Each of the strands is addressed separately, although in practice they are interactive and
In creative exploration, students have the opportunity to develop their imaginative
skills and creativity and to apply them in a variety of drama situations. In technical
incorporation, students develop their understanding of some of the technical aspects of
the drama process such as script writing, stage directions and the management of props,
costumes, special effects and set design. In performance, students develop and portray
characters and remain in a role in a given situation by using voice, body and gestures.
In personal and social development, students develop negotiation skills and are able
to work independently and cooperatively in small groups. In reflection, evaluation and
appreciation, students take time to reflect on their own work and the work of others
in order to enhance performance. In drama in society, students discuss experiences of
performing arts, explaining the way a story was communicated, recognizing theatrical
conventions from other cultures and periods while identifying those elements of the
production that were effective and those that were not.
Drama as a discipline includes the development of creative skills, verbal and non-verbal
expression, an awareness of the perspective of others and aesthetic appreciation. Drama
enables students to communicate in powerful ways that go beyond their spoken language
ability. Through Drama, students can begin to construct an understanding of their
community, environment and their own feelings and emotions. They have opportunities
to work cooperatively to put together a performance.
Drama plays an important part in the language learning process. Through drama,
storytelling and creative expression students are exposed to a language-rich environment
that builds language skills. Drama is both an active and reflective process. Students are
given opportunities to reflect upon their work and the work of others as well as being
actively involved in creating and performing. Collaborative activities with other students
(older or younger) are encouraged.
All classes from Kindergarten 2 to Grade 5 have Drama instruction one period per week.
Physical Education (PE)
Stamford’s PE Program identifies the major expectations considered essential in our
curriculum. These expectations are arranged into eight strands:
• Body control and spatial awareness
• Adventure challenge
• Movement to music
• Health-related activities
Body control and spatial awareness focuses on exploring the human body’s capacity for
movement, how to move around and in-between objects and ensure other individuals’
safety. Adventure challenge encourages the students to solve problems collaboratively
involving physical and critical thinking skills. PE exposes students to three elements of
athletics: jumping, throwing and running. It develops the different techniques for the
individual events while striving to improve student performance.
Movement to music is concerned with learning to move the body in a variety of ways
in response to music, sounds or situations. It also involves awareness of the position
of the body and how the body can be used to convey a feeling or emotion. Games
sequentially develop the students’ competence, confidence, success and enjoyment
of the advanced skills and concepts associated with games and sports. Gymnastics
exposes the students to a variety of skills: on the floor, using small equipment and
various apparatus. Health-related activities develops an awareness of the importance
of physical activity and maintaining a healthy lifestyle. Dance classes will be in the PE
rotation and will take place in the Stamford dance studio. Students will be taught by a
full-time, qualified dance instructor.