Drama/Theatre: First Grade

Creating (CR)

Performing (PR)

Responding (RE)

Connecting (CN)

Generate and conceptualize dramatic ideas and work. 

Organize, develop, and rehearse dramatic ideas and work.

Revise, refine, and complete dramatic work. 

Select, analyze, and interpret dramatic work for presentation.

Develop and refine dramatic techniques and work for presentation.

Convey meaning through the presentation of a dramatic work.

Perceive and analyze dramatic work. 

Interpret intent and meaning in dramatic work.

Apply criteria to evaluate dramatic work.

Synthesize and relate knowledge and personal experiences to drama/theatre. 

Relate dramatic ideas and works with societal, cultural, and historical context to deepen understanding.

Research and relate dramatic ideas/works and societal, cultural, and historical context to deepen understanding.

Conceptualize a unified piece of drama/theatre by imagining variations of classroom literature or creating new, independent stories.

Imagine technical elements for a unified drama/theatre concept by using non-representational materials to create props, puppets, etc., for dramatic play or guided drama experiences and describing, illustrating, and/or physically arranging playing spaces.

Develop characters authentic to the drama/theatre work by expressing and demonstrating voice, body language, gestures, and movements and clear speaking rate and expression for the characters developed.

Create and communicate ideas, sequence events/plot, propose details, and use words and actions to refine characters contributing to a completed story in a guided drama experience.

Demonstrate collaborative and interdisciplinary skills by engaging in unstructured free play and plan setting and/or technical elements for dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Prepare a unified drama/ theatre work for presentation and convey meaning by using basic theatre vocabulary and demonstrating imagination, focus, and concentration.

Use the body to create a vivid character using energy, gestures, shape, body language, and movement and use voice to create a vivid character by manipulating volume, pitch, tone, rate, and clarity.

Integrate technical elements to create an emotional impact or convey meaning in play plans, dramatic play, or guided drama by creating puppets, masks, costume pieces, and sound effects to support the story.

Understand and demonstrate multiple choices for an aspect of drama/ theatre work (e.g., movement, speaking voice, facial expressions) and select the most supportable choice for the moment through identification of essential events.

Assume roles in a variety of dramatic forms, modifying body (energy, body language, etc.) and voice (volume, pitch, etc.) to convey meaning and create an emotional impact.

Identify technical elements that can be used in a guided drama experience to create the most effective emotional impact and to convey meaning.

Perform a non-exhibitional drama/theatre work (dramatic play and guided drama) with characters that are recognizable and part of shared human experiences; use personal and partner space to convey meaning about characters, relationships, and mood.

Demonstrate audience skills of observing attentively and responding appropriately while viewing the work of classmates in guided drama experiences (e.g., process drama, story drama, creative drama) and/ or developmentally appropriate theatrical performances viewed.

Explore, express, and explain personal preferences about the content of dramatic play, guided drama, and/ or developmentally appropriate theatrical performances viewed.

Develop and apply criteria to evaluate a drama/theatre work by describing and analyzing favorite or least favorite parts of a drama/theatre experience.

Describe and recognize technical elements (e.g., costumes, props, sets, sound effects, etc.) and analyze how those elements helped define a character.

Identify, discuss, and demonstrate appropriate audience or performer etiquette for a variety of drama/theatre experiences.

Identify similarities between stories, personal experiences and classmates’ experiences through dramatic play or guided drama experiences, and/or in developmentally appropriate theatrical performances viewed.

Recognize the reciprocal influence that drama/theatre works have on personal, societal, cultural, and historical context.

Explore the stories and storytelling abilities of Oklahoma American Indian Tribes.

Identify similarities and differences in grade-appropriate stories and texts for guided drama, devised drama, and theatrical works.