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: First 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. Retell a short story or scene through dramatic play

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Retell through drama and voice the plot of a short story, and highlight the beginning, middle and end using movement and voice (DOK 2-3)
  2. Identify and demonstrate setting in a scene (DOK 1)

Inquiry Questions:

  1. Why is plot important to a story?
  2. Do all stories have a beginning, middle, and end structure?
  3. Why is the setting important to a story?
  4. How are everyday situations different from imaginary situations?
  5. Why are props important?

Relevance & Application:

  1. Telling a story allows one to connect key aspects of literary elements and theatre elements.
  2. Gaming software relies on environmental awareness to extend a story.
  3. Understanding sequencing directly connects with ordinal numbers in mathematics.

Nature Of:

  1. Theatre by its very nature enhances literacy.

Content Area: Drama and Theatre Arts
Grade Level Expectations: High School - Extended Pathway
Standard: 3. Critically Respond

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

Concepts and skills students master:

1. Contemporary and historical context of drama

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Select an area of production process for independent study (DOK 1-2)
  2. Research, evaluate, and synthesize cultural and historical information to support artistic choices (DOK 2-4)
  3. Demonstrate a basic understanding of theatre history through the study of playwrights, theatrical styles, and historical periods (DOK 1-3)

Inquiry Questions:

  1. How does theatre vocabulary effectively communicate one's point of view for a theatrical observation?
  2. How does the production process impact the final product?
  3. How can awareness of theatre history affect the understanding of a production?

Relevance & Application:

  1. Employing self-directed study develops the initiative and responsibility of the individual.
  2. Making artistic choices based on research adds depth to the product and demonstrates the value of the research.
  3. Utilizing various resources in the research for a production, including cinema, Internet, and technical marketing, strengthens technical literacy.

Nature Of:

  1. Connections are made through analysis and research to the production process, which instills a sense of pride and promotes higher-level thinking.

Content Area: Drama and Theatre Arts
Grade Level Expectations: High School - Fundamental Pathway
Standard: 3. Critically Respond

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

Concepts and skills students master:

1. Analysis and evaluation of theatrical works

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Research the ways in which other artists have used self reflection to document and refine their work (DOK 1-2)
  2. Identify and describe orally and in writing the influence of other artists on the development of their own artistic work (DOK 1-2)
  3. Demonstrate knowledge of conventional theatre vocabulary (DOK 1)
  4. Research the cultural and historical background of a specific play (DOK 1-2)
  5. Communicate individual research to a collaborative team (DOK 1-2)

Inquiry Questions:

  1. What can be gained by observing numerous and contrasting live performances?
  2. How does objectivity relate to experiencing a piece of art?
  3. Why is theatre live and what are the benefits of live theatrical performances?
  4. How should audience members and crew conduct themselves before, during, and after a performance?

Relevance & Application:

  1. Practicing proper behavior and dress at a public performance validates one's position as an adult in society.
  2. Investigating the importance of copyright laws in scriptwriting, set and costume design, script adaptation, and the use of music in production supports respect for these vocations and artists.
  3. Respecting the roles of the theatre family promotes maturity and social responsibility.

Nature Of:

  1. Proper etiquette in a theatrical environment helps the audience appreciate the production and translates to a greater respect for the arts.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Eighth Grade
Standard: 3. Critically Respond

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

Concepts and skills students master:

1. Recognition and evaluation of contemporary and historical contexts of theatre history

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Evaluate the elements of drama in a variety of dramatic forms and performance styles (DOK 1-2)
  2. Evaluate the nature of different dramatic forms and performance styles (DOK 2-3)
  3. Recognize and investigate societal and cultural themes in dramatic forms (DOK 1-3)
  4. Recognize the ways dramatic forms have reflected or facilitated change in various societies (DOK 1-2)
  5. Identify and discuss artistic challenges and successful outcomes encountered during the creative and rehearsal processes (DOK 1-3)
  6. Research, 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. Why are themes in theatre and history cyclical?
  2. How does theatre bring about change?

Relevance & Application:

  1. Using information and communication technologies in theatre helps to improve all aspects of human interaction, and promotes an efficient exchange of ideas in social situations and the workplace.
  2. Discussing and debating the issues that arise from research helps to strengthen critical thought and language skills.
  3. Keeping a journal or workbook, and making oral presentations helps to personalize the work and the results of research.

Nature Of:

  1. People have used drama and theatre since the beginning of time to represent their ideas.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Seventh Grade
Standard: 3. Critically Respond

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

Concepts and skills students master:

1. Influence of contemporary and historical elements in theatrical works

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Reflect on elements of drama in a variety of dramatic forms and performance styles (DOK 1-2)
  2. Articulate and justify possible criteria for critiquing dramatizations and dramatic performances (DOK 1-3)
  3. Research architecture, clothing, customs, music, and artwork for a particular time period and culture, and respond to it in discussion, writing, computer-based formats and/or performance (DOK 2-3)
  4. Read and analyze a play for its technical requirements, and identify points in the script that require or might be enhanced by the addition of a technical element (DOK 2-3)

Inquiry Questions:

  1. How does studying theatre from a particular time period help us to better understand that time period and our current time period?

