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Arizona Standards
The Arts Standards
THEATRE
(adopted by the State Board of Education 04.28.97)
Theatre represents a broad and diverse range of forms such
as Japanese Kabuki theatre, improvisation, Indonesian shadow puppetry, television,
pantomime, Native American storytellers, Noh, dramas, film, vaudeville, and dramatic
readings. Students develop theatre literacy in learning to see the created world of
theatre through the eyes of the playwright, actor, designer and director. By creating,
performing, analyzing and critiquing dramatic works, students develop a deeper
understanding of personal issues and a broader world view that includes global issues.
Theatre is an art of synthesis. Language Arts, Social Studies, and the other art
disciplines are an integral part of theatre and as such are already deeply embedded in the
standards and performance objectives. Therefore examples included link theatre to such
disciplines as Science, Health, Workplace Skills, Math, Technology, and Foreign Language.
STANDARD 1: Creating Art
Students know and apply the arts disciplines, techniques
and processes to communicate in original or interpretive work.
Students know and are able to do the following:
Note: All levels are built upon previous levels.
READINESS (Kindergarten)
- 1AT-Rl. Use natural language patterns (e.g., from
literature or school and home experiences) with familiar phrases as they play out a story
After listening to an account and class discussion of
characters:
PO 1. Retell the story including setting, time, plot, and
physical descriptions of the characters
PO 2. Use dialogue and movement as a character while responding to teacher and/or peers
- 1AT-R2. Develop sensory perception* and the ability to
describe mental pictures by recalling objects and/or events (e.g., use words, movement, or
drawings in a variety of ways to illustrate things seen, heard, felt, tasted, or smelled
in class or home experiences or created after listening to stories told or read)
After a discussion about mental imaging on specific sensory
stimuli:
PO 1. Describe a recalled sensory experience
PO 2. Use a variety of art media to create a picture about a sensory experience
PO 3. Create a movement based image or story to communicate a sensory experience
- 1AT-R3. Sustain a pretend scene (e.g., from literature or
students’ personal experiences), using appropriate language or movement with the
teacher role-playing or giving cues
PO 1. Sustain concentration within a given role throughout
a scene
PO 2. Use language that is appropriate to their character throughout the scene
PO 3. Use a range of movement that is appropriate to their character
PO 4. Respond in character to cues given within a scene
- 1AT-R4. Describe
(e.g., through words, drawings, technology*) the setting of a
story to be dramatized and, with teacher guidance, establish spaces*
for the dramatization,* and select materials that suggest the
furniture and objects needed
PO 1. Describe/draw/depict the environment (e.g., time,
place)
PO 2. Choose props that will enhance the playing and meaning of the story
PO 3. Arrange a space for playing out the story
Possible links to:
Math - proportion
Visual art - space, form, balance
- 1AT-R5. Show respect for personal work and the work of
others
PO 1. Listen to others and follow suggestions
PO 2. Share and take turns
PO 3. Participate in a process for self evaluation, feedback about the process, and
feedback about the dramatization
FOUNDATIONS (Grades 1-3)
- 1AT-F1. Working within a group use selected characters*,
environments,* and actions* to improvise* a dramatic problem; formalize by recording
and/or writing the dialogue and stage directions
PO 1. Describe characters within a dramatic activity
PO 2. Sequence the events in the dramatic activity
PO 3. Describe the environment
PO 4 Choose appropriate props to enhance the scene
PO 5. Improvise a dramatic scene
PO 6. Write or record improvised dialogue and stage movement
Possible links to:
Language Arts - writing process, information gathering
- 1AT-F2. Imagine and clearly describe (e.g., through
variations of movement and gesture, vocal pitch, volume and tempo) characters, their
relationships, what they want and why
PO 1. Describe the imaged characters and their wants and
needs (motivation), and basic relationships with the other characters in the scene
PO 2. Demonstrate the character motivations and relationships through dialogue and
movement
Possible links to:
Science- social perspectives
- 1AT-F3. As a character, play out her/his wants by
interacting with others, maintaining concentration, and contributing to the action of
classroom improvisations (e.g., scenes based on personal experience and heritage,
imagination, literature and history)
PO 1. Develop small group improvisations based on
characters’ wants and needs
PO 2. Interact in role with other characters in the improvisation
PO 3. Use an imaginative range of movement and dialogue that is appropriate to the
characters within the improvisation
Possible links to:
Social Studies - history
Language Arts – literature
- 1AT-F4. Draw or verbally describe mental images for the
time, place and mood of classroom dramatizations
PO 1. As a group, decide on a time, place and mood for the
improvisation
PO 2. Use line, shape, texture, color, space, balance and pattern to depict the mental
image that was developed through the group process
Possible links to:
Visual art - drawing, elements/principles of design
Social Studies - historical frameworks
- 1AT-F5. Collaborate to choose elements of scenery,
objects, sound, lighting, clothing and makeup to suggest the place, mood and characters
for classroom dramatizations
