ADA 1OIP Ms. K.

Lillie

ADA 1OIP Grade 9 Drama Summative

Collective Creation

As we learned this semester, theatre can serve many purposes. It can provide entertainment,
education, and even give a voice to an important cause. As a class you will work together to create
and present a theme based collective creation on a topic you find interesting or important. A
collective creation is a series of short scenes that work together to create one theatrical
presentation.

Project Expectations:
Each student is expected to work on the creation and performance of at least two
scenes, though you may choose to be involved in more. These scenes may be created with
others or you may choose to perform a scene by yourself.
This collective creation will demonstrate skills and techniques learned in class. You will create two
scenes which each use two or more of the following techniques explored in our learning cycles this
semester:
Stage Combat
Movement
Mime

Choral Speaking
Storytelling
Voice

Your performance should start and finish in tableaux, and demonstrate good dramatic technique;
it is important to remember what we learned in class through warmups, lessons, exercises, and
feedback throughout the semester.
This is a group process so everyone must agree to work together, contribute ideas, and remain
flexible. Everyone is expected to share the decision making and you must respect one another.
Your mark will be based on your participation in the creation of the performance, your demonstration
of dramatic skills, as well as three journal entries. All written work (research, scripts, etc.) must be
submitted.
The breakdown of marks is as follows:
15% Performance
10% Process Work
5% Journal Responses

Curriculum Expectations:
Overall Expectations
A1. The Creative Process: use the creative process and a variety of sources and forms, both individually and collaboratively, to design
and develop drama works;
A2. 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;
A3. 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.
B1. The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others drama works and
activities;
B2.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 communication
B3. Connections Beyond the Classroom: identify knowledge and skills they have acquired through drama activities and ways in
which they can apply this learning in personal, social, and career contexts
C1. Concepts and Terminology: demonstrate an understanding of the nature and function of drama forms, elements, conventions,
and techniques, including the correct terminology for the various components;
C2. Contexts and Influences: demonstrates an understanding of the origins and development of drama and theatre arts and their

ADA 1OIP Ms. K. Lillie

influence on past and present
C3. Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices in
drama activities.

The Process:

1. Preliminary Work
As a group you will decide on a theme for you collective creation or be provided one by the
teacher. Once a theme has been decided brainstorm ideas, words, situations, etc. that you
associate with this theme. It is important to have clear objectives as an individual and
as a class. What is the purpose of your collective creation? What areas of the theme are you
interested in exploring? What would you like to accomplish through your performance?
Determine what these are before you begin creating your presentation.
Journal #1
Write about your personal connection to the theme. How can you relate to the performance
you are about to create? What do you have to bring? As well, identify your strengths and
weaknesses in Drama and set a personal goal for yourself. In what way would you like to
improve?
2. Exploring Ideas
Discuss all ideas as a group and determine which ideas should be explored further. Research
may be necessary and can take many forms; the library, talking to people, looking at films,
listening to music, searching the web, etc. Gather your research and share your findings with
the group. You may choose to explore ideas by improvising situations or conflicts related to
the theme. Ask yourself What if? in order to begin exploring your ideas more deeply. The
important thing is to discuss, experiment and consult with each other.
3. Refining Ideas/ Scripting/ Rehearsal
Next you will decide as a group which ideas will be developed into scenes. It is important that
all ideas are heard and that all class members have an equal part in deciding what will remain
in the show. After the final show choices have been made, you will work on scripting the
scenes. Scenes should be a maximum of 4 minutes in length. Scenes will be cast and
rehearsal will begin. Get to know your pieces and your parts and be sure to develop your
characters using in depth exploration. Costumes and sound should be used to enhance your
performance.
Journal #2
Describe your experience during the planning and rehearsal process. Explain the challenges
and successes you and your group members have faced. What would you do again and what
would you do differently?
4. Performance Preparation
As a group you will decide on a show order. Remember that your presentation should flow as
one piece so it is important that you plan this well. Scene changes are particularly important
in a collective creation and need to be considered carefully. Full technical and dress rehearsals
will be held prior to the performance.
5. Final Performance

ADA 1OIP Ms. K. Lillie

The group will decide how you would like to share your collective. Another class may be
invited to view the final performance or it may be filmed so that the group can watch it
afterwards.
Journal #3
Write a journal evaluating you and your group members contribution and commitment to the
project. Did you manage to meet or exceed your goals? How did you and your group members
work together? Would you consider your performance a success? What would you do
differently next time?

