Strand: Creating Content Standard 1: Students will generate and conceptualize artistic and work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 2 Grade 3 Grade 4 CCSS Alignment Imagine CR.1.K.1 Imitate, with guidance, people, creatures, or things, using body and facial expression CR.1.1.1 Describe potential choices characters could make in a guided drama experience or story CR.1.2.1 Describe potential plot adaptations that could occur in a guided drama experience CR.1.3.1 Participate in cooperative writing or improvisations that include the who, what, when, and why CR.1.4.1 Develop characters through writing or improvisations that include who, what, when, where, and why CCRA.R.3 Design CR.1.K.2 Create, with guidance, props, puppets, or costume pieces for dramatic play by using available materials CR.1.1.2 Create props, puppets, or costume pieces for dramatic play or a guided drama experience through collaboration with peers CR.1.2.2 Explore how mood and environment (e.g., color, light, lines, shape) affect props and costumes in a guided drama experience or adaptation of classroom literature CR.1.3.2 Explore how mood and environment (e.g., color, light, lines, shape) affect props, costumes, and scenery in a guided drama experience or adaptation of classroom literature CR.1.4.2 Propose design ideas that support the story and given circumstances in a drama/theatre work CCRA.SL.5 Characterize SLE introduced in 1 CR.1.1.3 Identify the five senses and the actor’s tools (e.g., body, imagination, voice) CR.1.2.3 Describe ways in gestures, movement, voice, and sound may be used in a guided drama experience or with an adaptation of classroom literature CR.1.3.3 Indicate with guidance how a character move or speak in a story (e.g., gestures, pitch, posture, rate, tone, volume) CR.1.4.3 Determine through peer collaboration how characters move or speak in a story (e.g., gestures, pitch, posture, rate, tone, volume) CCRA.R.3
Strand: Creating Content Standard 2: Students will organize and develop artistic ideas and work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 CCSS Alignment Develop CR.2.K.1 Contribute with guidance to dramatic play (e.g., adaptations of classroom literature, fairy tales, nursery rhymes) through interaction with peers CR.2.1.1 Retell familiar stories to identify character, setting, and conflict CR.2.2.1 Develop a story with a beginning, middle, and end through collaboration with peers CR.2.3.1 Explore the story elements of adaptations of dramatic or classroom literature character dialogue plot setting CR.2.4.1 Use the story elements in a guided drama experience character dialogue plot setting CCRA.SL.1 CCRA.L.3, 6 Cooperate SLE introduced in Grade 1 CR.2.1.2 Express original ideas in dramatic play or a guided drama experience CR.2.2.2 Contribute to group decision making in a guided drama experience CR.2.3.2 Participate in decision making to advance the plot of a story in a guided drama experience CR.2.4.2 Make decisions (e.g., character, dialogue, plot, setting) as a group that will enhance and deepen a drama/theatre work CCRA.SL.1
Strand: Creating Content Standard 3: Students will refine and complete artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 3 4 CCSS Alignment Rehearse CR.3.K.1 Respond with guidance to questions about a familiar story CR.3.1.1 Adapt with guidance a familiar story in a guided drama experience through collaboration with peers CR.3.2.1 Develop with guidance improvised scenes with a defined beginning, middle, and end CR.3.3.1 with guidance dialogue through collaboration with peers CR.3.4.1 Revise an improvised or scripted drama/theatre work through collaboration with peers CCRA.W.5 CR.3.K.2 Use with guidance facial expression and movement to demonstrate emotion and feeling CR.3.1.2 Communicate ideas and feelings using body and voice CR.3.2.2 Develop physical and techniques (e.g., articulation, gestures, movement, volume) CR.3.3.2 Use a variety of vocal tones to demonstrate a character’s mood CR.3.4.2 Use developmentally appropriate voice and movement to refine a character CCRA.SL.6 SLE introduced in Grade 5 SLE introduced in 5 SLE introduced in Grade 5 SLE introduced in Grade 5 SLE introduced in Grade 5 CCRA.W.6
