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:

4. Creation, appreciation, and interpretation of scripted works

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Select a one-act play for public performance, and write a director's concept statement for the interpretation of the work (DOK 2-4)
  2. Develop a plan for the audition casting process, and create and implement a complete rehearsal production schedule (DOK 2-3)
  3. Prepare a director's promptbook to record blocking and other notation, while maintaining a journal of approaches to coaching actors and solving artistic problems (DOK 2-4)

Inquiry Questions:

  1. How can a one-act play that is relevant to a time, place, or social situation be selected?
  2. Does the selection of a one-act play and writing a director's concept statement reflect the capabilities of the ensemble process?
  3. How does the knowledge of historical periods impact overall production value?
  4. What are the best methods to determine effective casting, staging, and technical choices?
  5. How can current visual arts methods and materials aid in dramatic interpretation?

Relevance & Application:

  1. Creating a promptbook and researching the background of a play expands one's knowledge base and enhances the overall product.
  2. Understanding historical timelines and a play's influence on society gives one a basis for interpreting current events.
  3. Determining relevance and truth in artistic choices expands one's global awareness about topics such as the power of negotiations, diplomacy, social interactions, and critical awareness.
  4. Incorporating technological advances to recreate environment builds one's awareness of the production process.

Nature Of:

  1. The ability to work collaboratively is realized through coordinating with a production staff to finalize production details.

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:

4. Interpretation of drama using scripted material

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Select a scene from literature, original, or scripted material, and contribute to the direction of a scene as a member of an ensemble (DOK 1-4)
  2. Articulate the rationale for all artistic choices concerning historical periods, genres, and relevant playwrights (DOK 1-4)
  3. Determine casting, staging, and technical requirements (DOK 1-3)

Inquiry Questions:

  1. How does the selection of a literary work reflect the capabilities of the ensemble process?
  2. How does the ensemble process help to build character and self direction?
  3. How does a director determine casting?
  4. How can music, dance, or art convey a culture or experience?

Relevance & Application:

  1. Participating in theatrical experiences builds confidence and fosters problem-solving skills.
  2. Using technology can recreate environment, enhance a production, and bring a creative work to life.
  3. Understanding the historical and cultural relevance of a play's structure helps to establish the connection among time, place, function, and environment.

Nature Of:

  1. The ability to work collaboratively is realized through coordinating with a production staff to finalize production details.

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:

2. Creation of a scene or play from an original idea, story, or other form of literature

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop scenes through improvisation, theatre games, puppetry, or writing that have distinct character, clear relationships, conflict, setting, actions, and a beginning, middle, and end (DOK 2-3)
  2. Create through improvisation a scene or situation from literature, history, or current events (DOK 2-3)

Inquiry Questions:

  1. How do you synthesize a variety of ideas to create a final product?
  2. How does the creation of a story further enhance our understanding of literature?
  3. What role does imagination play in a scene or story?

Relevance & Application:

  1. Creating original scenes and plays develops problem-solving skills.
  2. Collaborating is employed to create improvised works.
  3. Creating original works through storyboards and available technology utilizes the skills that marketing firms, publishers, and film and television executives employ in their vocations.
  4. Creating original dramatic works applies the skills of imagination and problem-solving.
  5. Creating scenes or plays can be used to gain confidence in storytelling.

Nature Of:

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

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.

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:

1. Create characters from scripts or improvisation using voice, gestures, and facial expressions

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Utilize gesture and movement to create a character (DOK 1-2)
  2. Use voice such as diction, enunciation, projection, and tonal modulation to communicate characterization effectively ) (DOK 1-2)
  3. Apply facial expression to communicate motivation and mood (DOK 1-2)

Inquiry Questions:

  1. How can changing one's enunciation, projection, diction, and tone impact the way an audience sees a character?
  2. How can facial expressions, movement, and gestures convey motivation and believability?

Relevance & Application:

  1. Performing, observing, and listening in the rehearsal process increases one's awareness of personalities in the community and confidence in social situations.
  2. Performing a character and observing the characterization process increases language skills in all other disciplines.
  3. Playing videos back is a one way to assess a performance. For example, film studios use "dailies" to help determine whether to re-shoot a scene.

Nature Of:

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

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

Concepts and skills students master:

3. Design a scene through an inventive process, and perform the scene

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create a design such as scenery, props, and costumes for an informal presentation through an inventive process (DOK 1-3)
  2. Collect, make, or borrow materials that could be used for scenery, props, or costumes for informal presentations (DOK 1-2)

Inquiry Questions:

  1. What knowledge is necessary to design a scene?
  2. How does the design impact the audience's imagination?
  3. How does design impact the performers?

Relevance & Application:

  1. Scenery, props and costumes all play a part in setting societal norms and opinions.
  2. The contribution of relevant materials to a project develops self confidence.
  3. Knowledge of the purposes of everyday items in our surroundings transfers helps in deciding how to use a prop within a scene.
  4. Software programs can be used to design a variety of scenes and situations as an alternative to building models or devising sketches.

Nature Of:

  1. Imagination, analytical, and process skills are used in the creation of original works.

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:

3. Create stage environments to establish locale and mood

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create a basic design depicting the difference between a stage environment and real environment (DOK 1-2)
  2. Craft set pieces such as furniture, appliances, or trees that could make up a stage environment (DOK 2-3)

Inquiry Questions:

  1. Why is furniture set where it is in your house?
  2. How does the placement of items on stage affect the performers?
  3. How does the placement of items on stage affect the audience?

Relevance & Application:

  1. Creators of drama and theatre utilize skills used in other creative fields such as interior design when designing for different time periods and contrasting styles.
  2. Imagination based on situations based on everyday life clarifies the difference between fiction and nonfiction.
  3. Simulation software technology provides a wide variety of choices when designing stage environments.

Nature Of:

  1. Visualization is the seed of design.

Content Area: Drama and Theatre Arts
Grade Level Expectations: First 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 and environments through dramatic play

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate individual interpretations of a character's feelings through movement and voice (DOK 1-2)
  2. Respond to verbal prompts to demonstrate feelings such as sad and happy (DOK 1)
  3. Create animal and human characters in specific environments through improvisation (DOK 1-2)

Inquiry Questions:

  1. How is creating an animal character different from creating a human character?
  2. Can animals have human feelings?
  3. When does creating a human character mimic real life?

Relevance & Application:

  1. Following directions demonstrates understanding in listening skills.
  2. Creating simple characters in their environment can relate to actual scientific habitats.
  3. Simulating videos provides an opportunity to create characters that can express or demonstrate a multitude of feelings.

Nature Of:

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