ADA 1OIPWork
Ms. K.Rubric
Lillie (Rehearsal and Script)
Process
Level 4
Knowledge

Thinking

Communicati
on

Application

Level 3

Demonstrates
excellent
understanding
of the
dramatic
techniques/st
yles covered in
the course.
Understands
the technical
principles of
working on
the stage
(using lighting,
sound, stage)
to enhance
scenes.
Research is
evident and
topic has been
fully explored.
Always uses
time
effectively
and
efficiently
during the
rehearsal
process.
Contributes
significantly to
the
collaborative
creation and
rehearsal
process.
Works well with
other group
members and
always shows
respect for
others ideas.
Stage and
blocking is
thoroughly
explored
throughout the
rehearsal
process.
Extensive
practice
committed to
perfecting
scenes.
Demonstrates
excellent skill
working
through
issues during
the rehearsal
process.
Scripts are
virtually free of
spelling and
grammar
errors.
Able to
effectively
communicate
with all group
members.

Scenes do an
excellent job
interpreting
the theme.

Level 2

Demonstrates
understanding
of the
dramatic
techniques/st
yles covered
in the course.
Understands
the technical
principles of
working on
the stage
(using lighting,
sound, stage)
to enhance
scenes.

Research is
evident and
topic has been
explored.
Mostly uses
time
effectively
and
efficiently
during the
rehearsal
process.
Contributes
well to the
collaborative
creation and
rehearsal
process.
Works well with
other group
members and
always shows
respect for
others ideas.
Stage and
blocking is
explored
throughout the
rehearsal
process.
Obvious
practice
committed to
perfecting
scenes.
Demonstrates
good skill
working
through
issues during
the rehearsal
process.

Scripts have a
few minor
spelling and
grammar
errors.
Able to
communicate
with all
group
members.

Scenes do a
good job
interpreting
the theme.

Level 1

Demonstrates
some
understanding
of the dramatic
techniques/sty
les covered in
the course.
Demonstrates
limited
uunderstanding
of the technical
principles of
working on
the stage
(using lighting,
sound, stage) to
enhance scenes.
Research is
minimal and
topic has been
somewhat
explored.
Sometimes uses
time
effectively and
efficiently
during the
rehearsal
process.
Contributes
somewhat to the
collaborative
creation and
rehearsal
process.
Has some
difficulty
working with
other group
members and
sometimes
shows respect
for others
ideas.
Some stage
and blocking is
explored
throughout the
rehearsal
process.
Some practice
committed to
perfecting
scenes.
Demonstrates
some skill
working
through issues
during the
rehearsal
process.
Scripts have
several minor
spelling and
grammar
errors.
Sometimes
effectively
communicates
with group
members.

Scenes do an
adequate job
interpreting
the theme.

Demonstrates
little
understanding of
the dramatic
techniques/styl
es covered in the
course.
Demonstrates
little
understanding of
the technical
principles of
working on the
stage (using
lighting, sound,
stage) to enhance
scenes.
No research
evident minimal
and topic has
been minimally
explored.
Rarely uses time
effectively and
efficiently during
the rehearsal
process.
Rarely contributes
to the
collaborative
creation and
rehearsal process.
Has difficulty
working with
other group
members and
sometimes shows
respect for
others ideas.
Minimal stage
and blocking is
explored
throughout the
rehearsal process.
Minimal practice
committed to
perfecting
scenes.
Demonstrates
little skill
working
through issues
during the
rehearsal process.