Strand: Performing Content Standard 4: Students will analyze, interpret, and select artistic work for presentation. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten 1 Grade 2 Grade 3 Grade 4 CCSS Alignment Choose P.4.K.1 Identify, with guidance, characters and setting in dramatic play, an adaptation of classroom literature, or a guided experience P.4.1.1 Identify, with guidance, characters, relationships, and setting in dramatic play, an adaptation of classroom literature, or a guided drama experience P.4.2.1 Describe character actions and dialogue in a guided drama experience or an adaptation of classroom literature P.4.3.1 Dramatize a story with specific characters, relationships, and setting P.4.4.1 Discuss how underlying thoughts and emotions affect what characters say and do CCRA.R.8 SLE introduced in 1 P.4.1.2 Explore with guidance ways to express character traits and emotions in a guided drama experience P.4.2.2 Demonstrate how body, face, gestures, and voice are used to express character traits and emotions in a guided drama experience P.4.3.2 Select specific changes and body movements to demonstrate character traits and emotions P.4.4.2 Make physical and vocal choices to develop a character in a drama/theatre work CCRA.R.8 CCRA.SL.6
Strand: Performing Content Standard 5: Students will develop and refine artistic work for presentation. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten 1 Grade 2 3 Grade 4 CCSS Alignment Prepare P.5.K.1 Demonstrate with guidance a variety of voices and sounds in dramatic play, an adaptation of classroom literature, or a guided experience P.5.1.1 Demonstrate, with guidance, voices, sound, and physical movement of a character in dramatic play, an adaptation of classroom literature, or a guided drama experience P.5.2.1 Develop cooperative skills and concentration by participating in a variety of physical and vocal exercises (e.g., improvisation, theatre games, vocal and physical warm-ups) P.5.3.1 Participate in a variety of physical and exercises (e.g., improvisation, theatre games, vocal and physical warm-ups) that can be used in a group setting P.5.4.1 Practice a variety of physical, vocal, and cognitive exercises (e.g., improvisation, theatre games, vocal and physical warm-ups) that can be used in a group setting CCRA.SL.1 P.5.K.2 Use, with guidance, costumes or props in dramatic play P.5.1.2 Use, with guidance, costumes, or props to portray a character in dramatic play P.5.2.2 Identify basic technical elements essential to a drama/theatre work (e.g., costume, lighting, makeup, set, sound) P.5.3.2 Identify specific technical elements required for a given drama/theatre work (e.g., costume, lighting, makeup, set, sound) P.5.4.2 Utilize selected technical elements in a given drama/theatre work (e.g., costume, lighting, makeup, set, sound) CCRA.R.7 CCRA.L.6
Strand: Performing Content Standard 6: Students will convey meaning through the presentation of artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 CCSS Alignment Share P.6.K.1 Imitate, with guidance, people, creatures, or things using voice and sound through dramatic play, an adaptation of classroom literature, or a guided drama experience P.6.1.1 Communicate, with guidance, emotions through movement, gestures, voice, and sound in dramatic play, an adaptation of classroom literature, or a guided drama experience P.6.2.1 Assume a specific role in a guided drama experience (e.g., creative drama, improvisation, process drama, story drama) P.6.3.1 Practice work (e.g., creative drama, improvisation, process drama, story drama) individually or in small groups P.6.4.1 Share small group drama/theatre work (e.g., creative drama, improvisation, process drama, story drama) with an audience of CCRA.SL.1
Strand: Responding Content Standard 7: Students will perceive and analyze artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 2 Grade 3 Grade 4 CCSS Alignment Evaluate R.7.K.1 Express emotional response in a guided drama experience R.7.1.1 Recognize when artistic choices are made in a guided experience R.7.2.1 Examine artistic choices made in a guided drama experience or a drama/theatre work R.7.3.1 Determine why artistic choices are made in a guided drama experience or drama/theatre work R.7.4.1 Identify artistic and/or technical choices made in a drama/theatre work through participation or observation CCRA.SL.1, 2, 3, 4
Strand: Connecting Content Standard 10: Students will synthesize and relate knowledge and personal experiences to make art. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 3 Grade 4 CCSS Alignment Relate CN.10.K.1 Identify character emotions in a guided drama experience CN.10.1.1 Identify, with guidance, similarities between characters and self CN.10.2.1 Recognize, with guidance, similarities between a and a personal experience CN.10.3.1 Relate character experiences to personal experiences in a dramatic play or a guided drama experience CN.10.4.1 Use personal experiences and knowledge to make connections to family and culture in a drama/theatre work CCRA.R.3 CCRA.SL.3
