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: 2. Perform

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

Concepts and skills students master:

1. Drama and theatre techniques, dramatic forms, performance styles, and theatrical conventions that engage audiences

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Portray a believable character in situations from scripted and improvised plots (DOK 2-3)
  2. Master the fundamental requirements, and demonstrate the ability to rehearse and exhibit the following forms and skills: 1. Original works, scripted plays, scenes and monologues 2. Ensemble works 3. Improvisation and purposeful movement 4. Vocal control 5. Design and media 6. Public speaking (DOK 2-4)
  3. Demonstrate the ability to utilize the fundamental conventions and the following styles: Non-realism, commedia dell arte, Shakespeare, absurdism, mask work, improvisation, environmental drama, and theatre arts (DOK 2-4)
  4. Create an interdisciplinary project involving drama or theatre that can be integrated to enhance school wide curriculum (DOK 3-4)
  5. Use correct form and structure independently to write a one-act play that includes fully developed characters, believable dialogue, and logical plot outcomes (DOK 3-4)
  6. Determine through problem spotting if another actor's or one's own performance is believable and truthful (DOK 1-3)

Inquiry Questions:

  1. What does theatrical convention teach about style?
  2. What skills are essential in portraying a believable character?
  3. Why is it important to understand numerous theatrical genres and styles?
  4. What does performing in different forms and styles teach the actor?
  5. What is the value of working independently on writing a one-act play?

Relevance & Application:

  1. Acquiring the essential skills of drama and theatre supports interdisciplinary, multiple intelligences.
  2. Understanding the different forms of drama and theatre and the use of a variety of conventional styles connects training in drama and theatre arts to industries such as film and television.
  3. Producing interdisciplinary theatrical projects synthesizes interdisciplinary content through the application and assessment of knowledge.
  4. Utilizing advanced technological systems can assist in theatrical business practices and performances.
  5. Adjusting to other actor's decisions within a performance demonstrates advancement in an actor's problem-solving skill level.

Nature Of:

  1. Participation in individual and ensemble projects instills discipline, initiative, and responsibility, teaches conflict resolution, and promotes taking risks.

Content Area: Drama and Theatre Arts
Grade Level Expectations: High School - Fundamental Pathway
Standard: 2. Perform

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

Concepts and skills students master:

1. Communicate meaning to engage an audience

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Rehearse and perform a scripted or improvised scene (DOK 1-3)
  2. Use previously acquired skills to demonstrate the ability to rehearse and exhibit the following: 1. Original works, scripted plays, scenes, and monologues 2. Ensemble works 3. Improvisation and purposeful movement 4. Vocal control 5. Design and media 6. Public speaking (DOK 2-4)
  3. Demonstrate the ability to utilize the conventions of the following styles: Realism, mime, vaudeville, puppetry, clowning, comedy, tragedy, improvisation, and melodrama (DOK 1-3)

Inquiry Questions:

  1. Why rehearse and perform theatrical material?
  2. What roles does an audience play in a variety of performances?
  3. What role does public speaking play in the world of drama and theatre arts?

Relevance & Application:

  1. Understanding the historical and cultural background of different forms of theatre aids one in creating believable performances.
  2. Utilizing technology can assist in performances, house management systems, and budgeting practices.
  3. Studying drama and theatre techniques, forms, styles, and conventions enhances and supports studies in other fields such as music and dance, advertising and marketing, and politics.

Nature Of:

  1. Participation in individual and ensemble projects instills discipline, initiative, and responsibility, teaches conflict resolution, and promotes taking risks.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Eighth Grade
Standard: 2. Perform

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

Concepts and skills students master:

1. Characterization in performance

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Perform sustained characters (DOK 2-3)
  2. Develop a sense of timing in performance (DOK 1-3)
  3. Demonstrate a character's motivation by using recall of sensory and emotional experience and observation of the external world (DOK 1-2)
  4. Apply voice and movement skills that demonstrate a strong understanding of the script or text in action (DOK 2-3)

Inquiry Questions:

  1. What makes relationships among actors in a performance believable?
  2. How do actors make you believe that they believe what they are saying and doing?

Relevance & Application:

  1. Collaborating with peers on a project and contributing to its management develops leadership skills.
  2. Contributing to the total research and creative experience of a theatrical production enhances problem-solving aptitudes in other disciplines including literacy, engineering, and technology.
  3. Translating the written word in to a hands-on experience in a theatrical production strengthens aptitudes for technical careers.

