Curriculum Coordinator and Learning Strategist

Dr. Karen McCloskey

MA, PhD, QM Quality Matters

ADA3M

Grade 11

University/College Preparation

Drama

Find additional course details below, including delivery format, course availability, course duration, prerequisite, tuition fee, hardware/software requirements, etc.

ADA3M

Grade 11

University/College Preparation

Drama

Find additional course details below, including delivery format, course availability, course duration, prerequisite, tuition fee, hardware/software requirements, etc.

Course Details

Course Code

ADA3M

Course Name

Drama

Grade

Grade 11

Course Type

University/College Preparation

Format

Asynchronous Delivery

Prerequisite

ADA1O or ADA2O (Drama, Grade 9 or 10, Open)

Tuition Fee

$500.00

Course Duration

At Your Own Pace (4 weeks to 12 months)

Credit Value

1.0

Availability

Start Anytime

Course Reviser/Developer

Dr. Karen McCloskey

Latest Revision Date

August 2025

Curriculum

The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Course Description, Unit Overview, Timeline

This course requires students to create and perform in dramatic presentations. Students will analyse, interpret, and perform dramatic works from various cultures and time periods. Students will research various acting styles and conventions that could be used in their presentations, and analyse the functions of playwrights, directors, actors, designers, technicians, and audiences.

Outlined below is a description of each unit, including what students will learn and the recommended hours for completion.

Unit Title & Description

Time Allocated

Unit 1: Raise the Curtain: Studio Ensemble Lab

Rebuild ensemble with advanced studio practices (Viewpoints, Meisner-inspired repetition, breath/voice tuning, physical conditioning for performance). Establish rehearsal contracts, audience/theatre etiquette, and safe tech habits; refresh core terminology and roles (director, stage manager, designers). Set up hybrid workflows (digital callboard, shared prompt docs) for the term.

16 Hours

Unit 2: Styles & Devising Lab: From Commedia to Kabuki

Explore and adapt global styles and conventions (commedia dell’arte, melodrama, Brechtian devices, Greek chorus, Noh/Kabuki influences). Devise short pieces from diverse texts and community narratives; experiment with time shifts, chorus/aside, hot-seating, and guided imagery. Integrate sound/lighting/media to shape mood and audience engagement, iterating with peer critique.

22 Hours

Unit 3: Page to Stage: Advanced Scene Study

Analyze and perform scenes (classical/contemporary): objectives, tactics, subtext, beats, status, listening and cueing. Rehearse with targeted vocal and movement work; block clearly for story and sightlines; refine character using inside-out/outside-in approaches and Laban effort actions. Layer purposeful tech (props, soundscapes, light states, projections) to serve text and intention.

24 Hours

Unit 4: Production House: Directing, Design & Tech

Rotate through directing, stage management, and design teams. Build a mini prompt book (blocking, cues, schedules); run production meetings; practice safe set/prop/costume workflows; create low-cost design solutions. Plan basic marketing/publicity (one-sheet, teaser), and use new media tools to heighten impact. Execute a class tech and dress to understand the full production cycle.

18 Hours

Unit 5: Drama & Society: Critique, Context & Community

Use the critical analysis process to evaluate aesthetic/technical choices in live/recorded works; connect drama to social, cultural, and historical contexts in Canada and globally. Compare styles (e.g., naturalism vs. epic theatre), examine representation and ethics, and articulate how drama informs personal growth, teamwork, and civic voice. Produce informed written/oral responses.

20 Hours

Final Exam

Culminating Activity: Festival Showcase & Portfolio

Present a polished solo/duo/ensemble piece or an anthology contribution with at least one design/tech element. Submit a digital portfolio (script/scene analysis, director’s notes or design rationale, rehearsal journal excerpts, cue sheet, and critical reflection on process and audience impact).

