Theatre: Grade 5

CREATING

PERFORMING

RESPONDING

CONNECTING

Envision, Conceptualize

Develop

Rehearse

Select

Prepare

Present

Reflect

Interpret

Evaluate

Empathize

Interrelate

Research

Identify physical qualities that might reveal a character’s inner traits in the imagined world of a drama/theatre work. 

Propose design ideas that support the story and given circumstances in a drama/theatre work.

Explore how a character’s inner thoughts impact the story and given circumstances in a drama/ theatre work.

Devise original ideas for a drama/theatre work that reflect collective inquiry about characters and their given circumstances.

Participate in defined responsibilities required to present a drama/theatre work informally to an audience. Example: Assume roles like actor, director, playwright and stage manager.

Revise and improve an improvised or scripted drama/theatre work through repetition and self-review.

 Use physical and vocal exploration for character development in an improvised or scripted drama/theatre work.

Create innovative solutions to design and technical problems that arise in rehearsal for a drama/theatre work.

Describe the underlying thoughts and emotions that create dialogue and action in a drama/theatre work. 

Use physical choices to create meaning in a drama/theatre work.

Choose acting exercises that can be applied to a drama/theatre work.

Demonstrate the use of technical elements in a drama/theatre work.

Present drama/theatre work informally to an audience.

Explain personal reactions to artistic choices made in a drama/theatre work through participation and observation.

Justify responses based on personal experiences when participating in or observing a drama/theatre work.

Explain personal responses to characters based on cultural perspectives when participating in or observing drama/theatre work.

Investigate the effects of emotions on posture, gesture, breathing, and vocal intonation in a drama/theatre work.

Implement a plan to evaluate drama/theatre work. Example: Use rubrics to rate or score performances.

Assess how technical elements represent the theme of a drama/theatre work.

Discuss how a character’s circumstances impact an audience’s perspective in a drama/theatre work.

Explain how drama/theatre connects oneself to a community or culture. Example: Discuss how a play about the coal mines of Walker County performed by Walker County students might help connect them to local history. 

Investigate historical, global, and social issues expressed in drama/theatre work. Example: Read articles from a specific time period, then use articles to write and perform a “living newspaper” scenario.

Analyze commonalities and differences between stories set in different cultures in preparation for a drama/theatre work.

Identify historical sources that explain drama/theatre terminology and conventions.