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: 3. Critically Respond

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

Concepts and skills students master:

2. Elements of drama, dramatic forms, performance styles, and dramatic techniques and conventions

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify and compare the lives, works, and influences of representative theatre artists from various cultures and historical periods (DOK 1-3)
  2. Compare and contrast plays of several different dramatic forms (DOK 2-3)
  3. Reflect and revise critical choices pertaining to dramatic texts and performances while articulating, justifying, and applying personal criteria (DOK 2-4)
  4. Script, film, or edit a documentary or satirical analysis on current events in school, community, or national or international news (DOK 3-4)
  5. Describe the functions, meanings, contributions, and significance of theatrical works within various cultures throughout history (DOK 1-4)
  6. Use problem spotting to make an informed decision about the quality of a theatrical production (DOK 2-3)

Inquiry Questions:

  1. How do historical perspectives of theatrical accomplishments affect today's productions?
  2. What elements of theatrical productions remain the same?
  3. How do performance styles affect the outcome of a production?
  4. What makes film and cinema productions well received by various groups?

Relevance & Application:

  1. Analyzing the development of theatrical production within the social, historical, political, and technological development of various cultures validates the knowledge of the interconnection and value of all cultures.
  2. Writing, speaking, or creating works about theatrical performances, artistry, media presentations, or dramatic literature benefits the critic and the artist.
  3. Exploring drama and theatre through media, film, cinema, and Internet sources enhances proficiency in the use and knowledge of information technology and the newest developments in media technology.
  4. Problem spotting and problem-solving in productions require the use of essential communication.

Nature Of:

  1. Critical response to theatrical works objectifies the importance of the field.

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:

2. Evaluation of elements of drama, dramatic techniques, and theatrical conventions

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Critique and evaluate artistic choices and personal reactions to dramatic presentations using guidelines for evaluating a theatrical production (DOK 2-4)
  2. Investigate and compare common themes among theatre, various art forms, and content areas (DOK 1-3)
  3. Compare and contrast practices and methods of performance with the practices and methods of film, cinema, television, and electronic media (DOK 2-3)
  4. Perform improvised scenes reflecting content, character and plot from representational dramatic literature (DOK 3-4)

Inquiry Questions:

  1. What are the guidelines for understanding a theatrical production?
  2. How can artistic choices affect a production?
  3. What types of themes and practices within a theatrical performance can be identified and compared with other medians?
  4. What criteria make a play performance better or worse than another?
  5. How does one write or speak about evaluations of theatrical works and performances?

Relevance & Application:

  1. Analyzing and articulating knowledge of theatrical works from various cultures enhances a personal engagement with dramatic literature and awareness of other cultures and lifestyles.
  2. Responding to the study of modern theatre and various media and various cultures validates studies and proficiency in language arts, world languages, business, social studies, sciences, mathematics, physical education, and performing arts.
  3. Comparing and contrasting film and cinema and media presentations from various genres and cultures broadens the scope and appeal of artistic technologies from around the world.

Nature Of:

  1. Critical response to theatrical works objectifies and validates the importance of the field to the well-rounded growth of the individual and the overall growth and functionality of school, community, and culture.

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:

2. Use critical thinking skills in character analysis and performance

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe and analyze in written and oral form a character's wants, needs, objectives, and personality characteristics (DOK 1-3)
  2. Receive and act on coaching, feedback, and constructive criticism (DOK 2-3)
  3. Develop critical questioning to appreciate and understand the role of drama and theatre, (DOK 2-3)
  4. Recognize dramatic problems, and solve them individually and in a group (DOK 1-3)

Inquiry Questions:

  1. How does a playwright shape and create an audience?
  2. How do theatre participants use their knowledge and opinions to constructively critique?
  3. What would be considered harmful critique?

Relevance & Application:

  1. Giving and taking constructive criticism increases the desire for and appreciation of excellence.
  2. Accepting how to take direction builds skills as an actor and helps actors understand when it is appropriate to use creative license and when it is not.
  3. Solving staging problems through critique within a group builds a sense of community and challenges the imagination.
  4. Using video playbacks to analyze the effectiveness of performances promotes critical thinking.

Nature Of:

  1. Constructive criticism and objective praise lead to better productions and a striving for excellence.

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:

2. Critical evaluation in discussing theatrical works

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Experience and appreciate a range of dramatic and theatrical performances (DOK 1-2)
  2. Use appropriate language individually and within a group when devising, enacting, discussing, debating, or writing about drama (DOK 1)
  3. Reflect on one's own work and the work of others (DOK 1-2)
  4. Use appropriate theatre terminology to describe and analyze the strengths and weaknesses of individual or group work (DOK 1-3)

Inquiry Questions:

  1. Why is exposure to a range of performances necessary to develop strong critical evaluation skills?
  2. Why is criticism better than judgment?
  3. What is meant by "we are our own worst critic?"

Relevance & Application:

  1. Learning to give constructive criticism and taking criticism facilitates flexibility and strengthens choices.
  2. Using appropriate language and terminology in discussion and debate strengthens critical thought processes.
  3. Understanding theatrical conventions increases awareness of audience participation and the importance of technical support.
  4. Considering the validity of a theatre and film critic's work requires strong evaluation, technology, and literacy skills and allows one to make informed decisions on the quality of one's work.

