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:

2. Technical design and application of technical elements

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Analyze, research, and design scenery, lighting, makeup, costumes, stage properties, sound, film, and cinema or electronic media (DOK 3-4)
  2. Employ a publicity campaign for a given production (DOK 2-3)
  3. Describe and demonstrate artistic choices in the use of technology pertaining to technical elements of production (DOK 1-2)
  4. Develop theatrical production concepts through collaboration with directors, designers, and actors (DOK 2-4)
  5. Employ a variety of dramatic forms, performance styles, dramatic techniques, theatrical conventions, and technologies to create dramatic meaning (DOK 2-4)

Inquiry Questions:

  1. Why is the technical design crucial to a theatrical endeavor?
  2. How do the efforts of theatrical managers, technical designers, and artisans affect the final presentation or production?
  3. How does the inclusion of media, cinema, film, and environmental and technical effects enhance the final product?
  4. How can music, visual arts, and dance be utilized in a theatrical performance?

Relevance & Application:

  1. Exploring alternative choices in technology helps to convey a production concept.
  2. Investigating historical progress and diverse cultures informs theatrical decisions.
  3. Understanding the roles of live drama and theatre arts, film, cinema, television, and electronic media help to deconstruct and reinvent the world at large.
  4. Applying knowledge in theatrical technical arts and production staffing leads to viable careers such as stage design, architecture, interior design, construction arts, television, and film production.

Nature Of:

  1. Drama and theatre are multifaceted collaborations that involve numerous levels of production aspects, problem-solving, and critical thinking skills to achieve a vision or concept.

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

Concepts and skills students master:

3. Ideas and creative concepts in improvisation and play building

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create an interdisciplinary project involving drama and theatre, which can be integrated to enhance school wide curriculum (DOK 2-4)
  2. Use correct form and structure independently to write a one-act play that includes full character development, believable dialogue, and logical plot outcomes (DOK 2-4)
  3. Use improvisation to create extended theatrical pieces (DOK 2-3)
  4. Participate in virtual playwriting and virtual society using contemporary Internet technology (DOK 1-4)

Inquiry Questions:

  1. Why is creating an interdisciplinary drama or theatre project significant?
  2. How does improvisation aid in the development of believable dialogue and characters?
  3. How does playwriting form and structure assist in creating a one-act play?
  4. How can a musical instrument enhance a performance?

Relevance & Application:

  1. Creating a play may be enhanced through the use of current social, political, historical, and cultural themes and issues, and philosophies.
  2. Employing improvisational skills clearly informs the playmaking and writing processes.
  3. Developing improvisational skills contributes to spontaneous ingenuity and self direction.
  4. Contributing to a creative work by utilizing various technical resources such as digital, projections, and video/audio techniques enhances the overall production.

Nature Of:

  1. In creating devised works, an inventive, collaborative process is employed.

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:

2. Technical elements of theatre in improvised and scripted works

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate how to run a sound board and light board (DOK 1-2)
  2. Show how to build simple pieces of scenery, and apply several different painting techniques (DOK 1-2)
  3. Apply basic makeup techniques for the stage (DOK 1-2)
  4. Identify appropriate stage properties and costumes for a given production (DOK 1-3)
  5. Create a publicity campaign for a given production (DOK 2-3)
  6. Understand and use technology to enhance activities and dramatizations (DOK 2-4)
  7. Create a project that uses electronic media to present a dramatic form in a new or enhanced way (DOK 2-3)
  8. Practice safety procedures for working with tools, paints, electrical equipment, and scene-shifting equipment (DOK 1-2)

Inquiry Questions:

  1. Why is the technical side of theatre important?
  2. How do the technical aspects of a production support the overall presentation?
  3. How is the creative process influenced by the technical aspects of a production?

Relevance & Application:

  1. Investigating the roles of live theatre, film, cinema, television, and electronic media help to interpret the world at large.
  2. Studying technical arts can lead to careers in many disciplines such as architecture and design, the practice of law, engineering, and broadcast.
  3. Researching the numerous historical and inventive aspects of technical theatre leads to a deeper understanding of the field.
  4. Understanding improvisational technique in theatre gives insight to improvisation in music.

Nature Of:

  1. Drama and theatre are multifaceted collaborations that involve numerous levels of production aspects, problem-solving, and critical thinking skills to achieve a vision or concept.

