Conceptualize and sequence a unified piece of drama/theatre by engaging in guided drama experiences that use developmentally appropriate literature and propose choices that could enrich and help unify dramatic play or a guided drama experience.

3.DT.CR.1.2

Depth 2

Imagine and collaborate with peers to conceptualize production elements for a unified drama/theatre concept; use non-representational materials to create props, puppets, etc., and describe, illustrate, and/or physically arrange playing spaces.

3.DT.CR.1.3

Depth 2

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

3.DT.CR.2.1

Depth 2

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

3.DT.CR.2.2

Depth 2

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

3.DT.CR.3.1

Depth 2

Prepare a unified drama/theatre work for presentation that conveys meaning by using basic theatre vocabulary and demonstrating skills of drama/theatre, which are also "skills of the mind": imagination, focus, concentration.

3.DT.CR.3.2

Depth 2

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

3.DT.CR.3.3

Depth 2

Integrate design elements that create an emotional impact or convey meaning by creating puppets, masks, and costume pieces to help define characters and selecting or creating materials to be used for scenery, props, costumes, and sound effects that support the story and add to its emotional impact and meaning.

3.DT.PR.1.1

Depth 2

Demonstrate that there are multiple choices for aspects of drama/theatre work (movement, voice, set, etc.) and select supportable choices for setting, character, and production elements.

3.DT.PR.2.1

Depth 2

Develop expertise by assuming roles in a variety of dramatic forms (e.g.: dramatic play, guided drama, pantomime, tableau, puppetry, story enactment, reader's theatre, musical theatre, developing and voicing characters using animation, etc.).

3.DT.PR.2.2

Depth 2

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

3.DT.PR.3.1

Depth 2

Present a non-exhibitional drama/theatre work with a defined purpose or intent and cooperate with peers to explore the main idea/theme through setting, costume and other design elements.

3.DT.RE.1.1

Depth 2

Demonstrate audience skills of observing attentively, responding appropriately, understanding why artistic choices are made, and sharing personal responses in classroom dramatizations and developmentally appropriate live or recorded theatrical performances viewed.

3.DT.RE.2.1

Depth 2

Use personal experience and background knowledge to create or interpret a drama/theatre work by exploring, expressing, explaining, and summarizing personal preferences about the content of dramatic play, guided drama, and/or developmentally appropriate theatrical performances viewed.

3.DT.RE.2.2

Depth 2

Identify the similarities and differences shared about what was enacted, seen, heard, and felt in dramatic play, guided drama, and/or in developmentally appropriate theatrical performances viewed.

3.DT.RE.2.3

Depth 2

Identify personal aesthetics to create and interpret a drama/theatre work by describing, asking questions, and writing about what is seen, heard, and felt in dramatic play, guided drama, and/or in developmentally appropriate live or recorded theatrical performances viewed.

3.DT.RE.3.1

Depth 2

Decide as a classroom community what makes a successful performance by developing and applying criteria to evaluate a drama/theatre work; explore the creation of a rubric.

3.DT.RE.3.2

Depth 2

Investigate how technical/production elements (e.g., costumes, props, sets, sound effects, etc.) may support a theme or idea in a drama/theatre work.

3.DT.RE.3.3

Depth 2

Identify, discuss, and demonstrate appropriate audience or performer etiquette and by give/receive constructive feedback for a variety of live or recorded drama/theatre experiences.

3.DT.CN.1.1

Depth 2

Use personal experiences and knowledge to make connections to community by reading, listening to, and performing stories from a variety of cultures through dramatic play or guided drama experiences, and/or in developmentally appropriate theatrical performances viewed.

3.DT.CN.2.1

Depth 2

Identify and explain connections between drama/theatre works and personal, societal, cultural, and historical context.

3.DT.CN.2.2

Depth 2

Identify and explain connections between the history and culture of others to Oklahoma history and culture, including the stories and storytelling contributions of the thirty nine present day tribes that call Oklahoma home.

3.DT.CN.3.1

Depth 2

Adapt grade-appropriate stories, texts, pictures, and real people or fictional characters as sources for guided drama, devised drama, and theatrical works.

3.DT.CN.3.2

Depth 2

Research and select visual elements and compare choices with others through dramatic play or guided drama experiences.

Framework metadata

Source document: Oklahoma Academic Standards
License: CC BY 4.0 US