Relevance & Application:

  1. Organizing the methods of critique, and formulating a response to a performance or a story creates confidence in understanding and enjoying the art.
  2. Comparing forms and styles helps to place history and culture in context.
  3. Observing technological staging in all areas of design such as costumes, lighting, scenes, properties, makeup, and sound throughout history helps one to envision the scope of history.

Nature Of:

  1. By analyzing and interpreting dramatic characters, one discovers the necessary tools to communicate more effectively in his or her personal life.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Sixth Grade
Standard: 3. Critically Respond

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

Concepts and skills students master:

1. Discuss the influence of cultural and historical themes in theatrical works

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Read plays and stories from a variety of cultures and historical periods, and identify the elements of drama in writing and discussion: 1. Plot 2. Thought/Theme 3. Character 4. Language/Dialogue 5. Setting 6. Conflict 7. Music/Rhythm 8. Spectacle (DOK 1-2)
  2. Describe and respond to conventions, cultural themes, dramatic techniques, and technologies used in different performances (DOK 1-3)

Inquiry Questions:

  1. In how many ways can one story be told?
  2. What makes a "good" story?

Relevance & Application:

  1. Discussing one's feelings and emotional responses to theatre increases self-awareness and internal motivations.
  2. Analyzing plays and stories in drama supports analytic activities in other academic, social, and professional situations.
  3. Becoming aware of historical theatre technologies enhances the appreciation and mastery of modern technologies.

Nature Of:

  1. Identifying elements of dramatic literature, and drawing parallels to real-world situations is a primary focus of theatre studies.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Fifth Grade
Standard: 3. Critically Respond

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

Concepts and skills students master:

1. Identify at least one role of a theatre practitioner

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe the different roles of theatre practitioners (DOK 1)
  2. Recognize dramatizations from different perspectives such as those of the playwright, actor, director, and designer, and suggest alternatives for creating and interpreting roles, arranging environments, and developing situations (DOK 2)

Inquiry Questions:

  1. How does creating and performing in the arts differ from viewing the arts?
  2. What is the importance of each practitioner's job?
  3. How does understanding the function of each practitioner's job play a part in analyzing dramatic performances?

Relevance & Application:

  1. Studying the roles of theatre practitioners allows one to recognize his or her importance in the entertainment industry.
  2. Applying theatrical skills such as writing, design, problem-solving, interpretation, collaboration, and invention promotes the realization of one's place in the workforce.
  3. Comprehending all roles of theatre practitioners reveals a broad lens of the entire production process and translates to collaborative endeavors in social and professional situations.

Nature Of:

  1. Understanding theatrical roles give students insight into how theatre practitioners can find careers in professions other than the theatre.

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

Concepts and skills students master:

3. Demonstrate understanding of historical and cultural context of scripts, scenes, and performances

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify the historical and cultural context of a script (DOK 1-3)
  2. Understand the value and importance of researching the historical and cultural context of a script (DOK 2)
  3. Identify costume, set, performance space, and use of audience throughout history (DOK 1)

Inquiry Questions:

  1. How has theatre impacted historical events?
  2. How does history impact theatre?

Relevance & Application:

  1. Theatrical performances can sometimes provide a window to understanding what is important to a society.
  2. One can appreciate leaders' diplomatic efforts by analyzing history and culture.
  3. The use of technology to acquire theatrical design examples leads to a deeper understanding of the theatre profession and its value to society.

Nature Of:

  1. The various purposes of drama and theatre are, among others, entertainment, education, communication, and ritual.

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

Concepts and skills students master:

4. Analyze dramatic text in scenes and script

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify cultural themes in dramatic literature that suggest season, time, and period or era (DOK 1-2)
  2. Read to understand the relationships of characters (DOK 1-2)
  3. Classify and explain dramatic structure such as conflict, characters, and plot (DOK 1-2)

Inquiry Questions:

  1. Why is it important to identify cultural themes in a script?
  2. How are specific elements important in dramatic text?
  3. How do character relationships impact a play?
  4. Why (or why not) are there distinct patterns or themes found in theatrical works from various cultures and eras?

Relevance & Application:

  1. Analyzing dramatic text enhances and deepens the understanding of literature.
  2. Identifying dramatic themes fosters a better understanding of history and music.
  3. Appreciating how mass media use dramatic structure in commercials, television, broadcast journalism, and film to communicate a message allows one to think critically.

Nature Of:

  1. Aesthetics foster artistic appreciation, interpretation, imagination, significance, and value.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Fourth Grade
Standard: 3. Critically Respond

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

Concepts and skills students master:

2. Examine character dynamics and relations

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate an understanding of character dynamics and relationships in real-life settings (DOK 1-2)
  2. Read scripts and stories to identify and analyze character dynamics and relationships (DOK 2-3)

Inquiry Questions:

  1. What is needed to understand character dynamics and relationships?
  2. How are characters in scripts similar to real people?
  3. What relationships do you have that resemble relationships you have read about?
  4. How can you show a character's relationship to another character when you are on stage?

