Grade by Grade
B. Drama / D. Visual Arts · Drama and Visual Arts

Drama and Visual Arts: Unit Review

B1.1 B1.2 B1.3 B1.4 B2.1 B2.2 B2.3 B3.1 B3.2 D1.1 D1.2 D1.3 D1.4 D2.1 D2.2 D2.3 D2.4 D3.1 D3.2About 40 minutes
Learning goals
  • I can show what I learned in drama and visual arts this year.
  • I can use drama and art words to explain my choices and interpret the work of others.

Words to know

perspective
The way one person sees an issue, based on their needs and experiences.
stereotype
A fixed, oversimplified idea about a whole group of people.
mantle of the expert
A convention where the group takes on the role of experts who solve a problem.
split scene
Two scenes share the stage; one freezes while the other plays.
leading lines
Lines that guide the viewer's eye to a certain spot.
gradation
A smooth change from light to dark.
vanishing point
The point on the horizon line where lines going back seem to meet.
tertiary colour
A primary colour mixed with a neighbouring secondary colour, like blue-green.
balance
Arranging the parts of an art work so they seem equal in weight or importance; this year's principle of design.
motif
A design element that is repeated in an art work.

Let's look back!

In drama this year you explored the Cedar Hill garden issue from many perspectives, built authentic characters whose relationships change, shaped the drama with new perspectives and conventions like role on the wall and mantle of the expert, strengthened the impact for a specific audience with aids and split scenes, and explored themes and traditions from Greek theatre to Indigenous theatre in Canada today, and what theatre contributes to a community.

In visual arts you used lines to lead the eye and show movement, shaded forms to show volume, drew in one-point perspective, mixed tertiary colours and used colour naturalistically and expressively, studied balance, drew faces with proportion and exaggeration, made motifs, fonts and relief prints, and explored the jobs art does in communities across times and places.

Try the questions below. Each section matches one lesson.

the Cedar Hilldrama toolboxperspective webmany stakeholdershot seatingquestion a characterrole on the wallinside vs outsidemantle of the expertbecome the expertsmeeting in rolenew voices arrivesoundscapethe cast makes soundssplit scenetwo places at once
The drama conventions you used with the Cedar Hill garden drama this year. Can you explain when you would choose each one?
LINESdiagonals feel fastSHADINGgradation = volumePERSPECTIVElines meet at the VPBALANCEsmall + far = big + near
Four big visual arts ideas from this unit: lines that show movement, shading for volume, one-point perspective and balance.

Drama: One Issue, Many Perspectives

1

What is a stakeholder?

2

Name two perspectives on the Cedar Hill garden issue.

3

Give a personal response with a feeling, a reason, a connection and a preference.

Drama: Authentic Characters and Changing Relationships

1

What is the difference between a stereotype and an authentic character?

2

How can you sustain belief in a mimed setting?

3

Name your favourite scene from this unit and explain why it worked with two drama words.

Drama: Shaping the Drama with New Perspectives

1

Give one way to add a new idea in role and one way out of role.

2

In role on the wall, what goes inside the outline?

3

What is mantle of the expert?

Drama: Strengthening the Impact for an Audience

1

Name one audio, one visual and one technological aid.

2

How would you change a scene for a Grade 2 audience?

3

Write a two stars and a wish reflection as an audience member.

4

What does a split scene let the audience see?

Drama: Themes and Traditions Across Times and Places, and Theatre in Our Community

1

Name a feature of commedia dell'arte.

2

Name a theme that appears in more than one drama tradition.

3

Give two contributions theatre makes to a community.

Visual Arts: Lines that Lead the Eye and Show Movement

1

What feeling do diagonal lines usually give?

2

Name two real things that can be leading lines.

3

How do speed lines show movement?

Visual Arts: Shading Forms to Show Volume

1

Is a cone a shape or a form?

2

How should you shade a cylinder lit from the left?

3

Why does each face of a pyramid get one even value?