PO 1. Choose available scenery pieces and/or props to
suggest the chosen environment
PO 2. Choose to lighten or partially darken the room to enhance the mood of the
improvisation
PO 3. Choose or create sound exploring a variety of sound media (e.g., body percussion,
pitched and unpitched percussion, voices, found sounds, electronic sources) to enhance the
meaning and mood of the improvisation
PO 4. Choose available clothing, accessories, and props to suggest character
Possible links to:
Science - sound
Music - rhythm, tempo
ESSENTIALS (Grades 4-8)
- 1AT-E1. Create and script* (e.g., through scenarios for
improvisations* and scripts), both individually and in groups, scenarios that develop
tension* and suspense between believable, interrelated characters*
(Grades 4-5)
PO 1. Develop a scene that has a simple series of actions with conflict, challenge, or
problems for the characters
PO 2. Analyze the relationships and believability of the characters in the improvisation
PO 3. Use class discussions as a basis for scripting (in appropriate format) a scene that
involves character, tension/conflict, and action
(Grades 6-8)
PO 1. Create a draft for a short play or screen play with several scenes including
subplots and major and minor conflicts
PO 2. Rewrite a short play or screenplay with insights based on improvisations and/or
readings of the draft scripts working for dialogue and action appropriate for characters
and situation
Possible links to:
Language Arts - creative writing, reading, formatting
- 1AT-E2. Demonstrate mental and physical attributes (e.g.,
concentration, sense recall, and ability to remember lines and cues; breath and vocal
control, body alignment,* flexibility, and coordination) required to communicate
characters different from themselves
(Grades 4-5)
PO 1. Concentrate as a character portraying simple identified role characteristics
PO 2. Demonstrate fluidity of dialogue in improvisations and when remembering lines and
taking cues for scripted dramas
PO 3. Use simple vocal techniques (e.g., rate, tone, pitch, rhythm, tempo, volume) to
create a believable character
PO4. Use simple range of movement to differentiate one character from another
Possible links to:
Science - sound, pitch
Dance - movement
Social Studies – psychology
(Grades 6-8)
PO 1. Support the relationships with other characters in
role within the scene
PO 2. Demonstrate fluidity of dialogue when delivering lines and responding to cues
PO 3. Use vocal techniques (e.g., enunciation, pronunciation, rate, rhythm, tempo, tone,
pitch, volume) to create a character
PO 4. Demonstrate a controlled range of movement to
differentiate one character from another
Possible links to:
Dance - movement
Science – sound
- 1AT-E3. Cooperate in an ensemble* to rehearse and present
improvisations and scripted scenes involving themselves as invented characters
(Grades 4-5)
PO 1. In small groups cooperatively plan scenes or improvisations
PO 2. Rehearse an improvisation or scene making certain the action is seen and heard
PO 3. Participate in a classroom presentation and/or a film/video demonstrating vocal and
movement techniques to portray a character
Possible links to:
Workplace skills - cooperation, planning
Language Arts - presentation skills
(Grades 6-8)
PO 1. Based on an analysis of the text, describe character
motivations, the basic structure of the story, and the role of the environment in the
story
PO 2. Integrate the ideas of student designers and directors in the development of a scene
for production, using readily available materials for scenery, props, and costumes
PO 3. Demonstrate the ability to take direction from teacher or student director
PO 4. Give directions as director or designer (based on an analysis of the text, including
placement of characters that utilize all stage areas–upstage, down stage,
etc.–and that creates emphasis and contrast)
PO 5. Participate in a formal presentation and or film/video that demonstrates ability to
portray a character (e.g., through vocal and movement control, concentration, reaction,
etc.)
Possible links to:
Workplace skills - cooperation, planning
Language Arts - presentation skills
Social Studies – psychology
- 1AT-E4. Identify and demonstrate the basic physical and
chemical properties of the technical aspects of theatre*(e.g., light, color, electricity,
paint, set construction, and makeup)
(Grades 4-5)
PO 1. Demonstrate the effect of a light source on shadow (reflection, refraction, and
absorption) and mood
PO 2. Mix paint to create different colors, values, and hues; explain the process
(Grades 6-8)
PO 1. Demonstrate light as an additive phenomenon (i.e., the primary lighting colors are
blue, green, and yellow and by adding them, other colors and white can be created) and
paint as subtractive (i.e., pigments in which the primary colors red, blue, and yellow,
absorb light and mixing them leads to black)
PO 2. Describe basic characteristics of electricity as it is used to control light (e.g.,
wattage, voltage, and electronic dimmers)
PO 3. Explain the basic differences between oil and water-based makeup and the effect each
has on the skin
Possible links to:
Technology skills - machines, color theory
Language Arts - presentation skills
Science - properties of matter, electricity
Visual Art - color theory
- 1AT-E5. Analyze
scenes for artistic and technical requirements; develop design
based on musical and visual art principles* that meet the requirements
of the scene
(Grades 4-5)
PO 1. Discuss how visual and aural design elements affect the audience
PO 2. Experiment with arts media and techniques to create a design that contributes to the
mood and meaning of an improvisation (e.g., a collage, a computer image, a sound plot,
etc.)
