Examples:

- personal space--moving through space with self-control;

- partner space--participating in appropriate shoulder-to-shoulder reading;

- group space--moving through space, respecting the personal space of others

Example: imitating movements of animals, people, and objects

Example: comparing behavior at a ballgame with behavior at a religious ceremony

•  Identifying characters and setting in a story or theatrical performance

Examples: musical, movie, theatrical performance, circus, puppet show

•  Identifying technological tools used to create a dramatic production

Examples: cameras, computers, audio and video recorders

Examples: patting chest and slapping legs for horse trotting, quacking like a duck, howling like a wolf

Examples: songs, dances, decorations

Examples:

- real--Mike Venezia's Getting to know the World's Greatest Artist: Monet,

- pretend--The Three Little Pigs

Examples:

- personal space--working individually in a space,

- partner space--working as part of a pair in an identified space,

- group space--moving through a space without physically coming in contact with one another

Examples:

- voice--using loud voices to suggest surprise,

- space--standing apart from a group to suggest sadness,

- speed--moving quickly to represent excitement

Example: Goldilocks in Goldilocks and the Three Bears

Examples: fireman, police officer, teacher, mayor

•  Identifying characters and setting in a story or theatrical performance

•  Identifying reasons for liking or disliking a particular aspect of a story

Example: comparing personal joy upon going home from school to Dorothy's feelings upon going home from Oz

Examples: cheering at a pep rally, listening attentively during a symphony performance

Examples:

- dance--ballerina,

- music--music teacher,

- theatre--actor,

- visual arts--portrait painter

Examples: making masks for Mardi Gras, making rain sticks for a rain dance, making a piñata for a Cinco de Mayo celebration

Examples:

- character actions--shrug, shudder;

- emotions--laughter, tears;

- sounds--fist pounding on table top, door slamming

•  Differentiating between verbal and nonverbal sounds

Examples:

- verbal--"Stop!,"

- nonverbal--"Grrr"

Examples:

- locomotor--walking across a space,

- nonlocomotor--standing tall like a tree

Example: characters building suspense

•  Identifying characters, settings, problem, and solution in a drama

•  Describing character traits, including appearance, actions, and choices

•  Using appropriate theatre vocabulary

Examples: character, plot, setting, pantomime

Examples:

- appropriate--"That costume was from the wrong time period."

- inappropriate--"That costume was ugly."

Examples:

- good versus evil--The Lion King, The Wizard of Oz;

- finding your gift--The Indian Paintbrush, Just the Thing for Geraldine;

- beware of strangers--Little Red Riding Hood, Lon Po Po

Examples:

- European--British, Irish, and Scottish accents;

- Native American--blanket weaving;

- Mexican--Mexican Hat Dance, piñata

Example: differences in the portrayal of friendship in A Charlie Brown Christmas and in the visual print The Banjo Player

Examples: tape recorders, digital cameras, computer programs

•  Using high-, medium-, and low-level areas in space

Examples: leaping for joy, running in fear, kneeling to be knighted, slithering like a snake

•  Using body sculpture or the freeze technique to create a tableau by freezing the action of a scene

•  Staging classroom dramatizations in a variety of ways

•  Demonstrating movement to explore thoughts, feelings, and roles from literature, life, and history

Examples: Native American rain and cloud dances, Russian wedding dance

•  Working cooperatively in a group setting to plan a dramatic production

Examples:

- friendship--Charlotte's Web, The Secret Garden;

- greed--Why the Sky is Far Away, A Christmas Carol

•  Depicting characters from diverse historical periods and cultures

Examples: Johnny Appleseed, Pocohantas, Harriet Tubman

•  Explaining how theatre reflects life

•  Describing characters, their relationships, and their environments

•  Analyzing a classroom dramatization or theatre production to determine how movement, music, and visual elements are used to enhance mood

Examples: joy in finding gold at the end of the rainbow; fear when the big, bad wolf appears

•  Distinguishing between appropriate and inappropriate audience behavior

Examples:

- appropriate--applauding,

- inappropriate--booing in a noninteractive production

•  Explaining differences between audience space and performance space

Examples: theatre, film, television, electronic media

Examples: plays, art exhibits, concerts

Examples: acting out simple machines studied in science, depicting the migration of animals or people studied in science or social studies, illustrating Reader's Theatre from reading and English language arts classes

