Drama/Theatre: Pre-Kindergarten

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.

Tell stories, and/or imagine variations of existing stories, utilizing a variety of literature. 

Imagine technical elements for a unified drama/theatre concept by using simple everyday objects to create costumes, props, and puppets. 

Develop characters authentic to drama/theatre work by using the body and voice to create vivid characters appropriate to the story. 

Sequence plot events in dramatic play or guided drama experience.

Demonstrate collaborative skills and interdisciplinary skills by engaging in unstructured free play and playing appropriately with others. 

Prepare a unified drama/theatre work for presentation by demonstrating imagination, focus, and concentration.

Use the body to create a vivid character with energy and movement and use the voice to create a vivid character with volume, pitch, and tone. 

Integrate technical elements to create an emotional impact or convey meaning by imaginatively transforming common objects (e.g., fabric, blocks, kitchen utensils, etc.) into scenery and props supporting the story. 

Explore choices for movement and speaking voice and select the most supportable choice for the moment through identification of essential events.

Assume roles in a variety of dramatic forms (e.g., dramatic play, guided drama, pantomime, tableau, puppetry, story enactment, etc.) and observe, listen, and respond to the work of others. 

Make choices for multiple aspects of drama/ theatre work (including technical elements of playing space). 

Perform a non-exhibitional drama/theatre work (dramatic play and guided drama) with characters that are part of recognizable and shared human experiences (e.g., family, workers, community helpers, etc.). 

Identify choices in a drama/theatre work to understand personal reactions as a participant in a drama/theatre event (e.g., play plans, dramatic play, guided drama, and/or in developmentally appropriate theatrical performances) through discussion or drawing.

Discuss feelings about and reactions to what was enacted, seen, heard, and felt in dramatic play, guided drama, and/or in developmentally appropriate theatrical performances viewed. 

Identify favorite or least favorite parts of a drama/theatre experience (dramatic play, guided drama, and/or developmentally appropriate theatrical performances viewed). 

Describe and recognize technical elements (e.g., costumes, props, sets, sound effects, etc.). 

Practice audience etiquette and appropriate audience behavior for a variety of drama/theatre experiences.

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

Recog nize the reciprocal influence that drama/theatre works have on personal and societal contexts, such as family, workers, and community helpers.

With prompting and support, explore the stories of Oklahoma American Indian Tribes. 

Identify pictures, grade-appropriate stories, and real people or fictional characters as sources for dramatic play or guided drama.