(Grades 6-8)
PO 1. Create a floorplan for the scene indicating environmental objects and set props;
take into account sightlines and character action
PO 2. Develop a design that communicates
story and environment for a theatre, film or video scene (i.e.,
choices about art elements in the setting, lighting, sound and
costumes should convey a unified meaning)
PO 3. Make costume sketches (using figure models if needed) to convey character and
character relation-ships, class, time, culture, etc.
PO 4. Design makeup (given face models) to suggest age and personality of the character
PO 5. Create a simple light and sound plot indicating cues for changes (based on available
equipment)
Possible links to:
Technology - equipment use, computers
Workplace Skills - problem solving, collaboration
Social Studies - historical research
Visual art - design, drawing
Music - aural design elements
- 1AT-E6. Work collaboratively and safely to select and
create elements of scenery, properties, lighting, sound, costumes, and makeup that will
suggest their designs
(Grades 4-5)
PO 1. Use available art materials and tools to construct
set pieces or select from a variety of sources, objects that can convey the image of the
environment
PO 2. Make certain the action is seen and light sources colored to enhance the mood of the
scene
PO 3. Record and play sound to enhance the mood and meaning of the scene
PO 4. Select costume accessories from home wardrobes, etc., to enhance the design of the
performance and help delineate character
(Grades 6-8)
PO 1. Use tools correctly (power tools if available and
appropriate for the project) when constructing the scenery for the presentation
PO 2. Use lighting and sound equipment appropriately
PO 3. Construct costume pieces to enhance characterization and performance
PO 4. Apply simple suggestive makeup using safe products and procedures
Possible links to:
Technology - apply information,
Workplace Skills - problem solving, collaboration
Social Studies - historical research
Visual art - design, drawing
Music - aural design elements
PROFICIENCY (Grades 9-12)
- 1AT-P1. Construct original scripts* and collaborate with
actors to refine scripts so that story and meaning are conveyed to an audience
PO 1. Construct an original or adapted dramatic piece or
monologue, scene, or short play that develops character, human interaction, conflict and
resolution
PO 2. Use collaboration among playwright, actors, director and designers to develop and
rewrite the text
Possible links to:
Workplace Skills - problem solving, collaboration
Language Arts - writing, formatting, reading strategies
- 1AT-P2. Compare and demonstrate various acting
techniques* and methods, individually or in an ensemble*, to create and sustain
characters* that communicate with audiences
PO 1. Compare, in writing, various acting techniques and
methods (e.g., classical style, Commedia del Arte, Constantin Stanslavski, Stanford
Meisner, Viola Spolin, Dorothy Heathcoate, etc.)
PO 2. Demonstrate at least two acting techniques and/or methods
PO 3. Use imaginative movement, gesture, and vocalization to communicate subtext
PO 4. Use character analysis to create believable characters in at least two different
acting styles
Possible links to:
Language Arts - writing skills
Social Studies - history
Dance - movement
- 1AT-P3. Analyze a variety of dramatic texts* from
cultural and historical perspectives to determine production requirements and develop
designs that use visual and aural* elements to convey environments* that clearly support
the text
Possible links to:
Language Arts - writing skills
Social Studies - history, cultural similarities and
differences
- 1AT-P4. Apply technical knowledge and skills to safely
create functional scenery, properties, lighting, sound, costumes, and makeup
PO 1. Follow established safety regulations
PO 2. Use technical and design knowledge,
keeping in mind budgetary considerations, to design, construct,
or operate scenery; design, mount, or control lighting; select,
record, and control sound; select, design, construct, or alter
costumes; design, apply make-up
Possible links to:
Technology - use of equipment, read/follow
directions
Workplace Skills - problem solving, marketable skills,
technical vocabulary
- 1AT-P5. Lead small groups in researching and planning a
scene and rehearsing the scene for performance
PO 1. Analyze text for physical, social, and psycho-logical
dimensions of the characters
PO 2. Research and conceptualize a scene or play (as director and designer)
PO 3. Direct a scene or play (e.g., blocking, staging, characterization)
PO 4. Use rehearsal techniques (e.g., memorization, pacing, polishing work) to prepare for
a presentation
Possible links to:
Workplace skills - leadership skills, group dynamics
- 1AT-P6. Develop and sustain a portfolio of created work
demonstrating the progression of knowledge and skills
PO 1. Organize the components of a portfolio including
resume, headshot, letters of recommendation, and samples of designs
PO 2. Use self assessment skills to demonstrate improvement
Possible links to:
Workplace skills - organization, marketable skills
DISTINCTION (Honors)
Option: Performance or Technical
- 1AT-D1. Write theatre*,
film, television or electronic media* scripts* in a variety of
traditional and new forms* that include original characters* with
unique dialogue that motivates action*
Possible links to:
Technology - electronic information
Language Arts – writing
- 1 AT-D2. Work in an ensemble* to create characters for
classical, contemporary, realistic, and non-realistic improvisations* and scripted plays
for the theatre, film, television and/or electronic media productions
Possible links to:
Social Studies - history
Language Arts - reading
Workplace Skills - collaboration
- 1AT-D3. Research and use cultural, historical and
symbolic clues to develop an interpretation and visual and sound production choices for an
improvisational or scripted scene; justify these choices; then collaborate as a member of
a production team (e.g., as director, designer/technician, or actor) to develop
aesthetically unified production concepts for classroom or formal theatre, film,
television and/or electronic media productions
Possible links to:
Workplace Skills - collaboration
Visual Art - elements and principles of design
Social Studies - history, culture
Language Arts - research
- 1AT-D4. Use standard
procedures to efficiently and safely construct and operate technical
aspects of theatre, film, television and/or electronic media productions
Possible links to:
Technology - safety, electronic information
- 1AT-D5. Create and
reliably implement production schedules, stage management plans,
promotional ideas and businessfront-of-house* procedures for theatre,*
film, television and/or electronic media productions
Possible links to:
Technology - safety, electronic information
Workplace Skills - marketable skills, leadership,
communication
- 1AT-D6. Conduct auditions, cast actors, direct scenes,
and hold production meetings to achieve production goals
Possible links to:
Workplace Skills - marketable skills, leadership, communication
- 1 AT-D7. Collaborate
with directors to develop unified production concepts that convey
the metaphorical nature of the drama* for theatre, film, television
and/or electronic media productions
Possible links to:
Technology - electronic information
Workplace Skills - marketable skills, leadership,
communication, collaboration
Language Arts - vocabulary
- 1AT-D8. Collaborate,
as a director, with designers and actors to develop aesthetically
unified production concepts for theatre, film, television and/or
electronic media productions
Possible links to:
Technology - electronic information
Workplace Skills - marketable skills, leadership,
communication, collaboration
Language Arts - vocabulary
- 1AT-D9. Research
and explain how scientific and technological advances have impacted
set, light, sound, and costume design and implementation for theatre,
film, television and electronic media productions
Possible links to:
Technology - electronic information, emerging
technologies
Workplace Skills - marketable skills, leadership,
communication, collaboration
Language Arts - vocabulary
Science - scientific principles
STANDARD 2: Art in Context
Students demonstrate how interrelated conditions (social,
economic, political, time and place) influence and give meaning to the development and
reception of thought, ideas and concepts in the arts.
Students know and are able to do the following:
Note: All levels are built upon previous levels.
READINESS (Kindergarten)
- 2AT-R1. Share personal cultural traditions which they
have also seen while viewing a play, a film or a television show
PO 1. Retell the story of the show and identify the main
characters
PO 2. Identify similarities and differences between institutions (e.g., family, school,
neighborhoods, etc.) that are important to them and the characters in the play
Possible links to:
Science - inquiry, comparison, relationships
Health - human relationships, interpersonal skills
Math - grouping, prediction
Foreign Language - culture
- 2AT-R2. Demonstrate audience behavior appropriate for the
context* and genre* of theatre* performed
PO 1. Discuss how and why audience behaviors differ when
watching a television show, movie, or theatre production
PO 2. Discuss how audiences respond when the show is serious or funny
PO 3. Demonstrate how an audience member should behave so everyone can enjoy a show
Possible links to:
Workplace skills - critical thinking, following directions, listening, responding
- 2AT-R3. Identify various sources (e.g., books, family
stories, nature, imagination, paintings, poetry) for theatrical work
- 2AT-R4. Discuss the jobs (e.g., playwright, actor,
designer/technician) of those who "make" theatre
PO 1. Discuss the people involved in creating the story,
character and setting for a production
PO 2. Discuss the difference between actor and the character he/she performs
Possible links to:
Technology - vocabulary, collecting data,
Workplace Skills - marketable skills
FOUNDATIONS (Grades 1-3)
- 2AT-F1. Research information (e.g., social, economic,
political, time, place) to enrich classroom dramatizations