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

Concepts and skills students master:

3. Expression, imagination, and appreciation in group dynamics

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create scenes and narrative structures to convey a dramatic intention (DOK 1-3)
  2. Develop improvisation skills through games, and make, accept, and extend offers in improvisation (DOK 2-3)
  3. Use improvisation as a form and a key technique to develop play building (DOK 2-4)

Inquiry Questions:

  1. Why is play creation significant?
  2. What does improvisation do for the development of the individual?
  3. How can improvisation assist in play creation?

Relevance & Application:

  1. Using current social, political, historical, and cultural themes, issues, or philosophies improves creative works.
  2. Employing improvisational skills builds on the play making and playwriting processes and develops spontaneous ingenuity in the workplace.
  3. Building on various technical sources augments creative works.

Nature Of:

  1. In creating devised works, an inventive, collaborative process is employed.

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:

2. Participation in improvisation and play building

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create new, original, and unique roles or characters of one's own imagining by experimenting with plot and narrative structures such as realistic and abstract, dialectics such as presenting conflicting or contrasting ideas, and dramatic metaphors (DOK 2-4)
  2. Write a monologue and/or a series of dramatic scenes for an invented, literary, or historical situation or character (DOK 2-4)
  3. Demonstrate previously acquired improvisation skills through the appropriate participation in improvisation games with established rules and improvisation processes (DOK 2-3)
  4. Make, accept, and extend offers in improvisation, and contribute ideas in spontaneous and rehearsed scenes with a focus on the development and resolution of dramatic conflicts (DOK 1-3)
  5. Use and adapt issue-specific themes found in history, culture, dramatic literature, and personal experience to write and create scenes and scripts (DOK 2-4)

Inquiry Questions:

  1. How do performers use personal experiences to enhance a scene or improvisation, but still connect to universal themes?
  2. Why is it fun to see history brought to life?

Relevance & Application:

  1. Using a variety of familiar and unfamiliar stimuli including current or historical, social, cultural, or political themes or philosophies is valuable to play building.
  2. Developing and appreciating spontaneous ingenuity through the improvisation process aids in social adeptness and acceptance.
  3. Exploring the styles and techniques in theatrical conventions for work on a stage fosters an appreciation of theatrical and educational technologies.

Nature Of:

  1. Realizing theatrical ideas fosters confidence and self-reliance.

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

Concepts and skills students master:

3. Construction of technical and design elements

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Conceptualize, hypothesize, and analyze ideas from a scripted or improvised work in to design elements (DOK 2-4)
  2. Make and justify choices on the selection, and use design elements to support scripted and unscripted material (DOK 2-3)
  3. Identify and analyze the application of design elements to scripted and unscripted material (DOK 1-3)

Inquiry Questions:

  1. How do technical elements affect the actors and their performances?
  2. What happens to a production if there is no cohesiveness in the design elements?
  3. How much freedom should directors have in changing or modifying technical aspects written in to a script?

Relevance & Application:

  1. Training in drama and theatre arts technology can be directly applied to vocations outside the educational setting such as corporate training, construction, performance, visual art, music, and sound and lighting design.
  2. Developing the imagination through lighting, construction, sound technologies, fashion, theatre business techniques, and media technologies enhances appreciation for engineers, scientists, and marketing experts.
  3. Developing confidence in technical skills in drama and theatre arts leads to many opportunities to work in theatre productions in high school and higher education institutions.

Nature Of:

  1. Creating, reflecting on, and analyzing one's own work are exercises in initiative, self-awareness, and humility.

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:

2. Contributions in improvisation and play building

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop linear scene and plot structures to communicate dramatic ideas (DOK 1-2)
  2. Devise, explore, and enact a variety of texts (DOK 1-2)
  3. Analyze, interpret, and explore simple or multi-layer scripts or scenes (DOK 1-3)
  4. Select and use appropriate information and communication technologies to devise collaborative dramatic works (DOK 1-3)
  5. Construct and analyze a situation to be improvised (DOK 1-3)
  6. Collaborate as part of an ensemble to problem-solve improvised scene work (DOK 2-3)
  7. Make, accept, and extend offers in improvisation, and contribute ideas in improvised scenes (DOK 2-3)
  8. Link play building scenes in different ways to create cohesive material/work (DOK 2-4)

Inquiry Questions:

  1. How do ensembles accomplish their goal?
  2. How can a story move from place to place and scene to scene through time?

