Identify design and technical challenges (e.g., lighting/sound design, prop/set placement, space limitations, staging, non-representational materials) presented by a drama/theatre work through collaboration with peers

CR.1.6.3

Student Learning Expectation

Depth 3

Explore multiple characters' movement, speech, and inner thoughts in a drama/theatre work

CR.2.6.1

Student Learning Expectation

Depth 3

Write a dramatized version of a familiar story, personal experience, or a historical or cultural event using dialogue

CR.2.6.2

Student Learning Expectation

Depth 3

Collaborate with peers by contributing ideas, as well as accepting and incorporating ideas of others, in defined theatre roles, in preparing or devising drama/theatre work

CR.3.6.1

Student Learning Expectation

Depth 3

Demonstrate focus and concentration in rehearsal for an ensemble drama/theatre work

CR.3.6.2

Student Learning Expectation

Depth 3

Identify effective physical, vocal, and emotional traits of characters in a scripted or improvised drama/theatre work

CR.3.6.3

Student Learning Expectation

Depth 3

Refine a planned technical design (e.g., costume design, makeup design, scene design) for a scripted drama/theatre work

P.4.6.1

Student Learning Expectation

Depth 3

Identify the key events that advance the story in a drama/theatre work

P.4.6.2

Student Learning Expectation

Depth 3

Use physical and vocal choices to show motivation and emotions behind the individual character's actions

P.5.6.1

Student Learning Expectation

Depth 3

Participate in a variety of acting exercises that can be applied to rehearsal or performance

P.5.6.2

Student Learning Expectation

Depth 3

Identify appropriate vocabulary to describe various types of stage spaces<ul><li>apron</li><li>arena</li><li>back stage</li><li>black box</li><li>grand drape</li><li>house</li><li>on/off stage</li><li>proscenium</li><li>thrust</li><li>wings</li></ul>

P.6.6.1

Student Learning Expectation

Depth 3

Perform a drama/theatre work (e.g., monologue, one-act play, reader's theatre, scene) informally or formally for an audience

R.7.6.1

Student Learning Expectation

Depth 3

Compare personal reactions to a drama/theatre work (e.g., live/recorded performance, formal/informal performance) to the reactions of others

R.8.6.1

Student Learning Expectation

Depth 3

Describe a response based on a personal experience when participating in or observing a drama/theatre work

R.8.6.2

Student Learning Expectation

Depth 3

Identify cultural perspectives that may influence the interpretation of a drama/theatre work

R.8.6.3

Student Learning Expectation

Depth 3

Identify personal aesthetics, preferences, and beliefs when participating in or observing a drama/theatre work

R.9.6.1

Student Learning Expectation

Depth 3

Evaluate a drama/theatre work as an audience member based on simple, given criteria

R.9.6.2

Student Learning Expectation

Depth 3

Evaluate the technical elements in a drama/theatre work based on simple, given criteria

R.9.6.3

Student Learning Expectation

Depth 3

Identify a specific audience or purpose for a drama/theatre work

CN.10.6.1

Student Learning Expectation

Depth 3

Recognize various cultural perspectives, community beliefs, and personal beliefs (e.g., adaptation of classroom literature, live/recorded performance, monologue script, scene) in a drama/theatre work

CN.11.6.1

Student Learning Expectation

Depth 3

Investigate universal themes (e.g., good, evil, love, pride, prejudice, joy, sorrow) from a particular cultural, global, or historical perspective in a drama/theatre work

CN.11.6.2

Student Learning Expectation

Depth 3

Compare cross-cultural or historical approaches to storytelling (e.g., fables, legends, oral history, myths, playwriting) in a drama/theatre work

CN.11.6.3

Student Learning Expectation

Depth 3

Identify historical sources that explain theatre terminology and conventions

Framework metadata

Source document: Theatre K-8 Curriculum Framework (2014)
License: CC BY 3.0 US
Normalized subject: The Arts