Given a story to improvise:
PO 1. Use a variety of sources (library books, family
information, pictures, etc.) to develop an image of the look, sound, touch, taste of the
time and place of the story
Possible links to:
Health - senses
Foreign Language - culture
- 2AT-F2. Identify, by genre,* examples of theatre* about
historical periods and cultures
Given an opportunity to see a production (television, film,
theatre) about a different time or culture:
PO 1. Identify the culture by country of setting and time
PO 2. Explain the differences between comic and serious
drama
Possible links to:
Social Studies - history
Foreign Language - culture
Visual Art - art history
- 2AT-F3. Demonstrate how interrelated conditions (e.g.,
social, economic, political, time, place) influence the characters* and stories in theatre
PO 1. Describe how place (e.g., cold or hot climate, desert
or rain forest, etc.) and time (e.g., past, present or future) affects the characters in a
play, film or television show
Possible links to:
Social Studies - history, economics
Foreign Language - culture
Visual Art - art history
- 2AT-F4. Discuss
the role* of theatre, film, television and electronic media* in
their lives and in the lives of others
PO 1. Graph how much television, film and theatre they
watch
ESSENTIALS (Grades 4-8)
- 2AT-E1. Analyze the physical, emotional, and social
dimensions of characters* found in dramatic texts* from various genre* and media
Given a dramatic text or media
presentation:
(Grades 4-5)
PO 1. Identify and compare the physical traits (e.g.,
ethnicity, body shape, age, physical ability, etc.) of various characters
PO 2. Explain how the emotional range (e.g., feelings that motivate a character, feelings
or reactions) of characters effects their personality
PO 3. Identify and compare the social status of characters
Possible links to:
Health - lifestyle
Foreign Language - culture
Workplace Skills - communication, critical thinking
(Grades 6-8)
PO 1 Compare similar characters (e.g., physical, social,
and emotional dimensions) from written or media sources
PO 2 Compare similar characters from two different genres of drama (e.g., comedy, drama,
farce, etc.)
- 2AT-E2. Explain
and compare the roles* and interrelated responsibilities of various
personnel involved in theatre*, film, television, and/or electronic
media* productions
(Grades 4-5)
PO 1. Explain what the playwright, actor,
designer and director do to put on a play and the role of editor,
camera operator in film
PO 2. Compare and contrast the roles and responsibilities of actors, designers, and
directors in film and theatre
Possible links to:
Workplace Skills - careers, personal traits
(Grades 6-8)
PO 1. Explain how theatre/film playwrights, directors,
producers, actors, designers work together to plan and produce a show
PO 2. Utilize knowledge of roles and responsibilities of various theatre/film/television
professionals to collaborate on the production of a scene, short video, puppet show, etc.
Possible links to:
Math - graphs, tables
Technology - products
Foreign Language - culture
- 2AT-E3. Explain how social concepts (e.g., cooperation,
communication, collaboration, consensus, self-esteem, risktaking, sympathy, empathy) apply
in theatre and in daily life, literature or history
(Grades 4-5)
PO 1. Utilizing their knowledge of social skills needed in
the planning, rehearsing and presentation of a dramatic work, give examples from daily
life when these skills are applicable
PO 2. Compare the social behavior of characters in a film/television and or theatre
productions with examples from social behavior in similar situations in daily life
PO 3. Improvise scenes exemplifying these behaviors
Possible links to:
Health - personal well-being behavior, family relationships
(Grades 6-8)
PO 1. Discuss ways in which different behaviors might
change or resolve the fictional problem
PO 2. Incorporate insights from comparison of character behavior in dramatic literature
and productions to analyze real life situations
Possible links to:
Workplace Skills - personal, professional well-being
Arts standards and performance objectives
- 2AT-E4. Apply research to script* writing, acting,
designing, and directing
(Grades 4-5)
PO 1. Identify a variety of source (e.g., library, school,
community) to supply information about characters, environment, etc. to improve a
performance
PO 2. Evaluate the research materials for appropriateness and usefulness to support
character, story development and design
Possible links to:
Technology - research, material presentation
(Grade 6-8)
PO 1. Refine research skills (e.g., increase sources,
analyze sources in more depth)
PO 2. Present selected information from research to the ensemble to support the production
process
PO 3. Develop a production utilizing the most applicable and appropriate researched
insights
- 2AT-E5. Analyze the emotional and social impact (e.g.,
historical and contemporary) of performances in their lives and the lives of others)
(Grades 4-5)
PO 1. Analyze and describe orally or in writing a personal
response to a play or film, etc.