Relevance & Application:

  1. Utilizing movement, storytelling, literature, images, personal stories and experiences, music, creative writing, local community, media, government bodies and institutions, libraries, or the Internet as sources is key to obtaining the material used for play building.
  2. Using improvisation as a form and key technique to devise play building improves spontaneity and builds group participation.
  3. Participating in building a play enhances logical sequencing and problem-solving skills involved in other disciplines such as medical professions, aero space, corporate administration, industrial films, computer programming, and gaming.
  4. Understanding the complexity of devising a play aids in the appreciation of dramatic literature and playwrights.
  5. Participating in and observing the construction of the scene helps to create flexibility and tolerance toward others with all types of skills including performance, management, writing, and technical skills.

Nature Of:

  1. Developing ideas for theatrical situations requires higher level thinking skills, self-reflection and flexibility.

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

Concepts and skills students master:

3. Technical and design elements in improvised and scripted works

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Make and justify choices on the selection and use of design elements to support scripted and unscripted material (DOK 2-3)
  2. Identify and analyze the application of design elements of scripted and unscripted material (DOK 1-3)
  3. Implement the use of appropriate vocabulary to describe the kinds of stage spaces (proscenium, thrust, and arena), stage directions, areas of the stage (upstage, downstage, stage right, and stage left), and basic blocking techniques (DOK 1-2)

Inquiry Questions:

  1. Why does the location of the audience matter when telling a story in theatre?
  2. Why does employing dramatic and theatrical vocabulary become essential when producing dramatic and theatrical works?
  3. What careers are dependent on theatrical production?
  4. How does knowing proper vocabulary enhance the process of creating a theatrical work?

Relevance & Application:

  1. Designing and building for the stage aids in environmental awareness.
  2. Using the imagination to interpret the written word in terms of physical surroundings enhances learning in sciences and mathematics.
  3. Building confidence in hands-on expression and skill builds respect for the personal space and expression of other people.

Nature Of:

  1. Great art requires skills and discipline to turn notions into a quality product.

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:

3. Design and technical elements of theatre in improvised and scripted works

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Discuss, plan, describe, and make the design elements such as set, lights, costumes, props, sounds, makeup, special effects, media, and publicity for an improvised or scripted work (DOK 1-4)
  2. Choose, analyze, and discuss the emotional impact of design elements on an improvised or scripted play (DOK 2-3)
  3. Identify and use appropriate vocabulary to describe the kinds of stage spaces (proscenium, thrust, and arena), stage directions, areas of the stage (upstage, downstage, stage right, and stage left), and basic blocking techniques (DOK 1)

Inquiry Questions:

  1. How does a designer make choices to affect the emotions of the audience?
  2. How do designers collaborate with all members of a theatrical production?

Relevance & Application:

  1. Comprehending and working with theatrical technologies enhances an appreciation of different vocations both in drama and theatre arts, and in society in general.
  2. Providing artistic expression not connected to performing provides hands-on training for everyone and allows the inclusion of those who do not wish to perform.
  3. Understanding different kinds of staging and performance areas can stimulate the imagination and flexibility for adaptive skills.
  4. Recognizing the technical possibilities of a theatrical work can lead to exciting and creative outcomes, and employ skills used in vocations such as architecture, film and television, and graphic design.

Nature Of:

  1. Recognizing the technical possibilities of a theatrical work can lead to exciting and creative outcomes.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Fifth 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. Contribute ideas in improvisation and play building

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify and create a situation to be improvised including major dramatic elements, such as: who, what, where, when, why, conflict, theme and plot (DOK 1-2)
  2. Show improvisation skills through the appropriate participation in improvisation games with established rules (DOK 2-3)
  3. Make and accept offers in improvisation and contribute ideas in improvised scenes (DOK 2-3)
  4. Improvise and play build through group-devised processes (DOK 1-3)

Inquiry Questions:

  1. How do actors bring up new ideas and information in an improvised scene/story?
  2. Why is it important to "say yes" in improvisation?
  3. What other disciplines rely on improvisational elements?