Nature Of:

  1. Critiquing the performer and performance using the terminology of the theatre develops objectivity and appreciation.

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:

2. Recognize and identify the criteria for a quality performance

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Give and accept constructive and supportive feedback (DOK 1-2)
  2. Identify the importance of the elements of drama, and use them to create dramatic meaning and audience engagement (DOK 1-3)
  3. Recognize and describe the distinct roles and responsibilities of the director, actors, stage manager, set and costume designers, and others involved in presenting a theatrical performance (DOK 1-2)

Inquiry Questions:

  1. What is quality work?
  2. Why do different types of theatre elicit and require different audience responses?

Relevance & Application:

  1. Understanding the importance of constructive criticism and taking criticism helps to focus on the objectivity of study.
  2. Making critical evaluations expands the vocabulary and use of language.
  3. Embracing theatre terminology and conventions familiarizes one with production and technical theatre.

Nature Of:

  1. Learning to respect an audience transforms into striving for excellence in every endeavor.

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:

2. Give, accept, and integrate constructive and supportive feedback from self and others

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop selected criteria to critique what is seen, heard, and understood in a performance or dramatization (DOK 1-2)
  2. Apply constructive feedback in scene creation and character development (DOK 2-3)
  3. Evaluate and critique through reflection and analysis one's own individual work and the work of others in a productive and respectful way (DOK 2-3)

Inquiry Questions:

  1. What constitutes effective and constructive feedback for a scene and character?
  2. How does one develop appropriate criteria to critique?
  3. Why is feedback important?
  4. Who is impacted by your feedback?
  5. How can you use feedback as a helpful tool and not a hurtful one?

Relevance & Application:

  1. Evaluating performances helps to develop analytical and writing skills.
  2. Understanding the complexity of a performance aids in the appreciation of dramatic literature and playwrights.
  3. Appreciating how mass and multimedia can create an emotional impact leads to becoming an informed consumer.
  4. Providing examples of what directors look for when giving director's notes connects the critique process to the product.
  5. Evaluation and critique through problem-solving and/or problem spotting are key skills needed in every field, particularly science and math.

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: 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:

1. Develop selected criteria to critique what is seen, heard, and understood

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop criteria to critique a performance or script (DOK 1-2)
  2. Critique a performance or script using the developed criteria (DOK 1-3)

Inquiry Questions:

  1. What constitutes effective and constructive feedback for a scene and character?
  2. How does one develop appropriate criteria?
  3. How does a critique impact a performance?

Relevance & Application:

  1. Evaluating performances helps develop analytical and writing skills for theatre and film critics.
  2. Understanding the different elements of a performance aids in the appreciation of dramatic literature and playwrights.
  3. Understanding how different media can create an emotional impact creates informed consumers and technologically literate professionals.

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: 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:

3. Use selected criteria to critique what is seen, heard, and understood

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Critique a performance or script using pre-developed criteria (DOK 2-3)
  2. Share individual feelings and opinions appropriately (DOK 2)

Inquiry Questions:

  1. What do you think about when watching a performance?
  2. How can watching theatre affect how you feel?
  3. How do the surroundings such as sets, props, and costumes influence your opinion of a performance?

Relevance & Application:

  1. Mass media use different techniques to influence society by encouraging one to be an engaged citizen such as an active voter or community volunteer.
  2. Knowing that companies rely on consumers to make informed choices and spend vast resources to influence a company's outcome makes one an educated consumer.

Nature Of:

  1. Critical evaluation is necessary in informed decision making.

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:

3. Express thoughts about a dramatization or performance

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use appropriate theatre vocabulary to critique a live performance (DOK 2-3)
  2. Express individual feelings about a performance through drawing, writing, and discussing (DOK 2)
  3. Articulate the difference between constructive and negative feedback (DOK 1-2)

Inquiry Questions:

  1. How are performers impacted by feedback?
  2. Why is it important to use theatre-based vocabulary when discussing dramatizations?
  3. How can different members of an audience have different reactions to a dramatization?
  4. When might a critic allow their feelings to impact how they evaluate a dramatization?

Relevance & Application:

  1. Expanding writing skills leads to an enhanced vocabulary.
  2. Analyzing a critic's role in all types of media requires one to use specific criteria when evaluating performances.
  3. Understanding a critique is not meant to hurt feelings, but instead to build context for comprehending constructive feedback.
  4. Using electronic media to view many versions of productions provides a broad range of examples to compare and contrast.

Nature Of:

  1. Critiquing theatre leads to a better understanding of the human condition.

Content Area: Drama and Theatre Arts
Grade Level Expectations: Preschool
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. Respond to stories and plays

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Provide an initial response when exposed to a new performance, puppet show, or dramatization (DOK 1)
  2. Demonstrate an eagerness and interest in performances or dramatizations through asking questions (DOK 1)

Inquiry Questions:

  1. How does a story or play make you feel?
  2. How do an audience's feelings affect a play?
  3. What are your favorite parts of a play? Why?

Relevance & Application:

  1. Realizing that critique is a step in scientific inquiry allows one to make connections between theatre and other disciplines.
  2. Recognizing that critics use drama and theatre skills in all forms of media allows one to relate the arts to society.
  3. Connecting the vocabulary of theatre and literature guides the practitioner to build skills in critique and future writing.

Nature Of:

  1. Critiquing drama and theatre leads to a better understanding of the human condition.