PO 2. Describe how the characters in a situation might be similar to one experienced in
real life
Possible links to:
Health - relationships
(Grades 6-8)
PO 1. Define differences between the emotional and social
impact of a fictional experience with real life
PO 2. Explain how their behavior might change in response to a performance (e.g., drugs or
alcohol abuse, criminal behavior, friendship or family relationships)
Possible links to:
Health - lifestyles
Workplace Skills - communication, critical thinking
- 2AT-E6. Select characters representing various historical
periods and cultures from scripts and other sources and illustrate how these characters 1)
have similar needs and motivations and 2) reflect the conditions of their time and place
(Grades 4-5)
PO 1. Identify and describe characters from dramatic
productions from two historical periods and/or cultures
PO 2. Improvise a scene that places characters from two different historical periods or
cultures in a problem situation
PO 3. Explain how and why the characters behaved as they did in the improvisation or the
production
(Grade 6-8)
PO 1. Diagnose and discuss the conditions of time, place, cultural beliefs, class,
relationships that affected character actions
PO 2. Compare conditions that affected character actions with personal and current social
situations
Possible links to:
Math - estimation, measurement
- 2AT-E7. Describe and compare responses to their own works
and works by others
(Grades 4-5)
PO 1. Identify similar and different emotional and critical
responses to selected works of art
PO 2. Evaluate responses according to own objective or artists’ perceived purpose
Possible links to:
Visual Art - art history, criticism
(Grades 6-8)
PO 1. Compare and contrast differences of opinion of the same work of art
PROFICIENCY (Grades 9-12)
- 2AT-P1. Research and use cultural, historical, and
symbolic clues to develop an interpretation of and to make visual and sound production
choices for an improvisation* or scripted scene; justify these choices
PO 1. Research historical context of a script as a basis
for interpretation and design
PO 2. Research pertinent cultural, social and political conditions as a basis for
interpretation and design
PO 3. Explain the relationship between stage con-figuration, script requirements, and
acting styles in different historical periods
PO 4. Design/choose appropriate visual and sound elements for an improvisation/scripted
scene
- 2AT-P2. Compare how similar themes are treated in drama*
of different genres* and styles* from various cultural and historical periods; illustrate
with class-room performances and discuss how theatre* can reveal universal concepts
PO 1. Research and explain different theatrical approaches
to themes as a basis for production concepts
PO 2. Perform scripted scenes or improvisations from at least two different genres/styles
(e.g., histori-cal: Greek, Noh, Elizabethan, Commedia del Arte, Ritual Drama; genre:
tragedy, farce, melodrama, realism, absurdism)
- 2AT-P3. Identify and compare the lives, works and
influences of representative theatre artists in several cultures and historical periods
PO 1. Identify representative theatre artists in several
cultures and historical periods (e.g., playwrights: Aristophanes, William Shakespeare,
Henrik Ibsen, David Henry Hwang; actors: Thespis, Marcel Marceau, Sarah Bernhardt, Sidney
Poitier; directors: Julie Taymore, Steven Spielberg; designers: Ming Cho Lee, Ben Nye)
PO 2. Compare the lives, works, and influences of representative theatre artists
Possible links to:
Foreign Language - culture, language
- 2AT-P4. Analyze the effects of their own cultural
experiences on their dramatic work; explain how culture affects the content and production
values of theatre, television and films created by others
PO 1. Identify own cultural experiences
PO 2. Use understanding of personal culture to analyze its effect on own dramatic work
PO 3. Analyze the influence of least two other cultures on the content and production
values of theatre, television, and film
Possible links to:
Foreign Language – culture
- 2AT-P5. Analyze
and interpret how technological and scientific advances in theatre
and other disciplines (e.g., humanities, science, mathematics)
influence the creation of work
PO 1. Identify the effect
technological and scientific advances (e.g., electricity, wireless
microphones, the computer) have had on design and production in
theatre and other disciplines
PO 2. Evaluate the technical aspects of a production as determined
by spectacle demands/needs of script
PO 3. Incorporate the use of technological advances in theatre
and other disciplines in creating theatre
Possible links to:
Science - scientific advances
Social Studies - history
Technology – analysis
DISTINCTION (Honors)
Option: Performance or Technical
- 2AT-D1. Research,
describe and implement appropriate historical and contemporary
production designs, techniques* and performances from various
cultures for classroom and formal theatre*, film, television and/or
electronic media* productions
- 2AT-D2. Analyze
the social and aesthetic* impact of underrepresented theatre,
film, television and electronic media artists
- 2AT-D3. Compare the interpretive and expressive natures
of several theatre forms* in specific cultures or historical periods
- 2AT-D4. Analyze the relationships among cultural values,
freedom of artistic expression, ethics and artistic choices* in various cultures and
historical periods
- 2AT-D5. Analyze the development of dramatic forms,
production practices, and theatrical traditions across cultures and historical periods;
explain influences on contemporary theatre, film, television and electronic media
productions
- 2AT-D6. Compare and contrast the roles of theatre, film,
television and electronic media in the present and in the past
STANDARD 3: Art As Inquiry
Students demonstrate how the arts reveal universal concepts
and themes. Students reflect upon and assess the characteristics and merits of their work
and the work of others.
Students know and are able to do the following:
Note: All levels are built upon previous levels.
READINESS (Kindergarten)
- 3AT-R1. Describe (e.g., words, drawing, movement) what
they say and heard at a theatre,* film, or television performance and what interested or
surprised them
PO 1. Identify the characters in a play and recall their
story
PO 2. Use a variety of art media (e.g. crayola, tempera, clay) to illustrate interesting
or surprising elements of the production
PO 3. Move as a character or environmental element (e.g., wind, tree, leaves, flowers,
snow, etc.)