Visual Arts: Focal Point and One-Point Perspective

1

Where does the vanishing point go?

2

In one-point perspective, are the sides of a door slanted or vertical?

3

How does a low horizon line change a picture?

Visual Arts: Tertiary Colours, Naturalistic and Expressive Colour

1

Which two colours mix to make yellow-green?

2

What are analogous colours?

3

What is expressive colour? Give an example.

Visual Arts: Balance

1

Name the three kinds of balance.

2

What kind of symmetry does a calm lake reflection show?

3

Give two ways to give a small shape more visual weight.

Visual Arts: Faces: Proportion, Expression and Exaggeration

1

From the front, where are the eyes?

2

What do the eyebrows do in an angry face?

3

Why do editorial cartoons exaggerate leaders' features?

Visual Arts: Motifs, Fonts and Printmaking Texture

1

Why must letters be carved backwards on a printing block?

2

What is a motif?

3

What texture could dots create in a print?

Visual Arts: Art in Our Communities, Across Times and Places

1

Name three jobs visual art does in a community.

2

Name two features of the Woodland style.

3

What is the first step of the critical analysis process?

Just for fun

Why did the artist bring a pencil to the drama performance?

In case she needed to draw a crowd! ✏️

How to use this review

  • Do it in two short sittings if you like: drama one day, visual arts the next.
  • For acting, drawing and opinion questions, use the "Example" and "Look for" notes; often there is more than one good answer.
  • Praise reasons that use the new words: "I used a diagonal hill and speed lines to show movement."
  • If a section feels shaky, go back to that lesson and redo its activity.
Check your understanding

Quiz

1.

Which is a perspective on the Cedar Hill issue?

2.

Which character is authentic, not a stereotype?

3.

Bringing in a new character during a meeting in role is a way to ___.

4.

A split scene ___.

5.

Which tradition used a chorus and masks in large outdoor theatres?

6.

Diagonal lines usually feel ___.

7.

In one-point perspective, orthogonal lines meet at the ___.

8.

Which is a tertiary colour?

9.

A snowflake shows ___ balance.

10.

In a relief print, which parts print?

For parents and teachers

Which lesson to revisit:

  • Seeing only two sides of an issue, or responses without reasons or preferences → Drama: One Issue, Many Perspectives.
  • Stereotyped characters, relationships that never change, or disappearing mime objects → Drama: Authentic Characters and Changing Relationships.
  • Trouble adding new ideas, using role on the wall or mantle of the expert, or working in a group → Drama: Shaping the Drama with New Perspectives.
  • Aids that don't fit the audience, vague reflections or explaining a favourite scene → Drama: Strengthening the Impact for an Audience.
  • Mixing up drama traditions, themes across traditions, or theatre's contributions to a community → Drama: Themes and Traditions Across Times and Places, and Theatre in Our Community.
  • Lines that lead off the page or frozen-looking action → Visual Arts: Lines that Lead the Eye and Show Movement.
  • Flat-looking forms, stripy gradation, or shadows on the wrong side → Visual Arts: Shading Forms to Show Volume.
  • Horizon lines, vanishing points or slanted verticals → Visual Arts: Focal Point and One-Point Perspective.
  • Naming or mixing tertiary colours, or naturalistic vs. expressive colour → Visual Arts: Tertiary Colours, Naturalistic and Expressive Colour.
  • Symmetrical, asymmetrical and radial balance, or visual weight → Visual Arts: Balance.
  • Facial proportions, expressions or exaggeration → Visual Arts: Faces: Proportion, Expression and Exaggeration.
  • Motifs, fonts, backwards prints or textures → Visual Arts: Motifs, Fonts and Printmaking Texture.
  • Interpreting art, art traditions, art's jobs in communities, or self-reflection → Visual Arts: Art in Our Communities, Across Times and Places.

In the arts there is rarely one right answer. Look for reasons and the use of the new vocabulary, and celebrate effort and creativity.