Strand: Connecting Content Standard 11: Students will relate artistic ideas and works to societal, cultural, and historical context to deepen understanding. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 CCSS Alignment Incorporate CN.11.K.1 Use, with guidance, appropriate skills (e.g., taking turns, listening to others) in dramatic play CN.11.1.1 Use knowledge from other content areas in a guided drama experience CN.11.2.1 Incorporate skills and knowledge from other art forms and other content areas in a guided drama experience CN.11.3.1 Incorporate cultural/historical traditions (e.g., celebrations, clothing, dance, food, greetings, holidays, music) in a guided experience CN.11.4.1 Identify connections to social issues (e.g., bullying, environment, equality, social in drama/theatre work CCRA.SL.1, 6 Research SLE introduced in Grade 1 CN.11.1.2 Identify, with guidance, stories that are different from one another CN.11.2.2 Identify similarities and differences in stories from multiple cultures CN.11.3.2 Explore stories and/or folktales from various cultures or time periods CN.11.4.2 Dramatize stories and/or folk tales from various cultures or time periods CCRA.R.9 CCRA.SL.1, 4, 6 SLE introduced in Grade 2 SLE introduced in Grade 2 CN.11.2.3 Tell, with guidance, a short story in dramatic play or a guided drama experience CN.11.3.3 Collaborate on the creation of a short scene based on a fictional literary source CN.11.4.3 Collaborate on the creation of a short scene based on a historical or cultural literary source CCRA.SL.1, 4, 6
Strand: Creating Content Standard 1: Students will generate and conceptualize artistic ideas and work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 CCSS Alignment Imagine CR.1.5.1 Identify physical qualities and movements that reveal character traits, thoughts, feelings, and actions CR.1.6.1 Develop character movement through script writing or improvisations that include who, what, when, where, and why CR.1.7.1 Identify what stage movement communicates about characters, relationships, and the story as a whole CR.1.8.1 Conceptualize possible stage movement for a drama/theatre work CCRA.R.3 Design CR.1.5.2 Design one or more costumes, props, or scenic elements for a drama/theatre work through collaboration with peers CR.1.6.2 Identify design and technical challenges (e.g., lighting/sound design, prop/set placement, space limitations, staging, non-representational materials) presented by a drama/theatre work through collaboration with peers CR.1.7.2 Analyze potential solutions to design and technical challenges (e.g., lighting/sound design, prop/set placement, space limitations, staging, non-representational materials) presented by a drama/theatre work through collaboration with peers CR.1.8.2 Design elements of a drama/theatre work for a specific theatre space through collaboration with peers and by using available technology (e.g., editing and design software, sound and lighting equipment, web resources) CCRA.SL.5 Characterize CR.1.5.3 Explain how a character’s inner thoughts impact a story in a drama/theatre work CR.1.6.3 Explore multiple characters’ movement, speech, and inner thoughts in a drama/theatre work CR.1.7.3 Analyze how a character’s background affects movement, speech, and inner thoughts in a drama/theatre work CR.1.8.3 Analyze a character’s inner thoughts, objectives, and motivation in a drama/theatre work CCRA.R.3
Strand: Creating Content Standard 2: Students will organize and develop artistic and work THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 CCSS Alignment Develop CR.2.5.1 Write with guidance a dramatized version of a familiar story using dialogue through collaboration with peers CR.2.6.1 Write a dramatized version of a familiar story, personal experience, or a historical or cultural event using dialogue CR.2.7.1 scenes or one-act plays based on familiar stories that include monologue and/or dialogue and action CR.2.8.1 original scenes or one-act plays that include monologue and/or dialogue, action, and setting CCRA.W.3 CCRA.L.3, 6 Cooperate CR.2.5.2 Identify, through collaboration with peers, the responsibilities of defined theatre roles required to present a drama/theatre work actor designer director playwright producer stage manager technician CR.2.6.2 Collaborate with peers by contributing ideas, as well as accepting and incorporating ideas of others, in defined theatre roles, in preparing or devising drama/theatre work CR.2.7.2 Demonstrate mutual respect for self and others in their defined theatre roles in preparing or devising drama/theatre work (e.g., director, stage manager, designers) CR.2.8.2 Cooperate as a creative team to share leadership roles and responsibilities to prepare for a drama/theatre work CCRA.SL.1