Possible links to:
Science - life
Health - relationships
Math - attributes
- 3AT-R2. Discuss their role* as an audience and how they
affect the performers
PO 1. Identify various audience reactions to a performance
PO 2. Discuss the effect an audience has on a performer
Possible links to:
Health – relationships
- 3AT-R3. Share their responses (e.g., what they liked,
didn’t like; what seemed "real"; what helped them understand the event) to
a dramatic performance
PO 1. Share with the class what seemed
"real-believable" in the performance
PO 2. Discuss what they understood and didn’t understand about the performance
PO 3. List what elements made the performance clear (e.g., what the characters said, what
they did, the costumes they wore)
- 3AT-R4. Understand and respect opinions of others in
discussions of classroom dramatizations
FOUNDATIONS (Grades 1-3)
- 3AT-F1. Describe how the performers communicate their
characters* and how the costumes, set, lights and sound contribute to classroom
dramatizations and dramatic performances
PO 1. Describe the movement and vocal choices of the actors
that helped to depict or distinguish their character
PO 2. Discuss how costumes, set, lights,
and sound helped to communicate the time, place, and mood of the
play
Possible links to:
Technology - tools
- 3AT-F2. Infer a character’s motivations and emotions
and predict future action* or the resolution to a conflict in the drama*
PO 1. Identify the characters’ feelings at several
specified moments in the play and speculate why they felt that way
PO 2. Determine the motivations* of two different characters in the play and determine the
optional ending that each character would like to see
PO 3. Discuss what might or could happen after the play ends
Possible links to:
Health – relationships
- 3AT-F3. Identify ways in which the principles and subject
matter of other disciplines taught in the school are interrelated with theatre*
PO 1. Identify how a "good" speaking voice is
similar to a singing voice
PO 2. Discuss the effect of the music’s genre, style, tempo, etc., in a theatre
production
PO 3. List elements of the short story that are similar to those of a drama
PO 4. Relate subject matter of a play (time, place, story) to an historical event or
personal/social problem
PO 5. Identify and explore how actor movement is similar to dance in its use of space,
range, tempo, and energy of movement
PO 6. Discuss the visual art elements are used in a theatrical presentation
PO 7. Discuss how physical fitness is important to actors
Possible links to:
Foreign Language - culture, communication
Math - placement, balance, ratio
Health - fitness
- 3AT-F4. Analyze classroom dramatizations and, using
appropriate terminology, constructively suggest alternative ideas for dramatizing roles,*
arranging environments,* and developing situations, along with means of improving the
collaborative process* of planning, playing, responding, and evaluating
PO 1. Discuss appropriate ways to give, take, and use
constructive criticism
PO 2. Describe what was effective about character dialogue and actions in telling a story
PO 3. Suggest alternative dialogue and/or actions to tell a story or communicate character
or movement
PO 4. Suggest vocal techniques (e.g., volume, tempo, range, energy, clarity) that improve
communication of character
PO 5. Evaluate how well participants in classroom dramatizations worked together (e.g.,
listening, accepting ideas of others)
Possible links to:
Science - life
Workplace Skills - relationship skills
Science – sound
- 3AT-F5. Explain personal preferences for specific
dramatizations
PO 1. Identify a character they enjoyed and explain their
reaction
PO 2. Identify and explain why a story, incident, or problem found in a play is
interesting
- 3AT-F6. Compare and contrast art forms* by describing
theatre, film, television or electronic media* productions, using technology* as one means
of communicating personal ideas in a variety of forums
PO 1. View several dramatic pieces (e.g., an
historical/biographical play, fantasy, cartoon) and summarize each story
PO 2. Compare and contrast characters, action, and environment within those productions
ESSENTIALS (Grades 4-8)
- 3AT-E1. Explain and justify the meanings constructed from
their and others/ dramatic performances
(Grades 4-5)
PO 1. Identify and explain the effect of conflicts between
characters in a dramatic production
PO 2. Describe how the conflict is related to daily life
PO 3. Formulate a general theme based on a play and its relationship to daily life
(Grades 6-8)
PO 1. Explain the effect plays’ conflicts have on the
interaction of characters and the resulting themes
PO 2. Improvise or script a scene based on a discussed theme
PO 3. Justify the treatment (e.g., choice of characters, environment, action, beginning,
middle, ending) of a dramatic theme
- 3AT-E2. Describe and analyze the effect of publicity,
study guides, programs and physical environments* on audience response and appreciation of
dramatic performances
(Grades 4-5)
PO 1. Discuss appropriate dress and behavior for attending
or participating in various activities (e.g., sports, theatre, concert)
(Grades 6-8)
PO 1. Instruct younger students to prepare them to enjoy
and understand a performance
PO 2. Organize and provide an appropriate environment for an enjoyable performance (e.g.,
program, ushers, greeters, prepare audience space)
PO 3. Analyze and critique the audience response to a performance and the effect a study
guide and the environment had on their understanding and enjoyment of the production
Possible links to:
Workplace Skills - critical thinking, planning, organizing
- 3AT-E3. Describe ways in which the principles and subject
matter of the curriculum are interrelated with theatre*
(Grades 4-5)
PO 1. Dramatize a story from classroom literature
PO 2. Interpret a story poem using musical instruments and movement
PO 3. Dramatize a concept from other subject areas (e.g.,
math, science) through pantomime, rap, two voice-poems, or other performance medium
PO 4. Improvise a scene, demonstrating a science or social
studies concept (e.g., enact a scene about a major scientific figure or a scene
demonstrating how a scientific principle solves a problem)
Possible links to:
Workplace Skills - well-being
Health - relationships
(Grades 6-8)
PO 1. Create a two-way dialogue with characters from
opposing cultures, viewpoints, etc.