Scripts have
many spelling
and grammar
errors.
Rarely
communicates
effectively with
group
members.

Scenes
do not always
interpret the
theme.

No
understanding of
the dramatic
techniques/sty
les covered in
the course
demonstrated.
No
understanding of
the technical
principles of
working on the
stage (using
lighting, sound,
stage) to
enhance scenes
demonstrated.
Topic has been
not been
explored.
Never uses
time
effectively and
efficiently
during the
rehearsal
process.
Did not
contribute to the
collaborative
creation and
rehearsal
process.
Has significant
difficulty
working with
other group
members and
does not show
respect for
others ideas.
Stage and
blocking is not
explored
throughout the
rehearsal
process.
No practice
committed to
perfecting
scenes.
Demonstrates no
skill working
through issues
during the
rehearsal
process.

Scripts have
many spelling
and grammar
errors which
impede
understanding.
Does not
effectively
communicate
with group
members.
Scenes do not
interpret the
theme.

Performance Rubric
Level 4
ADA 1OIP Ms. K. Lillie
Knowledge

Level 3

Demonstrated
excellent
understanding of
the elements of
voice.
Demonstrates an
excellent
understanding of
the use of the
body in Drama.
Contributions
demonstrate an
obvious
understanding of
collective
creation style.

Level 2

Demonstrated
good
understanding of
the elements of
voice.
Demonstrates a
good
understanding of
the use of the
body in Drama.
Contributions
demonstrate a
good
understanding of
collective
creation style.

Level 1

Demonstrated
some
understanding
of the
elements of
voice.
Demonstrates
an excellent
understanding
of the use of
the body in
Drama.
Contributions
demonstrate
some
understanding
of collective
creation
style.

Demonstrated
little
understanding
of the
elements of
voice.
Demonstrates
an excellent
understanding
of the use of
the body in
Drama.
Contributions
demonstrate
little
understanding
of collective
creation
style.

Thinking

Significant
exploration and
development of a
back story for
your characters
is evident.

Exploration and
development of
a back story
for your
characters is
evident.

Some
exploration and
development of
a back story
for your
characters is
evident.

Little
exploration and
development of
a back story
for your
characters is
evident.

Communicat
ion

Voice and speech

are very clear,
precise, well
rehearsed and
volume is high.
Enhances and
adds a new
dimension to the
thoughts and
feelings of the
character through
facial
expressions and
nonverbal
communication.

Voice and
speech are
somewhat
clear, precise,
well
rehearsed
and volume is
high.
Uses some
facial
expressions
and
nonverbal
communicatio
n.

Voice and
speech is
limited in
clarity,
precision, and
volume.
Limited use of
facial
expressions
and
nonverbal
communicatio
n.

Very creative
and interesting
performance.
Demonstrated
excellent
concentration
and focus during
performance (e.g.,
not talking to
peer, speaking or
acting out of
character,
fidgeting)
Gestures and
movement
appear natural
and fit the
characters
played.
Script is
memorized.
Scenes
contribute very
well to the overall
effect of the piece.
Contributes well to
the flawless
execution of
transitions.
Costumes,
lighting, and
music
significantly
enhance the
performance.

Voice and speech

are clear,
precise, well
rehearsed and
volume is high.
Enhances and
adds a new
dimension to the
thoughts and
feelings of the
character
through facial
expressions
and nonverbal
communication
.
Creative and
interesting
performance.
Demonstrated
good
concentration
and focus
during
performance
(e.g., not talking
to peer, speaking
or acting out of
character,
fidgeting)
Gestures and
movement
appear natural
and fit the
characters
played.
Script is
memorized.
Scenes
contribute well
to the overall
effect of the
piece.
Contributes to
the flawless
execution of
transitions.
Costumes,
lighting, and
music enhance
the performance.

