Analyze potential solutions to 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.1.7.3

Student Learning Expectation

Depth 3

Analyze how a character's background affects movement, speech, and inner thoughts in a drama/theatre work

CR.2.7.1

Student Learning Expectation

Depth 3

Write scenes or one-act plays based on familiar stories that include monologue and/or dialogue and action

CR.2.7.2

Student Learning Expectation

Depth 3

Demonstrate mutual respect for self and others in their defined theatre roles in preparing or devising drama/theatre work

CR.3.7.1

Student Learning Expectation

Depth 3

Refine an ensemble performance through peer evaluation and self-evaluation

CR.3.7.2

Student Learning Expectation

Depth 3

Develop effective character traits in a scripted or improvised drama/theatre work

CR.3.7.3

Student Learning Expectation

Depth 3

Apply solutions to design and technical problems that arise during the rehearsal process for a drama/theatre work through collaboration with peers and by using available technology

P.4.7.1

Student Learning Expectation

Depth 3

Consider various staging choices (e.g., blocking, movement, non-representational materials) to enhance a drama/theatre work

P.4.7.2

Student Learning Expectation

Depth 3

Use physical and vocal choices to show a character's motivation, objectives, and emotions in a drama/theatre work

P.5.7.1

Student Learning Expectation

Depth 3

Apply various techniques and exercises to increase acting skills in rehearsal or performance

P.5.7.2

Student Learning Expectation

Depth 3

Apply technical elements in a formal or informal drama/theatre work, using appropriate vocabulary

P.6.7.1

Student Learning Expectation

Depth 3

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

R.7.7.1

Student Learning Expectation

Depth 3

Use given criteria to evaluate the artistic and/or technical choices in an individual or ensemble performance of a drama/theatre work

R.8.7.1

Student Learning Expectation

Depth 3

Identify how artistic choices are made based on personal experience when participating in a drama/theatre work

R.8.7.2

Student Learning Expectation

Depth 3

Describe how cultural perspectives can influence the interpretation of a drama/theatre work

R.8.7.3

Student Learning Expectation

Depth 3

Recognize how the use of personal aesthetics, preferences, and beliefs are used to discuss a drama/theatre work

R.9.7.1

Student Learning Expectation

Depth 3

Develop a plan to evaluate a drama/theatre work, using evidence to support given criteria

R.9.7.2

Student Learning Expectation

Depth 3

Develop a plan to evaluate the technical elements of a drama/theatre work, using given criteria

R.9.7.3

Student Learning Expectation

Depth 3

Examine the relationship between the purpose of a work and a specific audience

CN.10.7.1

Student Learning Expectation

Depth 3

Examine the impact of cultural perspectives, global perspectives, community beliefs, and personal beliefs on a drama/theatre work

CN.11.7.1

Student Learning Expectation

Depth 3

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

CN.11.7.2

Student Learning Expectation

Depth 3

Investigate historical context and/or cultural influences on the work of a playwright

CN.11.7.3

Student Learning Expectation

Depth 3

Investigate important time periods in the history of theatre

Framework metadata

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