previous attempt(s) will be weighted for 35%. This means that improvement is valued and rewarded, allowing students to take risks and learn from mistakes early on in the course.
- Please do not ask me what your mark is - this can be calculated using your grades on the learning outcomes and the weights listed above.
- If you would like to discuss a mark you have received, please wait at least 24 hours after receiving it, to allow yourself to read and process my feedback and your own emotions.
Both the school’s assessment expectations and supports that teachers provide can be found online. Academic dishonesty to any degree is not acceptable.
There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:
- Faculty support
- 5th Block
- Head of Grade
- Student Success Centre
- Personal Counselling
Course Expectations
Drama 10 involves a higher level of commitment the craft of theatre and acting. Like in Drama 9, it is essential that we have a physically and emotionally safe environment. It is absolutely vital that you follow the rules when playing any game, and that you do not play unsafely, especially in games that involve physical movement. You must respect your classmates at all times, and it is completely unacceptable to mock any of your fellow student actors, as actors need a safe environment to take risks. As a more experienced Drama student, I will treat you like an actor in any Saints Players production, by asking you to memorize your lines, show up on time, and accept feedback thoughtfully. As we will be performing a class play, you will be expected to do the best job you can with your part, no matter the number of lines you have.
St. George’s School expects all students at the Senior School to be interested and motivated in achieving their personal best while at the School. We expect students will be engaged in their endeavours, responsible to their studies, classmates and teachers, and demonstrate integrity in their pursuit of learning.
Workload
When students are in class in Drama 9, they are expected to be focused, engaged and working consistently. The vast majority of the course will take place in class, although students may occasionally need to spend about 30 minutes per week memorizing lines or sourcing props and costumes.
Submitting work
Students in this course are expected to complete work assignments on the date assigned by being fully prepared for any performances. Any performances will be marked and given feedback on Canvas.
If circumstances prevent the student from being appropriately prepared on the assigned due date, the student must inform the teacher prior to the due date for the work assignment. The teacher will provide a second due date through 5th block system.
Learning Plan
Please see units on Canvas
Core Competencies
This course incorporates Core Competencies into the routines, learning, and culture of the class in the following ways:
- Creative thinking to create characters and stories
- Critical thinking to analyze scripts and evaluate dramatic works
- Communication in collaborative group work, but also communicating in mediums of acting, writing, directing
- Personal responsibility in learning to be part of a team, memorizing lines, doing your share of the work
- Social responsibility in learning about the world through art, creating social messages through art, creating art responsibly
Literacy/Numeracy
This course makes literacy/numeracy visible by using the following comprehension tasks and strategies:
- Learning the technical language of theatre and drama
- Studying the language of scenes to identify beats, shifts, action, character traits, and subtext
St. George's School Student Code of Conduct
St. George’s School shares a proud tradition as a learning community committed to both academic excellence and character development. We strive for growth within our personal lives while maintaining respect for and contributions to the broader community.
The purpose of the Student Code of Conduct is to ensure that
- A safe, caring, and productive teaching and learning environment exists.
- We maintain appropriate balances among individual and collective interests and responsibilities.
- There is clarity around standards and expected student behaviour at school, in the community, and online through social media.
- We encourage and practice environmental stewardship.
The core values which provide the foundation for the Student Code of Conduct are:
- Empathy
- Humility
- Integrity
- Respect
- Responsibility
- Resilience
Conduct Expectations
- I commit myself to strive for honourable behaviour in my daily life, according to the standards as set forth by the School. I will try to be faithful to my parents, my School, my friends, and myself.
- I will avoid bringing any ill-repute to the School at any time, including evenings, weekends, or over any school break or holiday.
- I will comply with all school policies as they relate to upholding the standard of excellence of St. George’s School at all times.
- I understand, accept, and will respect all of my school-related commitments and responsibilities.
- I will arrive to school on time and attend all classes, assemblies, practices, rehearsals, and field trips as outlined by my teachers.
- I will obtain necessary permission to leave class or school.
- I will take pride in my personal appearance.
- I will be dressed appropriately at all times for all events as outlined by the School.
- I will abide by the grooming rules as outlined in the Standards of Dress and Appearance section and always observe the accepted standards of personal hygiene.
- I will behave in a way that always brings credit to the School, with integrity, empathy, respect, and humility.
- I recognize that the taking of tests and exams requires an exemplary standard of honesty and will not misrepresent myself by cheating, copying, or plagiarizing.
- I recognize that integrity is a clear expectation and that borrowing of possessions of others without their consent is stealing.
- I will care for all property, whether it is public or a peer’s personal possessions.