Performance is
interesting
and somewhat
creative.
Demonstrated
some
concentration
and focus
during
performance
(e.g., not
talking to peer,
speaking or
acting out of
character,
fidgeting)
Gestures and
movement are
somewhat
natural and fit
the characters
played.
Script is almost
memorized.
Scenes
contribute
somewhat to
the overall
effect of the
piece.
Contributes to
the execution of
transitions.
Costumes,
lighting, and

Performance is
interesting
but lacks
creativity.
Demonstrated
little
concentration
and focus
during
performance
(e.g., not
talking to peer,
speaking or
acting out of
character,
fidgeting)
Gestures and
movement do
not appear
natural but do
fit the
characters
played.
Script is not
memorized.
Scenes
provide little
contribution to
the overall
effect of the
piece.
Limited
contribution to
the execution of
transitions.
Costumes,

Application

Demonstrated
no
understanding
of the
elements of
voice.
Demonstrates
an excellent
understanding
of the use of
the body in
Drama.
Contributions
demonstrate
no
understanding
of collective
creation
style.
No exploration
and
development
of a back
story for
your
characters is
evident.
Voice and
speech needs
significant
work.
Does not use
facial
expressions
and
nonverbal
communicati
on.

Performance
lacks interest
and
creativity.
Demonstrated
no
concentratio
n and focus
during
performance.
Gestures and
movement
do not fit the
characters
played.
Script is not
memorized.
Scenes
provide no
contribution
to the overall
effect of the
piece.
No
contribution to
the execution
of
transitions.
Costumes,
lighting, and
music not
used.

ADA 1OIP Ms. K. Lillie

Journal Response Rubric
Level 4

Level 3

Level 2

Level 1

Knowledge

Topics are
thoroughly
understood.

Topics are well

understood.

Topics are
somewhat
understood.

Topics are not

well
understood.

Topics are
not
discussed.

Thinking

Thorough
exploration of
ones strengths
and
weaknesses is
evident and self
reflection is
honest and
extensive.

Exploration of
ones
strengths and
weaknesses is
evident and self
reflection is
evident.

Exploration of
ones
strengths and
weaknesses is
somewhat
evident and self
reflection is
basic.

Exploration
of ones
strengths
and
weaknesses
is not evident
and self
reflection
unclear.

Did not
discuss
exploration
of ones
strengths
and
weaknesse
s and self
reflection is
not present.

Communicat
ion

Writing is
virtually free of
spelling and
grammar
errors.

Writing has a
few spelling
and grammar
errors.

Writing has
several spelling
and grammar
errors.

Writing has
many
spelling and
grammar
errors.

Application

Excellent
connections
made between
topics and
personal
experiences.

Some

Spelling
and
grammar
errors
interfere with
understandin
g.
No
connection
made
between
topics and
personal
experiences.

Good
connec
tions
made between
topics and
personal
experiences.

connec
tions
made between
topics and
personal
experiences.

Few
conn
ectio
ns

made
between
topics and
personal
experiences.

Comments:

Specific Expectations
A1.2 select and use appropriate forms to suit specific purposes in drama works
A1.3 use role play to explore, develop, and represent themes, ideas, characters, feelings, and beliefs in producing drama works
A2.2 use a variety of conventions to develop character and shape the action in ensemble drama presentations
A3.2 use a variety of expressive voice and movement techniques to support the depiction of character
B2.2 explain how dramatic exploration can contribute to personal growth and self-understanding
B2.3 explain how dramatic exploration helps develop group skills and appreciation of communal values
B3.1 identify specific collaborative skills and attitudes that are required in preparing and staging drama works and explain how they can
be applied in other fields or activities
C1.1 identify the drama forms, elements, conventions, and techniques used in their own and others drama works, and explain how the
various components are used or can be used to achieve specific purposes or effects
C1.3 demonstrate an understanding of production roles, practices, and terminology when planning and presenting drama works
C3.3 demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance contexts