New Colorado P-12 Academic Standards

Current Display Filter: Drama and Theatre Arts - All - by Specific Prepared Graduate Competency - (Remove PGC Filter)

Content Area: Drama and Theatre Arts
Grade Level Expectations: High School - Extended Pathway
Standard: 1. Create

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Character development in improvised and scripted works

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Master fundamental vocal techniques, and demonstrate knowledge of dialects and accents, International Phonetic Alphabet, increased range and control, intonation, and connotation (DOK 1-4)
  2. Master fundamental movement techniques, and show increased poise and flexibility (DOK 1-2)
  3. Demonstrate fundamental motivation knowledge, and employ several strategies to discover what the character wants (DOK 2-3)
  4. Demonstrate several ways to overcome the character's obstacle (DOK 2-3)
  5. Identify and employ numerous tactics to get what the character wants (DOK 1-3)
  6. Connect internal and external work to fully realize the character (DOK 2-4)

Inquiry Questions:

  1. What choices must you make to create a character unlike yourself?
  2. How can the use of character development techniques, both internal and external, result in well-rounded characters?
  3. How does creating a believable character affect the final product and inform the playwright's intent?
  4. How can one incorporate dance, music, and visual arts in creating a character?

Relevance & Application:

  1. Taking risks and making interesting choices enhances character development.
  2. Using technology and the Internet in cinema facilitates exploring characters and making alternative choices.
  3. Creating believable characters such as literary and political figures enhances real-world connections to literary and historical figures and diverse cultures.
  4. Character development skills lead to learning about empathy and playing the objective, both of which are important in the mastery of acting.

Nature Of:

  1. The process of creating a character is the foundation of human development and interaction.

Content Area: Drama and Theatre Arts
Grade Level Expectations: High School - Fundamental Pathway
Standard: 1. Create

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Creative process in character development and script improvisation

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Apply these vocal techniques: Breath control, diction, projection, inflection, rhythm, and pace (DOK 1-2)
  2. Employ these movement techniques: body alignment, control of isolated body parts, and rhythms (DOK 1-2)
  3. Demonstrate knowledge of motivation (what the character wants) through the recall of emotional experience, blocking, and observations of the external world (DOK 2-3)
  4. Recognize and work against the obstacle - what's in the character's way (DOK 1-3)
  5. Identify and employ several tactics to get what the character wants (DOK 1-3)
  6. Connect feelings to thought process when creating a character (DOK 1-3)

Inquiry Questions:

  1. How does analyzing character help to understand human behavior?
  2. How does creating characters enhance real-world connections to literary and historical characters and diverse cultures?
  3. How can using current technologies such as social networking, Internet research, and media support and assist with creating a character?

Relevance & Application:

  1. Analyzing character helps to understand human behavior (e.g., pedagogical growth, and mental health issues).
  2. Creating characters enhances real-world connections to literary and historical characters, and diverse cultures.
  3. Using current technologies, such as social networking, Internet research, and media can support assist with creating a character.
  4. Creating a character can assist in developing one's personal voice.
  5. Identification with a character connects one's empathy to themselves and others as human beings who live and work together.

Nature Of:

  1. The process of creating a character is the foundation of human development and interaction.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Eighth Grade
Standard: 1. Create

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Creating and sustaining a believable character

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop and use previously acquired movement and vocal techniques in relation to roles or characters, and make choices about them in order to develop roles or characters with commitment (DOK 1-3)
  2. Develop and use previously acquired vocal and physical techniques appropriate to conveying a variety of roles or characters (DOK 1-3)
  3. Generate, formulate, and apply character ideas to improvisation or scripted material (DOK 1-3)
  4. Discover a character's internal factors - such as objectives, motivations, status, background, experiences, independent activities, emotional responses, and personality - and translate these into voice, language, and movement that are unique to a role or character (DOK 2-4)
  5. Use the recall of sensory and personal experiences and the observation of the external world to motivate character behavior (DOK 1-4)
  6. Use improvisation techniques to explore the dramatic structures of scripts (DOK 2-3)

Inquiry Questions:

  1. How many "characters" do you play in one day?
  2. What makes a character believable?
  3. Why is it important for scripts to contain diverse characters?

Relevance & Application:

  1. Creating a character and observing the characterization process validates the respect for exceptional performers, writers, artists, and public personalities.
  2. Analyzing characters and roles and performing them using the voice, body, and ingenuity deepens one's understanding of oneself, one's peers, and the adult community.
  3. Performing with increased knowledge and awareness of characterization technique leads to more awareness of the need for technical control of the physical environment. For example, a character with a disability or a character portraying a specific historical figure requires a precise, controlled plan for the set design to ensure the character is placed within an appropriate environment; otherwise the character is less believable.