Examples: body posture, movement, voice, facial expression

•  Explaining how music and sound are used to communicate emotion

Examples: pitch, tone, volume

•  Exhibiting concentration, recall, and memorization of sequencing to create a characterization

•  Combining physical shapes, levels, and facial expressions to depict emotions and moods of characters

Examples:

- dance--movement, dance sequences;

- music--score, lyrics;

- theatre--acting, production;

- visual arts--scenic design

•  Identifying conflict in a dramatic situation as it unfolds through dialogue

•  Analyzing the choice of setting and characters to determine authenticity

Example: Africa as the necessary setting for The Lion King

•  Demonstrating ways movement communicates characters and emotions

Examples: Alice in Wonderland--imagining what it would be like to live in a wonderland, Annie--feeling triumph for Annie as she becomes part of a family

•  Connecting performances to personal feelings or experiences

•  Evaluating the effectiveness of artistic choices made in a production

•  Explaining the concepts of aesthetics and empathy

•  Describing ways in which the arts play a role in everyday life

Examples: landscape design, advertising jingles, dances, movies

Examples: Kathryn T. Windham's Julia Tutwiler, William Gibson's The Miracle Worker

Examples:

- playwright--writes the script,

- actor--interprets the part,

- director--instructs the actor

Example: explaining how student-created work in visual arts, music, and dance may be translated to theatre

Examples: The Lion, the Witch, and the Wardrobe; Charlotte's Web; Peter Pan; The Polar Express; books from the "Harry Potter" series

Examples: writers editing the script, researchers ensuring that costume choices reflect the time period portrayed, directors guiding practices, actors memorizing script parts, critics viewing and critiquing theatre performances, set designers selecting materials reflecting desired setting, audiences responding to production

Examples: lighting, costumes, makeup, props

•  Combining physical shapes, levels, and facial expressions to depict emotion and mood of characters

•  Combining physical qualities with vocal qualities, including projection and vocal variety

Describing the importance of collaboration in a theatrical production, including scheduling, blocking, and set design

Example: The Miracle Worker encouraging audience to persevere in spite of adversity

•  Using age-appropriate theatre vocabulary to accurately describe theatrical concepts

Examples: dialogue, pitch, tone, volume, set designer, theme, improvisation, script, tableau

Example: comparison of African-American displacement as seen through Jacob Lawrence's The Migration Series paintings, Jewish displacement as portrayed in the movie The Diary of Anne Frank, and displacement of Okies as depicted in selected scenes in the movie The Grapes of Wrath

•  Identifying the message, theme, and purpose in a drama

Examples:

- Indonesian--Javanese puppet theatre,

- Native American--powwow

Examples: love, hate, friendship, loyalty, family

•  Enacting a drama in such a way that its major scenes depict literary accuracy

•  Developing a one-act play around an event in United States history

Examples: Trail of Tears, Civil Rights Movement

•  Demonstrating ways an actor controls voice through pitch, rate, volume, pronunciation, and enunciation

•  Developing characters through various postures, gestures, and facial expressions

•  Identifying basic stage directions

Examples: upstage, downstage, stage left, stage right, wing

•  Using high, medium, and low spatial levels to enhance the effectiveness of a scene

Examples:

- high--standing;

- medium--sitting;

- low--kneeling, crouching

•  Demonstrating a variety of actor positions or profiles

Examples: one fourth, one half, full, back

•  Using the acting process to perform a monologue or dialogue

•  Using improvisation to discover character and motivation

•  Demonstrating understanding of text, subtext, and context through improvisation

•  Identifying the structural elements of plot in a script or production

Examples: exposition, complication, crisis, climax or resolution

•  Selecting sets, props, costumes, lighting, and sounds to support a drama

•  Producing a rehearsal notebook that includes a record of acting choices, directions, and blocking

•  Analyzing the technical parts of a theatre facility and their functions, including flats, platforms, backdrops, cyclorama, and drapery, to determine their roles in effectively staging a production

•  Discussing different goals and feelings of characters

•  Comparing character wants and needs to personal wants and needs

•  Choosing special effects to enhance a story

Examples: lighting, sound, technology

Examples: theatre in ancient Greece, Kabuki in Japan, commedia dell'arte in Italy

•  Designing masks, puppets, props, and sets in a variety of styles

Examples: Japanese shadow puppets, Noh masks

•  Describing the use of literary historical archetypes as dramatic characters

Examples: Greek hero, chivalrous knight in Arthurian legend, Shakespeare's tragic hero