Strand: Creating Content Standard 3: Students will refine and complete artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 CCSS Alignment Rehearse CR.3.5.1 Revise an improvised or scripted drama/theatre work through repetition and collaboration CR.3.6.1 Demonstrate focus and concentration in rehearsal for an ensemble drama/theatre work CR.3.7.1 Refine an ensemble performance through peer evaluation and CR.3.8.1 Refine an ensemble performance through repetition and reflection CCRA.W.5 CR.3.5.2 Use physical and exploration for character development in a scripted or improvised drama/theatre work CR.3.6.2 Identify effective physical, vocal, and emotional traits of characters in a scripted or improvised drama/theatre work CR.3.7.2 Develop effective character traits in a scripted or improvised drama/theatre work CR.3.8.2 Refine effective character traits in a scripted or improvised work CCRA.SL.6 CR.3.5.3 Analyze a planned technical design (e.g., costume design, makeup design, scene design) for a scripted drama/theatre work CR.3.6.3 Refine a planned technical design (e.g., costume design, makeup design, scene design) for a scripted drama/theatre work CR.3.7.3 Apply solutions to design and technical problems that arise during the rehearsal process for a drama/theatre work through collaboration with peers and by using available technology (e.g., editing and design, software, sound and lighting equipment, web resources) CR.3.8.3 Refine a planned technical design using available technology during the rehearsal process for a drama/theatre work (e.g., editing and design, software, sound and lighting equipment, web resources) CCRA.W.6
Strand: Performing Content Standard 4: Students will analyze, interpret, and select artistic work for presentation. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. 5 Grade 6 Grade 7 Grade 8 CCSS Alignment Choose P.4.5.1 Analyze the motivation and emotion that shapes dialogue and action in a drama/theatre work discuss P.4.6.1 Identify the key events that advance the story in a drama/theatre work P.4.7.1 Consider various staging choices (e.g., blocking, movement, non-representational materials) to enhance a drama/theatre work P.4.8.1 Make staging choices in a drama/theatre work (e.g., blocking, movement, non-representational materials) CCRA.R.8 P.4.5.2 Experiment with various physical and vocal choices to communicate a character in diverse ways in a drama/theatre work P.4.6.2 Use physical and vocal choices to show motivation and emotions behind the individual character’s actions P.4.7.2 Use physical and choices to show a character’s motivation, objectives, and emotions in a drama/theatre work P.4.8.2 a character’s motivation, objectives, and tactics in a drama/theatre work to overcome obstacles by making vocal/physical choices CCRA.R.8 CCRA.SL.6
Strand: Performing Content Standard 5: Students will develop and refine artistic work for presentation. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 6 7 Grade 8 CCSS Alignment Prepare P.5.5.1 Practice selected exercises in a group setting for a drama/theatre work (e.g., improvisation, physical/vocal warm-ups, theatre games) P.5.6.1 Participate in a variety of acting exercises that can be applied to rehearsal or performance (e.g., improvisation, physical/vocal warm-ups, theatre games) P.5.7.1 Apply various techniques and exercises to increase acting skills in rehearsal or performance (e.g., improvisation, warm-ups, theatre games) P.5.8.1 Choose acting exercises that can be applied to a drama/theatre work (e.g., improvisation, physical/vocal warm-ups, theatre games) CCRA.SL.1 P.5.5.2 Identify appropriate vocabulary to describe various stage directions center stage stage left stage right upstage downstage and technical elements makeup costume lighting sound set publicity P.5.6.2 Identify appropriate vocabulary to describe various types of stage spaces apron arena back stage black box grand drape house on/off proscenium thrust P.5.7.2 Apply technical elements in a formal or informal work, using appropriate vocabulary P.5.8.2 Design technical elements to be used in a formal or informal drama/theatre work, using appropriate vocabulary CCRA.R.7 CCRA.L.6