PO 2. Role-play an historical or current event
- 3AT-E4. Analyze how characters* change as a result of
events in a drama* and identify key messages or themes from a dramatic text* or
performance
(Grades 4-8)
PO 1. Adapt a story to another time and place
PO 2. Explain how and why the dramatic elements (e.g., dialogue, setting, lighting,
costuming, acting style) change in an adapation
PO 3. Create and justify transitions between improvised or scripted scenes in a play
Possible links to:
Workplace Skills - critical thinking, organizing, cooperating
- 3AT-E5. Explain their personal criteria for evaluating
their dramatic work and the work of others by identifying 1) the basic elements of a
drama, and 2) the acting and process* of theatrical design
(Grades 4-8)
PO 1. Interpret the importance of time and place in a story
PO 2. Analyze the interrelationship among character, conflict/problem, and resolution
PO 3. Construct a scenario with a definite beginning, middle, and ending
PO 4. Evaluate the artistic choices (e.g., dialogue, setting, lighting, costuming, acting
style) made in a performance
Possible links to:
Health - relationships, well-being
- 3AT-E6. Describe and evaluate their sense of the
effectiveness of classmates’ and others’ contributions (e.g., as playwrights,
actors, designers, directors) to the collaborative process of improvising, scripting and
per-forming scenes
(Grades 4-5)
PO 1. Describe the collaborative roles (e.g., listener,
recorder, encourager, questioner) in creating drama
PO 2. Utilize collaboration when creating a theatrical Performance
PO 3. Analyze the results of cooperation and collaboration in the creative process
Possible links to:
Math - measurement
(Grade 6-8)
PO 1. Analyze the process of cooperation as the role of
director is introduced into the dramatic process
PO 2. Evaluate the effectiveness of classmates’ roles within the theatrical process
Possible links to:
Workplace Skills - careers
PROFICIENCY (Grades 9-12)
- 3AT-P1. Construct social meanings from classroom and
formal productions from a variety of cultural and historical periods, and relate to
current personal, national and international issues
PO 1. Explain the relationship between a production’s
concept and current personal, national and/or international issues
PO 2. Compare a production’s concept with its original historical and cultural
context
PO 3. Analyze theatre’s capacity for societal and personal self-examination and
change
PO 4. Compare the theatre arts (e.g., theatre, film, television) to the society which
created them
- 3AT-P2. Develop criteria for analyzing and evaluating
script,* acting, design, and direction based on artistic choices* in traditional theatre*,
film and new art forms*
PO 1. Develop appropriate criteria for artistic analysis
and evaluation of script, acting, design, and direction
PO 2. Use personally developed criteria to evaluate the overall quality of a production
Possible links to:
Workplace Skills - critical thinking
- 3AT-P3. Analyze, critique, and refine the whole and the
parts of dramatic performances taking into account the context,* and constructively
suggest alternative artistic choices
PO 1. Analyze, in context, the separate elements (e.g.,
acting, costuming, lighting, directing) of a dramatic performance
PO 2. Critique the impact of each of these elements on the production as a whole
PO 3. Suggest and justify alternative artistic choices and predict their effects on the
production
- 3AT-P4. Compare
the materials, technologies, media, and processes* of theatre
with those of other arts disciplines and subject areas to create
and analyze artworks
PO 1. Compare and
contrast theatre materials, media, technologies, and processes
with other art forms
PO 2. Create a performance
or design that integrates typical theatre techniques with the
techniques of at least one other arts discipline
DISTINCTION (Honors)
Option: Performance or Technical
- 3AT-D1. Construct personal meanings from non-traditional
dramatic performances
- 3AT-D2. Critique several dramatic works in terms of other
aesthetic philosophies (e.g., Greek drama,* French classicism with its unities of time and
place, Shakespeare, romantic form*, India’s classical drama, Japanese Kabuki, modern
performance arts)
- 3AT-D3. Analyze and evaluate critical comments about
personal dramatic work, explaining which points are most appropriate to use for further
development of the work
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