Relevance & Application:

  1. Play building can utilize movement, storytelling, literature, images, personal stories/experiences, music, creative writing, local community, media, government bodies and institutions, libraries, or the Internet as source material.
  2. Using improvisation as a form as well as a key technique to devise play building improves spontaneity and builds group participation.
  3. Participating in and observing the construction of the scene helps to create flexibility and tolerance toward others with all types of skills including performance, management, writing and technical skills.

Nature Of:

  1. Participating in a sharing of ideas is an exercise in collaboration and teamwork.

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

Concepts and skills students master:

2. Develop a variety of visual configurations of the acting space

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use the placement of the audience to affect the actors' entrances and exits (DOK 1-3)
  2. Use the placement of set pieces in the space to affect the actors' use of pieces (DOK 1-2)
  3. Test the effects of lighting and sound though an inventive process (DOK 1-2)

Inquiry Questions:

  1. How does the configuration of the venue affect the audience?
  2. How do sound and lighting create mood?
  3. How do script requirements of environment, time, and action affect scene design?

Relevance & Application:

  1. Spatial awareness such as audience placement, venue configuration, and set design provides context for how a scene is constructed.
  2. Analysis of the performance space stimulates problem-solving.
  3. The use of video allows for the evaluation and adjustment of design aspects.
  4. The development and skills in design produce the power to create or to enhance the economy and quality of life. For example, visual design and use of space is used to create ergonomic work environments and more efficient placement of lighting to reduce the amount of electricity required to illuminate a room.
  5. All inventions made by human hands require design skills.
  6. Staging is essential to successful theatrical productions, whether personal, business, or community.

Nature Of:

  1. The critical processes of observing, describing, analyzing, interpreting, and evaluating leads to informed judgments regarding the relative merits of artworks.

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

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

Concepts and skills students master:

2. Create and write simple dramas and scenes

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Plan and record improvisations based on the five W's - who, what, where, when, and why (DOK 1-3)
  2. Understand and apply the creative process of playwriting to create an original drama such as a puppet play, scene, or story (DOK 2-3)
  3. Use existing literature, and adapt it by creating alternate endings or by altering the characters or settings (DOK 1-2)

Inquiry Questions:

  1. What makes a story dramatic?
  2. What elements are essential in making a good drama?
  3. Why are the five W's used in creating a scene?
  4. How does changing a single element of a story alter the entire story?

Relevance & Application:

  1. Participation in and observation of scene construction helps to create flexibility and tolerance toward others and their skills.
  2. The application of the creative process demonstrates a sense of curiosity and imagination in creating original work.
  3. Simple storytelling techniques can be employed through scene creation.
  4. Simple scenes and improvisations are used in mass media such as comedic and dramatic scenes and video streaming entertainment to communicate a message or entertain.

Nature Of:

  1. Participating in the sharing of ideas is an exercise in collaboration and teamwork.

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:

2. Create an improvised scene

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop through improvisation scenes with a defined beginning, middle, and end (DOK 2-3)
  2. Create scenes, puppet plays, or situations with original or literary characters and settings (DOK 1-3)

Inquiry Questions:

  1. Why must scenes have a beginning, middle, and end?
  2. What is the idea that grabs your attention in your favorite story?
  3. How do you make your scene understandable to your audience?

Relevance & Application:

  1. Improvisation is a skill used in science, music, and technology to help build the foundational blocks of discovery and scientific application such as computer software design, forensic science, scientific brainstorming, model building, simulation, and data interpretation.
  2. Improvisation connects drama and theatre arts skills and writing skills.
  3. Mass media rely upon improvisation to create television, movies, and commercial scripts.

Nature Of:

  1. Improvisation equals innovation.

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:

2. Create new dramatic elements from existing works

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create with guidance new outcomes of basic plots (DOK 1-2)
  2. Improvise to create original characters and environments from an existing work such as a fairy tale, folk tale, or story (DOK 1-2)

Inquiry Questions:

  1. How does changing one element of a story change the rest of the story?
  2. Why is it important to look at different perspectives of a story?
  3. What parts of a story can be changed easily?

Relevance & Application:

  1. Context and a respect for others are furthered by viewing different perspectives through a dramatic lens.
  2. Openness to taking risks comes from improvising existing works.
  3. The improvisation from something that's known leads to the identification of variables in science.
  4. Mass media rely on adaptations of known plots to sell products and tickets.

Nature Of:

  1. Improvisation leads to innovation.