Strand: Responding Content Standard 7: Students will perceive and analyze artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 6 Grade 7 Grade 8 CCSS Alignment Evaluate R.7.5.1 Explain personal reactions to artistic and/or technical choices made in a work through participation and/or observation R.7.6.1 Compare personal reactions to a drama/theatre work (e.g., live/recorded performance, formal/informal performance) to the reactions of others R.7.7.1 Use given criteria to evaluate the artistic and/or technical choices in an individual or ensemble performance of a drama/theatre work R.7.8.1 Use student-created criteria to evaluate the artistic and/or technical choices in an individual or ensemble performance of a drama/theatre work CCRA.SL.1, 2, 3, 4
Strand: Responding Content Standard 8: Students will interpret intent and meaning in artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 CCSS Alignment Appreciate R.8.5.1 Recognize a response based on a personal experience when participating in or observing a drama/theatre work R.8.6.1 Describe a response based on a personal experience when participating in or observing a drama/theatre work R.8.7.1 Identify how artistic choices are made based on personal experience when participating in a drama/theatre work R.8.8.1 Justify artistic choices based on personal experiences when participating in a drama/theatre work CCRA.R.6 R.8.5.2 Explain how artistic and/or technical choices (e.g., costume design, movement, physical characteristics, props, set) made in a drama/theatre work reflect cultural perspectives R.8.6.2 Identify cultural perspectives that may influence the interpretation of a drama/theatre work R.8.7.2 Describe how cultural perspectives can influence the interpretation of a work R.8.8.2 Analyze how cultural perspectives influence the interpretation of a drama/theatre work CCRA.R.3, 6 R.8.5.3 Explore the effects of emotion on the body and voice in a drama/theatre work (e.g., breathing, gestures, intonation, posture) R.8.6.3 Identify personal aesthetics, preferences, and beliefs when participating in or observing a drama/theatre work R.8.7.3 Recognize how the use of personal aesthetics, preferences, and beliefs are used to discuss a drama/theatre work R.8.8.3 personal aesthetics, preferences, and beliefs to evaluate a drama/theatre work CCRA.R.1
Strand: Responding Content Standard 9: Students will apply criteria to evaluate artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 6 Grade 7 8 CCSS Alignment Critique R.9.5.1 Describe why and how groups evaluate a work R.9.6.1 Evaluate a drama/theatre work as an audience member based on simple, given criteria R.9.7.1 Develop a plan to evaluate a drama/theatre work, using evidence to support given criteria R.9.8.1 Implement a plan to evaluate a drama/theatre work using supporting evidence, personal aesthetics, and artistic criteria CCRA.SL.2 CCRA.L.3 R.9.5.2 Describe why and how groups evaluate the technical elements in a drama/theatre work R.9.6.2 Evaluate the technical elements in a drama/theatre work based on simple, given criteria R.9.7.2 Develop a plan to evaluate the technical elements of a work, using given criteria R.9.8.2 Implement a plan to evaluate the technical elements of a work using supporting evidence, personal aesthetics, and artistic criteria CCRA.SL.2 CCRA.L.3, 6 Impact R.9.5.3 Express how the problems and situations in a drama/theatre work impact an audience R.9.6.3 Identify a specific audience or purpose for a work R.9.7.3 Examine the relationship between the purpose of a work and a specific audience R.9.8.3 Examine methods (e.g., applause, postproduction discussion, audience feedback) of determining the degree to which a drama/theatre work impacts a specific audience CCRA.R.3, 6 CCRA.SL.3
Strand: Connecting Content Standard 10: Students will synthesize and relate knowledge and personal experiences to make art. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. 5 6 Grade 7 Grade 8 CCSS Alignment Relate CN.10.5.1 Explain the connection formed between personal beliefs and community beliefs in a work CN.10.6.1 Recognize various cultural perspectives, community beliefs, and personal beliefs (e.g., adaptation of classroom literature, live/recorded performance, monologue script, scene) in a drama/theatre work CN.10.7.1 Examine the impact of cultural perspectives, global perspectives, community beliefs, and personal beliefs on a drama/theatre work (e.g., adaptation of classroom literature, live/recorded performance, monologue script, scene) CN.10.8.1 Incorporate multiple cultural perspectives, global perspectives, community beliefs, and personal beliefs in a scripted or improvised drama/theatre work CCRA.R.3, 6 CCRA.SL.3