10 Hours

Total Hours

110 Hours

Teaching and Learning Strategies

Improvisation & Devising Studios: Status, objectives, and stakes; chorus/ritual; guided imagery; adapting sources (Western and non-Western) with cultural care.
Advanced Scene Study & Script Analysis: Given circumstances, beats, subtext, tactics/status shifts; monologue/duologue workshops; inside-out/outside-in approaches; Laban effort actions.
Voice & Movement for the Actor: Breath support, resonance, diction, physical storytelling; safe consent-based staging (age-appropriate intimacy/physicality) and safe, basic combat foundations.
Directing, Stage Management, and Dramaturgy: Concept statements, rehearsal schedules, blocking notation, research packets with citations; facilitating notes; prompt-book building.
Design & Technical Theatre Studios: Mood boards, renderings, soundscapes, lighting looks, prop/costume builds, cueing with software; publicity one-sheet/teaser; basic budgeting.
Presentation Techniques & Audience Engagement: Breaking the fourth wall, forum theatre, direct address; adapting performance for venue/audience; pre/post-show engagement.
Critical Response Circles: Use the critical analysis process to respond to works (live/recorded); aesthetic/technical evaluation; compare styles (naturalism, epic theatre, commedia, Noh/Kabuki).
Contexts & Careers: Theatre histories/traditions; Canadian and global perspectives; ethics and intellectual property (rights/permissions); education and career pathways.

Assessment and Evaluation

Our approach to assessment and evaluation is grounded in the principles outlined in the Ontario Ministry of Education’s Growing Success document.

Key Principles

Fairness, Transparency, Equity: Clear success criteria; varied demonstrations of learning (performance, design, written/visual artifacts).
Support for All Students: Inclusive rehearsal and performance practices for students with special education needs, English language learners, and Indigenous learners.
Curriculum Alignment: All assessments anchor to A–C Drama strands and roles across theatre (performer, designer/technician, director, dramaturg).
Clear Communication: Criteria shared up front and revisited at scene pitches, design checkpoints, and rehearsal notes.
Ongoing & Varied: Observation, conversation, and product (e.g., in-role work, scene runs, design/tech labs, cue sheets, notes).
Descriptive Feedback: Timely, specific, strengths/next steps tied to the creative/critical analysis processes.
Student Self-Assessment: Rehearsal journals, director’s notes, design reflections, peer feedback logs, and post-show talkbacks.

Categories of Assessment

Category	Weight	Description (Drama-Specific)
Knowledge & Understanding	25%	Demonstrates knowledge of drama forms, elements, conventions, and terminology; understands historical/cultural contexts and safe, ethical practices including intellectual property and performance rights.
Thinking	25%	Uses the creative and critical analysis processes to research, generate, plan, problem-solve, and refine performance/directing/design choices; synthesizes sources to inform concept.
Communication	25%	Communicates character, story, style, and ideas through voice/body/space and production elements; uses appropriate conventions and documentation (scripts, prompt books, cue lists, plots, research packets).
Application	25%	Applies skills/concepts in rehearsal/performance/design; transfers strategies to new scenes/styles/media; follows theatre etiquette, safety, and consent protocols consistently.

Accommodations and IEP for Students

At Royal Ontario Academy, we believe that all OSSD students can benefit from a more accommodating online learning experience Accommodations allow for increased access to the course, without any changes to the knowledge and skills the student is expected to demonstrate.

An Individual Education Plan (IEP)is a personalized document that outlines a student’s learning needs, as well as the accommodations or services they require to succeed in their courses. At Royal Ontario Academy, our flexible online learning environment already addresses many common accommodation needs, but if a student requires additional support, our Principal is ready to help you!

– Students with Existing IEP: If a student has an existing IEP from another elementary or secondary school, Royal Ontario Academy can implement the listed accommodations, provided they are applicable within our online learning environment. To do so, a copy of the student’s IEP must be submitted to our Principal for review.

– Students Without IEP: If a student requires accommodations but does not currently have an IEP, our Principal will work with the student to assess their learning needs and develop a path forward. In this case, students will need to submit supporting documentation to help determine the appropriate accommodations.

