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The Drama Department The Drama
studio specializes in magic. It is where Something is created from
Nothing. Nothing but dreams, ideas, love, and thousands of years
of ritual.
The magicians, the actors, will make you laugh, and cry, and shake
with anger as they hone their craft. Their tools are the spoken
word, their bodies, and whatever their hearts house. They weave
the tales that matter. The skills to acquire on the Drama agenda
are rich and plentiful: classical and contemporary theatre, mask,
clown, mime, stage combat, film acting, collectives, Greek tragedy,
absurdism, children’s theatre, comedy, monologues and full-scale
musicals, to name a few. Surely you’ve heard the rumours about
the gorillas that burst into the Math and English classes, dragging
their knuckles and picking their nits. That was a first year acting
class discovering the power of commitment. Actors know how to have
fun.
The talented and dedicated students and teachers rehearse until
the wee hours of the morning, because the job at hand is exceedingly
important. The job is to communicate, on a very human level, and
it is a job that is becoming more and more important in this vortex
of technology. Tell me the story about the power-thirsty Macbeth,
or the lost Vladimir, or the raging Medea and remind me that it
is feeling that unites us all, and always has, and that that is
our gift.
By early evening, on performance night in the Drama studio, an entire
universe unfolds. Stories of passionate lovers in their final kiss,
broken families, feuds, crimes, and moments of bliss and understanding…
By midnight, with the audience gone home and the risers struck,
the dust settles on the studio carpet and the walls glisten with
the residue of laughter and tears…the evening recorded only
on the hearts of the audience.
Such is the world of the Drama studio.
Poof.
Magic.
Stephanie Moore
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The Dance Department
Dance at CHS is one of a kind. It offers a wide range of physical
and mental exercises. It forces dancers to make mind and body move
together to create magnificent pieces of art. The ballet portion
of the program is a combination of all the different academic ballet
styles. It has an open and free feeling, while it still maintains
a somewhat strict environment. The Modern portion of the Dance programme
offers dancers a look at the history and evolution of movements.
It gives dancers a greater appreciation of the founders of modern
dance, such as Martha Graham.
Our Dance programme was originally founded by Mme Gosselin and
Mme Demers, although this program is currently held together by
Mme. St Louis and Mme. Gosselin. These women teach at all grade
levels and at all dance levels. They help students to discover the
true feeling of the step and give them freedom to grow. Also, one
can't forget about Mr. Bellefleur, ( Belleflower) who often teaches
the single credit course, and shares his passion for the art freely.
Mme. Bellehumour is a supply teacher and choreographer for the students
at all levels. Dance students, on top of their exam work, work towards
an end of the year show which is put together by the OAC students
and danced by grades 10,11, and 12. This is what all Dance students
look forward to in their graduating year.
" If you wake up every morning and all you can think about
doing is dancing.....then dance!"
-Karen Kane
Trisha Allison |
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The Vocal Music Department
I was lucky enough to be able to attend Canterbury and be in the
Vocal Music program. I was in the second year of the whole Arts
program’s inception. We were among the first to experience
the ideas, and be witness to, the enthusiasm of our teachers who
were all young and keen to teach us. I was a member of Arts Canterbury
from 1984 until I graduated from the program in 1988. It truly was
an exceptional and character-building time. In the Vocal Music program
we worked with many different genres of music, including classical,
folk, pop, opera, and my personal love, musical theatre. We were
encouraged to try new things and work on aspects of our voices that
we had previously thought were beyond our skills and ability. It
was more than a lesson in musical knowledge; it was a life lesson
in challenging yourself and testing your limits.
During my years in the vocal program we sang everywhere and anywhere.
We did concerts at school, on the CBC, at the National Art Gallery,
in malls, in musical festivals and even traveled to Germany (a trip
repeated for other groups of music students a few years later).
We collaborated with other arts students on many different projects.
While I was in the program and for many years after graduation,
I took part in many different programs, classes and courses in the
arts. My time at Canterbury is still the most positive learning
experience and environment I have ever been a part of. The training
and life skills I learned there are the ones I still most often
use today.
Shannon Doern
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The Literary Arts Department
I was a student in the Literary Arts program at Canterbury from
1993-1997, and as predictable as this might sound, I can hardly
begin to express the positive impact it’s had on my life.
Canterbury is definitely not your average high school.
By the time I was 18, I had been published in two major Canadian
literary magazines. At 19, I had an article in Chatelaine, and was
hired by IBM to do contract writing. At 20, I began publishing in
the Toronto Star, and at 21, I’m attending a post graduate
program in book and magazine publishing, running an e-zine for teen
girls, and am a contributing author for a book to be published by
Harper Collins. Not only did the Literary program teach me to write
publishable material, it also taught me to edit and to act as a
writing coach myself.
I really believe that anybody who makes the claim that ‘writing
can’t be taught’ should be introduced to Michael Fitzpatrick
and Jane Moore, the founders, teachers, and energy behind the Literary
Arts program. From the initial advice of ‘show don’t
tell,’ to the hard -learned truth that nobody ever writes
a perfect first draft (it doesn’t matter if you’re a
high school kid, or if you’re Alice Munro herself), there
is not a single thing I know about writing that I didn’t learn
from them. They showed a genuine concern for our development as
writers, as well as for our general well-being. In many senses,
Michael and Jane act as personal editors for every student who passes
through the program. They are part teachers, part critics, part
cheerleaders, and part hand holders in the creative process.
Aside from its expert teachers, what makes Canterbury most valuable
as a place for young artists is the school environment itself. Having
drama, music, visual arts, writing and dance students all under
the same roof allows for some unique opportunities for interaction
between the arts. My graduating class was able to do song-writing
with the music students, and see some of our scripts produced by
the drama department, for example. In this way, we didn’t
only learn from our teachers, but also from each other.
But perhaps even more importantly, the Canterbury I remember was
a place where artistic students felt that they belonged. It was
a place where creative thinking was fostered and celebrated; where
you were more, or at least just as likely to gain your peers’
approval by writing a really good sonnet, or doing an excellent
scene study, as you were by being a star player on the basketball
team. It was a place where people respected you for who you were
and for what you did... not for the labels on your clothes or for
who your friends were - and sadly, from what I've been told, there's
nothing quite so rare in the average high school.
Anna Humphrey
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