Nature Of:

  1. Interpreting and shadowing leads to informed judgments regarding the relative merits of theatrical works of art.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Seventh Grade
Standard: 2. Perform

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

Concepts and skills students master:

1. Acting techniques in performance

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Integrate vocal and movement skills to communicate dramatic meaning and to enhance performance (DOK 2-3)
  2. Use body language, physical and vocal skills to create and perform a believable character (DOK 2-3)
  3. Contribute to the creation of a scene as a productive member of an ensemble (DOK 1-3)
  4. Perform clarity of a character's motivation and personality (DOK 1-2)

Inquiry Questions:

  1. Why do different texts require different acting styles?
  2. How does the ability to portray the same character from many perspectives enhance an actor's skill?

Relevance & Application:

  1. Collaborating on a project and contributing to its outcome develops pride and a sense of belonging.
  2. Exploring scripted material by interpreting it in spoken scenes validates academic studies in literature.
  3. Using a performance space and scenic elements enhances the importance of a project.
  4. Problem-solving within a collaborative group provides a more cohesive ensemble
  5. Using video playbacks can determine the dynamics of an ensemble within a performance or scene.

Nature Of:

  1. Contributing to the realization of a theatrical work is an exercise in collaboration and critical thinking.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Sixth Grade
Standard: 2. Perform

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

Concepts and skills students master:

1. Confidence in characterization skills

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate and apply the components of the character development process such as gestures, movements, and various vocal qualities and tones (DOK 2-3)
  2. Create and maintain clarity of focus in performance (DOK 2)
  3. Contribute as a collaborative and responsible member of an ensemble (DOK 1-3)
  4. Move through and act with confidence in a designated performance space (DOK 1-3)

Inquiry Questions:

  1. Why is an actor's focus important?
  2. How does being in an ensemble help one approach other life situations?
  3. What are the steps in the character development process?

Relevance & Application:

  1. Participating in an ensemble to complete a theatrical project enhances strong goal orientation and focus in all lifelong endeavors.
  2. Performing helps to foster respect for everyone involved in the production.
  3. Simulating situations through software provides opportunities to explore many aspects of the characterization process.

Nature Of:

  1. Communication is a valuable byproduct of drama and theatre.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Fifth Grade
Standard: 2. Perform

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

Concepts and skills students master:

2. Communicate characters through physical movement, gesture, sound and speech, and facial expressions

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Utilize realistic, authentic gesture and movement to create and clearly present a believable 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. What is a believable character?
  2. What role do emotions play in communicating character?
  3. How do gestures or movements help to express emotion?

Relevance & Application:

  1. Broadcast journalism uses facial expressions to convey messages.
  2. Human beings communicate through a variety of nonverbal messages such as gestures, facial expressions, and body language.
  3. Essential to diplomatic communication is the understanding of body language and gestures.

Nature Of:

  1. Though the artist's imagination and intuition drive the work, great art requires effective communication to turn notions into a quality product.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Fourth Grade
Standard: 2. Perform

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

Concepts and skills students master:

2. Demonstrate safe use of voice and body to communicate characters

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Communicate characters through the safe use of vocal intonation and breathing techniques (DOK 1-2)
  2. Respect the personal space of other actors in dramatizations (DOK 2)
  3. Develop character using safe body control techniques (DOK 1-2)

Inquiry Questions:

  1. What does our culture consider "personal space?"
  2. How can breathing patterns be altered to affect the impact of a voice?
  3. Why is it important to project correctly?
  4. How does one's actions on and off stage affect his or her peers?

Relevance & Application:

  1. Human beings communicate through a variety of nonverbal messages such as gestures, facial expressions and body language.
  2. Essential to communication is the understanding of body language and gestures.
  3. The study of biology provides information about the basic physiology and importance of the proper care of vocal chords.
  4. Video playbacks can be used in assessing efficient and safe use of the acting space.

Nature Of:

  1. Developing a character requires critical thinking, creativity, and problem-solving skills along with vocal and spatial awareness.

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

Concepts and skills students master:

3. Define stage direction and body positions

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify and incorporate stage direction such as stage right, stage left, upstage, and downstage (DOK 1)
  2. Identify body positions such as full profile and three-quarter (DOK 1)

Inquiry Questions:

  1. How do different stage and body positions impact the image that is being created?
  2. What is special about the audience/performer relationship?
  3. Why is the audience important?
  4. Why do drama and theatre practitioners use stage directions? Why are stage directions important?

Relevance & Application:

  1. Awareness of the messages that are sent through body language enables one to function in society.
  2. Human beings communicate through a variety of nonverbal messages such as gestures, facial expressions and body language.
  3. Essential to creating an audience/performer relationship is an understanding of body language and gestures.