- I will avoid disruptive behaviour at all times, and will strive to treat all others with great respect.
- I will adhere to the School’s policies regarding the appropriate use of technology, including online communication, electronic devices, and the internet.
- I will avoid any possession, use, or distribution of alcohol, cigarettes, e-cigarettes, cannabis and illicit drugs or related paraphernalia, weapons, replica weapons, or any other dangerous or illegal items or substances.
- I will demonstrate responsible use and protection of the natural environment through conservation and sustainable practices.
Academic Integrity
Academic Integrity means honesty and responsibility in scholarship. It is the commitment and obligation of all students, faculty, parents/guardians, and administration to ensure that all academic work stems from the student’s own efforts. Academic Dishonesty erodes the ethical climate of honesty, respect, responsibility, fairness, and trust in our school community. At St. George's School, Academic Dishonesty to any degree is not acceptable. In addition to any other consequence, students found to have engaged in Academic Dishonesty shall not receive a mark for work that is the result of Academic Dishonesty.
Academic Dishonesty includes any conduct with the intent to gain an unfair advantage in connection with an academic assessment. Academic Dishonesty can occur in many ways. Common forms of Academic Dishonesty include, but are not limited to, cheating, falsification, plagiarism, and tampering.
- Cheating occurs when an individual undermines the integrity of an assessment (including homework and other assignments, reports, projects, quizzes, tests, exams, or other forms of performance evaluations). Examples of cheating include:
- Copying any part of an assessment;
- Allowing others to copy any part of an assessment;
- Improperly giving or receiving assessment information;
- Using unauthorized resources for or during an assessment;
- Submission of the same assessment more than once; and/or
- Skipping classes to avoid an assessment.
- Falsification: occurs when an individual has changed information in order to make one believe something that is not true. Examples of falsification include:
- Falsifying research findings, whether in laboratory experiments, field trip exercises, or other assignments;
- Alteration or falsification of academic reports or other academic records for any purpose;
- Submission of false credentials;
- Making false representation on an application for admission; and/or
- Requesting the extension of a deadline or delaying the taking or sitting of an assessment citing reasons known to be false, including submitting false documentation supporting that request.
- Plagiarism: occurs when an individual submits or presents the work and/or idea of another person as his or her own, in essence lying. This includes the copying of images, sound, video, and other forms of intellectual property. Examples of plagiarism include:
- Lack of recognition given to the original author for phrases, sentences, and ideas of the author incorporated in a paper or project; and/or
- A portion of a document is copied from an author, or composed by another person, and presented as original work of the student.
- Tampering occurs when individual has interfered with information for the purpose of academic gain. Examples of tampering include:
- Unauthorized access to, use of, or alteration of computer data and information;
- Gaining academic advantage by using technology that inhibits the use of the resources by others;
- Damage to or destruction of library or laboratory resources; and/or
- Willful or negligent damage to the academic work of a fellow student and/or teacher.
Academic Supports
There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:
- Faculty support
- 5th Block
- Head of Grade
- Student Success Centre
- Personal Counselling
Bullying
St. George’s School does not tolerate bullying. Students are prohibited from bullying.
Bullying is conduct that is unwelcome to others, including other students and faculty members. This includes conduct which a reasonable person knows, or ought reasonably to know, is unwelcome to the recipient. Unwanted physical contact, verbal abuse and threats, unwelcome remarks including jokes, innuendo, or taunting (in verbal, written or digital form) about a person’s body, race, gender, attire, (perceived) sexual orientation, or religion are all forms of bullying. Other examples of bullying may include but are not limited to:
- Physical violence such as hitting, pushing or spitting at another student;
- Interfering with another student’s property, such as by stealing, hiding, or damaging it;
- Using offensive names when addressing another student;
- Teasing or spreading rumours about another student or their family;
- Belittling another student’s abilities and achievements;
- Writing offensive notes or graffiti about another student;
- Unreasonably excluding another student from a group activity;
- Ridiculing another student’s appearance, way of speaking or mannerisms; and/or
- Misusing technology (internet or mobiles) to hurt, intimidate, embarrass, or humiliate another person.
Anyone who is the target of bullies is encouraged to report the bullying and not to suffer in silence. Speaking out and reporting bullying ensures the School can appropriately address the bullying and may help prevent other students from future bullying.
Students are required to:
- Refrain from engaging in any kind of bullying;
- Intervene to help support any student who is being bullied, unless it is unsafe to do so; and
- Report to a member of faculty, staff, or administration any witnessed or suspected instances of bullying.
Course Summary:
| Date | Details | Due |
|---|---|---|