Drama/Theatre: Second 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 and sequence a unified piece of drama/theatre by imagining variations of classroom literature or creating new, independent stories.

Imagine and collaborate with peers to conceptualize technical elements for a unified drama/theatre concept by using non-representational materials to create props, puppets, etc., and describing, illustrating, and/or physically arranging playing spaces.

Develop characters authentic to the drama/theatre work by demonstrating voice, body language, gestures, movements, and using clear speaking, rate, expression, and appropriate vocabulary to impact the development of characters and story.

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

Demonstrate collaborative and interdisciplinary skills by working with peers and accepting the ideas of others to plan setting and/or technical elements for dramatic play or a guided drama experience.

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, and justify character choices.

Integrate technical elements to create an emotional impact or convey meaning by creating puppets, masks, props, scenery, and sound effects to support the story.

Demonstrate multiple choices for an aspect of drama/theatre work (e.g., character, character traits, locomotor/non-locom otor movement, speaking voice, facial expressions, set, props, costumes) and select the most supportable choice for the moment.

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.

Explore the basic technical elements that can be used in a drama/ theatre work to create the most effective emotional impact and to convey meaning.

Present a non-exhibitional drama work with a defined purpose or intent with characters representing various people/cultures; use personal and partner space to convey meaning about characters, relationships, mood, and story.

Demonstrate audience skills of observing attentively, responding appropriately, and sharing personal responses about artistic choices made in classroom dramatizations and developmentally appropriate theatrical performances viewed.

Interact with others to compare and contrast personal feelings about the content of dramatic play, guided drama, and/or developmentally appropriate theatrical performances viewed.

Develop and implement a plan for making informed evaluations of a drama/theatre work.

Analyze the appropriateness and effectiveness of the technical elements (e.g., costumes, props, sets, sound effects, etc.) in a drama/ theatre work.

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

Relate character experiences and emotions to personal experiences and emotions through dramatic play or guided drama experiences, and/or in developmentally appropriate theatrical performances viewed.

Explore drama/theatre works, connecting artistic ideas to personal, societal, cultural, or historical context.

Recognize that the stories and storytelling contributions of Oklahoma American Indian Tribes can influence the creation and understanding of drama/theatre works.

Research and identify gradeappropriate stories and texts as sources for guided drama, devised drama, and theatrical works.