– English Language Learners:– English Language Learners: Students who enroll at Royal Ontario Academy can provide information about their English language proficiency during the registration process. This information helps our teachers and Principal to tailor their teaching strategies and implement accommodations that support English language learners effectively.

For students and parents wishing to submit IEP documentation or request accommodations, please contact our Principal at info@royalontarioacademy.com

Resources Required by the Student

General Resources Students Should Have Access To

Ontario Arts Curriculum – The Arts (Drama), Grades 11–12: Overall/specific expectations, achievement chart, assessment guidance.
- https://www.edu.gov.on.ca/eng/curriculum/secondary/arts1112curr2010.pdf (Reference for ADA3M; include 9–10 document as needed for review: https://www.edu.gov.on.ca/eng/curriculum/secondary/arts910curr2010.pdf)
CODE – Council of Ontario Drama and Dance Educators: Strategies, units, assessment tools.
- https://www.code.on.ca/
Playwrights Guild of Canada / Canadian Play Outlet: Canadian scripts, rights info, education resources.
- https://playwrightsguild.ca/
- https://www.canadianplayoutlet.com/
Stratford Festival Learning (Education Portal): Study guides, clips, workshops.
- https://www.stratfordfestival.ca/learn
Shaw Festival Education: Study guides, workshops, digital learning.
- https://www.shawfest.com/education/
Folger Shakespeare Library – Education: Performance-based lesson plans and monologue resources.
- https://www.folger.edu/education/
National Theatre (UK) – Learning: Rehearsal exercises, design/tech explainers, short masterclasses.
- https://www.nationaltheatre.org.uk/learning
Internet Shakespeare Editions (University of Victoria): Reliable texts/contexts (Canadian).
- https://internetshakespeare.uvic.ca/

Frequently Asked Questions (FAQs)

1. What is ADA3M?
ADA3M is a Grade 11 Drama course at University/College Preparation Course level.

2. What are 3M – (eg: 3M in AWQ3M )
3M for the ADA3M refers to the grade level and the course type. 3 refers to the 11th Grade and the second digit refers to the University/College Preparation course type.

3. What is the prerequisite for ADA3M?
ADA1O or ADA2O (Drama, Grade 9 or 10, Open)

4. How long does it take to complete the ADA3M online course?
The completion of the ADA3M course varies depending on the availability and pace of each student. However, the course can be completed in minimum of 4 weeks to maximum of 12 months.

5. Will my marks be sent directly to OUAC or OCAS?
Yes. We can send your ADA10 online course marks to OUAC (Ontario University’ Application Centre) or OCAS (Ontario College Application Service).

6. How lessons are delivered for the ADA3M?
At Royal Ontario Academy, course learning is asynchronously delivered for the ADA3M in various formats such as videos, question and answers, interactive tools, written notes, simulations, presentations, and external websites/links depending on the subject material of the course.

7. What is the withdrawal policy?
For students registered in Grade 9 and 10 courses, withdrawals can be made at any time and are not recorded on the Ontario Student Transcript (OST).

For students registered in Grade 11 and 12 courses, withdrawals made within 5 days of the issuance of the first (mid-term) report card from Royal Ontario Academy will result in the mark not being recorded on the Ontario Student Transcript (OST). Withdrawals after 5 days of the issuance of the first (mid term) report card will result in a “W” being entered in the “Credit” column of the OST, along with the mark at the time of withdrawal.

8. What is the due date of my course?
Since your course is self-paced, there are no set due dates, allowing you to progress at your own speed. However, please be mindful of any deadlines for university or college applications.

9. Can I earn my OSSD (Ontario secondary school diploma) credits through online courses?
Yes, you can earn your Ontario Secondary School Diploma (OSSD) credits fully online through Royal Ontario Academy. To earn OSSD credits, you will need to complete 30 credits (18 compulsory and 12 optional), pass the Ontario Secondary School Literacy Test, and fulfill 40 hours of community involvement.

Price Detail

$500

/ 1 Course

$800

/ 2 Course

$1050

/ 3 Course

Start your learning journey with us.

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