Relevance & Application:

  1. Working with mass media allows one to recognize that the use of voice, body language, and facial expressions are essential to conveying messages.
  2. Understanding body language and vocalization are essential to communication. For example, facilitators, politicians, political scientists, and teachers employ body language and vocalization to communicate.
  3. Recognizing that human beings communicate through a variety of nonverbal messages such as gestures, facial expressions, and body language is valuable knowledge for success in social and professional situations.

Nature Of:

  1. Students exercise and refine the actor's instrument - body, voice, and mind - through ongoing exploration of the physical, vocal, characterization, and staging components of acting.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Third Grade
Standard: 3. Critically Respond

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

Concepts and skills students master:

1. Examine the dynamic relationship among community, culture, and theatre

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify how communities use theatre (DOK 1-2)
  2. Describe how cultures shape theatrical performances (DOK 1-2)
  3. Read, listen to, and tell stories from a variety of cultures, genres, and styles (DOK 1-2)

Inquiry Questions:

  1. How is theatre in the United States different from other cultures? How is it similar?
  2. In what ways does your community use theatre?

Relevance & Application:

  1. Awareness and analysis of cultural experiences promotes greater understanding of other cultures.
  2. Mass media relies on community elements to create a connection with its audience.
  3. Cultural awareness is a beneficial skill that aids in the understanding of one's community.
  4. Using multimedia such as Internet, video, and print enhances our understanding of other cultures.

Nature Of:

  1. Drama and theatre create community.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Second Grade
Standard: 3. Critically Respond

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

Concepts and skills students master:

1. Identify basic structures and relationships in a scene

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify the beginning, middle, and end of theatrical scenes (DOK 1)
  2. Identify and describe the character relationships in theatrical scenes (DOK 1-2)

Inquiry Questions:

  1. How do various characters' actions impact a scene?
  2. Why do scenes have a similar structure to stories?
  3. How would a change in a character's action change the outcome of a scene?

Relevance & Application:

  1. Connecting theatrical structure to literary structure creates a more informed reader.
  2. Emphasizing the relationship between characters' actions and the plot allows one to think more critically.
  3. Using video or audio recordings to observe scenes makes it possible to experience a variety of structures and relationships.
  4. Applying mass media to create a basic story structure permits one to communicate a message in an efficient way.

Nature Of:

  1. Basic structures of scenes are the building blocks of theatrical form.

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

Concepts and skills students master:

2. Identify dramatic elements in dramatizations and stories

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify characters, setting, and plot in scenes performed by others (DOK 1-2)
  2. Identify community and family elements in dramatizations, stories, and plays (DOK 1)

Inquiry Questions:

  1. Why are character, setting, and plot important in a dramatization?
  2. Why are there so many plots that revolve around community and family stories?

Relevance & Application:

  1. Connecting similarities and differences between dramatic depictions and literature leads one to develop higher-level thinking skills such as comparing and contrasting, reflecting, and foreshadowing.
  2. Dramatizing family and community interaction through mass media affects societal culture.

Nature Of:

  1. Elements are important aspects of theatrical productions.

Content Area: Drama and Theatre Arts
Grade Level Expectations: First Grade
Standard: 3. Critically Respond

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

Concepts and skills students master:

1. Identify key aspects of theatre

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe the difference between theatre and real life (DOK 2)
  2. Describe the difference between theatre and other media such as television, movies, and books (DOK 2)
  3. Describe the basic elements of a performance such as the stage, audience, performers, and set (DOK 1)
  4. Ask questions based on discoveries while performing or viewing a performance (DOK 1-2)

Inquiry Questions:

  1. What makes theatre a unique experience?
  2. How are costumes and sets different from everyday clothing and furniture?
  3. Why is an audience important to a performance?
  4. Why is a stage space necessary?
  5. How does pretending in play help in theatre?

Relevance & Application:

  1. Recognizing the differences in types of media allows for a variety of inputs.
  2. Understanding the difference between real life and theatrical performances helps differentiate fiction and nonfiction.
  3. Connecting play and pretend allows one to discover the basic aspects of theatre.

Nature Of:

  1. Elements are important aspects of theatrical productions.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Kindergarten
Standard: 3. Critically Respond

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

Concepts and skills students master:

1. Identify elements of theatre in everyday life

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify characters (peers, family members, and others) in everyday life (DOK 1)
  2. Identify costumes (clothes) in everyday life (DOK 1)
  3. Identify sets (locations) in everyday life (DOK 1)
  4. Use prior knowledge to understand events in dramatizations or performances (DOK 2)

Inquiry Questions:

  1. Who are the characters in your life?
  2. How are costumes different from everyday clothes?
  3. What are the similarities between your family and families found in stories?

Relevance & Application:

  1. Studying theatre aids in the recognition of the difference between theatrical and literary characters.
  2. Connecting how costumes create a character gives one a basic understanding of how characters are based on actual human beings.
  3. Understanding environments in which characters most likely would live informs one about his or her own environment.
  4. Viewing video depictions of various characters gives context for different dramatizations.

Nature Of:

  1. Balancing theatrical elements in a production adds to the audience's understanding and enjoyment.