Nature Of:

  1. Though the artist's imagination and intuition drive the work, great art requires effective communication to turn notions into a quality product.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Third Grade
Standard: 2. Perform

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

Concepts and skills students master:

1. Perform a scripted scene

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Act in a scripted scene or reader's theatre in front of an audience (DOK 1-2)
  2. Use basic analysis skills to perform a character within a scene (DOK 1-3)

Inquiry Questions:

  1. How is acting in a scripted scene different from acting in a scene you have created yourself?
  2. What do you need to know about your character before you can bring him or her to life?
  3. What would you like your audience to know about your character?

Relevance & Application:

  1. Acting connects reading and literacy skills with drama and theatre skills.
  2. Movies, television shows, and even the news require the use of scripts.
  3. The performance of simple scenes can be used to assess one's knowledge of a variety of subject matter.

Nature Of:

  1. The use of scripts is the bridge between play and structured performance.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Second Grade
Standard: 2. Perform

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

Concepts and skills students master:

1. Dramatize short stories

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Act out the key elements of a short story (DOK 1-3)
  2. Create character movement needed within a short story (DOK 1-3)
  3. Create environments needed within a short story through body movement (DOK 1-3)

Inquiry Questions:

  1. How can choices in movement affect a character?
  2. How can movement depict an environment?
  3. How does acting out short stories help you remember key elements of the story?

Relevance & Application:

  1. Using story software can aid in determining key events to act out in a story.
  2. Dramatizing fosters a fundamental understanding of story structure.
  3. Creating characters and environments serves as a foundation for understanding the components of the theatre process.
  4. Using short stories to create simple dramatic depictions develops foundational storytelling skills.

Nature Of:

  1. Choices in body movement communicate intended meaning.

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

Concepts and skills students master:

2. Demonstrate movement based on stage directions

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Move respectfully throughout an acting space (DOK 1-2)
  2. Respond appropriately to the language of stage directions and body positions (DOK 1)
  3. Demonstrate the ability to differentiate between directed movement and free-form movement (DOK 1-2)
  4. Respond with gestures and movement in a dramatic portrayal (DOK 1-2)

Inquiry Questions:

  1. Why are stage directions important?
  2. How do decisions made about space effect a performance?
  3. Why does the number of performers affect the creative use of space?

Relevance & Application:

  1. Movement informs the way in which a director develops a performance.
  2. Movement patterns connect knowledge of space on a stage to a setting in a story.
  3. Transitions in movement require forethought.
  4. Strong self-directive skills are provided by following directions while respecting others in a space.

Nature Of:

  1. Stage directions create a sense of order.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Kindergarten
Standard: 2. Perform

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

Concepts and skills students master:

1. Express a feeling or emotion through dramatic play or creative drama

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use movement and facial expressions to convey feelings and emotions (DOK 1-2)
  2. Use sounds to express character, feelings, and mood (DOK 1-2)
  3. Demonstrate the ability to follow a simple set of steps in a dramatic task (DOK 1)

Inquiry Questions:

  1. How can a facial expression change a conversation?
  2. How do actors move to express an emotion?
  3. How can sound be used to express a feeling or emotion?

Relevance & Application:

  1. Sequencing simple steps is done in math, science, and literacy too.
  2. Mass media use sound effects to elicit emotion in their audience.
  3. The ability to follow directions is an important skill in society.

Nature Of:

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

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

Concepts and skills students master:

2. Dramatize ideas and events through dramatic play

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use body and voice to create characters from various ideas and events (DOK 1-2)
  2. Use body and voice to create environments from various ideas and events (DOK 1-2)
  3. Use body and voice to demonstrate knowledge of holidays and other cultural events (DOK 1-3)

Inquiry Questions:

  1. How does where a character lives affect how it acts?
  2. How do different cultures celebrate special events?
  3. What events do local communities celebrate?

Relevance & Application:

  1. Dramatizing connects to the understanding of various cultures.
  2. Viewing videos of various cultural events and celebrations is a window in to understanding global cultures.

Nature Of:

  1. Using dramatic play to dramatize events and ideas is the catalyst to scene creation.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Preschool
Standard: 2. Perform

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

Concepts and skills students master:

1. Use dramatic play to imitate characters

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use body and movement to depict various pretend characters (DOK 1-2)
  2. Use body and voice to depict various everyday characters (DOK 1-2)
  3. Initiate sustained dramatic play (DOK 1)

Inquiry Questions:

  1. How do characters' movements differ?
  2. Are pretend characters or everyday characters easier to portray?
  3. How do characters' voices differ?

Relevance & Application:

  1. Dramatic play allows one to connect with real-life experiences.
  2. Video or audio can be used to demonstrate age-appropriate characters.
  3. The creation of characters deepens one's understanding of others.
  4. The creation of characters gives insight in to literary characters.

Nature Of:

  1. Developing a character allows us to connect with all people.