Nature Of:

  1. Creating and maintaining a character requires self direction, confidence, and concentration.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Seventh Grade
Standard: 1. Create

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Characterization in a scripted or improvised scene

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop and use language appropriate to a role or character (DOK 1-2)
  2. Develop and use fundamental vocal and physical techniques appropriate to conveying a role or character (DOK 1-2)
  3. Play with a variety of roles, characters and relationships through improvised techniques in fictional situations and scripted text (DOK 1-3)

Inquiry Questions:

  1. What makes an actor's performance of a character intriguing?
  2. Do inanimate objects have "character?"
  3. What are the differences or similarities in a role versus a character? Or are they one in the same?

Relevance & Application:

  1. Performing in rehearsal situations as a productive and responsible member of an acting ensemble demonstrates personal responsibility and commitment to a collaborative process.
  2. Performing, observing, and listening in the rehearsal process increases one's awareness of personalities in the community and confidence in social situations.
  3. Performing a character and observing the characterization process increases language skills in all other disciplines such as politics, social sciences, and retail and service industries.
  4. Using the performance space to express one's social imagination creates confidence in the technical aspects of performance.

Nature Of:

  1. Developing a character requires critical thinking, creativity, and problem-solving skills.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Sixth Grade
Standard: 1. Create

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Characterization throughout a scripted or improvised scene

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Experiment with basic movement and vocal techniques in relation to roles or characters, and make choices about them in order to develop roles or characters with commitment (DOK 2)
  2. Create roles or characters of their own imagining through improvisation (DOK 2-3)
  3. Recognize character traits and choices in a scripted text (DOK 1)

Inquiry Questions:

  1. How is it possible for one person or actor to play many different characters?
  2. What "roles" do you play in your own life?
  3. How realistic should a characterization be delivered?
  4. Why would actors find it necessary to create new characters or portrayals that differ from a script?

Relevance & Application:

  1. Making choices in vocal and physical characteristics helps the student discover more about themselves in relation to their community.
  2. Exercising the imagination opens abilities in other studies such as computer science, writing, scientific invention, and green energy technology.
  3. Performing for peers strengthens the sense of self.
  4. Performing increases the awareness of the physical performance space and its technical capabilities.

Nature Of:

  1. Exploring character allows for a better understanding of human nature.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Third Grade
Standard: 1. Create

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Create characters

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use a variety of vocal tones and breath control to create a character's feelings and mood (DOK 1-2)
  2. Create a variety of human or animal characters through developmentally appropriate physical actions (DOK 1-2)

Inquiry Questions:

  1. How does your voice change when your feelings change?
  2. How does your breath change as your emotions change?
  3. What parts of your body are used to portray an animal?
  4. What parts of your body change to portray different people?

Relevance & Application:

  1. Vocal variation is studied by a variety of mass media to create believable characters.
  2. Technology can assist in electronically altering vocal tone quality to produce nontraditional tonal qualities.
  3. Advertisers use vocal quality to focus an audience on their products.
  4. Understanding character movement gives insight in to what a character is feeling or who the character is.

Nature Of:

  1. Emotions are the seeds of character creation.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Second Grade
Standard: 1. Create

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Use voice and movement in character development

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate basic vocal quality such as tone and pace to convey a message (DOK 1-2)
  2. Use developmentally appropriate movement to create a character (DOK 1-2)

Inquiry Questions:

  1. How does a performer's vocal quality convey a message about the character?
  2. How does a performer's movement convey a message about a character?
  3. What comparisons can be made between theatrical vocal quality and musical vocal quality?

Relevance & Application:

  1. Advertisers use vocal quality to focus an audience on their products.
  2. Movement of characters gives insight in to a character's feeling and identity.
  3. Technology can assist in electronically altering vocal tone quality to create human and nonhuman characters.
  4. Drama and theatre require many vocal transitions to convey a message, much like vocals in music.

Nature Of:

  1. Decisions about vocal quality and movement are paramount to character development.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Kindergarten
Standard: 1. Create

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Demonstrate characters through dramatic play

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Imitate or create people, creatures, or things based on observation using body and facial expression (DOK 1)
  2. Use body and movement to create environments (DOK 1-2)
  3. Create dramatizations or scenes that highlight cultural events (DOK 1-2)

Inquiry Questions:

  1. How does observing people help you create characters?
  2. How do people in other cultures move differently?
  3. How do people alter environments?

Relevance & Application:

  1. Character creation is used in video game simulations.
  2. Many societies around the globe recognize dramatic play as a key component in the human developmental process.

Nature Of:

  1. Using dramatic play as the catalyst for character creation allows for the developmentally appropriate acquisition of drama and theatre skills.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Preschool
Standard: 1. Create

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Demonstrate emotions and feelings in dramatic play

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify how people show emotions and feelings (DOK 1)
  2. Use facial expressions and movement to demonstrate emotions and feelings (DOK 1)

Inquiry Questions:

  1. Why do people show emotion?
  2. Why is it important to understand other people's emotions?
  3. When do people show emotion?

Relevance & Application:

  1. Advertisers study emotion to trigger a response in their advertising.
  2. It is easier to communicate with other people when you understand their emotions.
  3. Dramatic play connects with emotions and feelings portrayed in other arts disciplines such as visual arts and music.

Nature Of:

  1. Emotions are the seeds of play and character creation.