Examples: music growing from protests of Vietnam war helping to change public opinion against the war, plays bringing attention to the plight of women who have been ignored and ruled by a male-dominated world

Examples: establishing a Reader's Theatre for poetry readings, writing scripts of historical events, utilizing acting techniques to represent simple machines

Example: costume designer--responsible for reading script and planning costume design appropriate to period, character, and production concepts

Examples: graphic design software, intelligent lighting

Example: depicting old man with hunched shoulders, shaky hands, and trembling voice

•  Demonstrating staging techniques

Examples: stage positions, movement

•  Participating in a variety of subtext vocal exercises accompanied by physical reactions

Examples:

- "I didn't do that." (Subtext: How dare you ask!)

- "I didn't do that." (Subtext: I promise, not me.)

- "I didn't do that." (Subtext: I'm too sweet to do something like that.)

•  Demonstrating resonance, projection, and articulation through vocal exercises and personal vocal warm-ups

Example: vocal exercise or warm-up--"Articulate the consonants, clearly speak the words, round out the vowel sounds, and then you will be heard."

•  Performing scenarios for pantomime using characters involved in an initial incident, conflict, rising action, climax, or conclusion

Examples:

- initial incident--raking leaves,

- conflict--gust of wind blowing across leaves

•  Performing stage combat exercises

Example: techniques involving sword play, falling, and fighting

•  Demonstrating spontaneity through improvisation exercises

Example: creating a dialogue in which each actor's line begins with the next consecutive letter of the alphabet to tell a story

•  Depicting behaviors based on interactions, ethical choices, and decisions made by characters

•  Justifying artistic choices made when rewriting an original work

•  Creating an original work in a selected theatrical style

Examples: musical theatre, vaudeville, Greek chorus

Examples: plot structure, character types, themes, settings, dialogue

•  Illustrating language and action used to define characters

•  Interpreting metaphors, themes, and moods in scripts

•  Adapting student-written scenes for dramatic media

•  Demonstrating how improvised dialog and scenes can be used to tell stories and develop characters based on a variety of sources

•  Identifying ways plays can represent the time periods in which they are set

Examples: costumes, lighting, set, speech patterns, dialogue

Example: roles that scenery, props, lighting, sound, costumes, and makeup play in creating the environment for a play

•  Identifying roles of different members of the production staff

Examples:

- sound engineer--determining all sound reinforcement, sound effects, and music;

- light designer--designing all lighting requirements;

- stage manager--accepting responsibility for general operations;

- costume designer--designing all costuming needs;

- makeup artist--designing all makeup for characters

•  Developing sound effects to support a production

•  Designing a set for a given piece, including floor plan, set materials, props, lighting, costumes, and sound requirements

Examples: relationship of theme, plot, and conflict; dramatic elements; appropriate use of theatrical language; quality of acting

Examples: Thornton Wilder's Our Town, August Wilson's Fences, Tennessee Williams' A Streetcar Named Desire, Nilo Cruz's Anna in the Tropics

•  Describing ways American history has been reflected in the theatre

Examples: August Wilson's two plays in a ten-part series chronicling the African-American experience, Ma Rainey's Black Bottom and Fences

Examples: Greek, medieval, Elizabethan, modern, contemporary

•  Identifying major writers of various historical periods

Examples:

- Sophocles--Early Greek,

- William Shakespeare--Elizabethan,

- Edward Albee--twentieth century

Examples:

- social studies--improvisations of historical events,

- English language arts--Reader's Theatre,

- science--movement exercises reflecting movement in simple machines

Examples: projection screens, computer programs, lighting sequences, computer designs or graphics, surround sound

•  Describing the effect of modern media on live theatre

•  Describing the impact of computers and the Internet on the arts

•  Demonstrating exercises for physical and vocal conditioning

•  Performing pantomimes or improvisations using voice, blocking, and gesturing to depict characters and tell a story

•  Analyzing a scene from a play read in class to adequately portray a character or action

•  Demonstrating understanding of subtext and emotion through vocal and physical work

•  Demonstrating a relationship to other characters in a scene through interaction with and reaction to other characters in the scene

•  Memorizing a scene

•  Performing a scene accurately, including actions designed during the rehearsal process

•  Using various artistic camera shots, framing techniques, and digital photography to enhance a video

•  Using a storyboard to plan a scene and develop plot, character, and theme

•  Analyzing the form and structure of scripts and scenes to identify theme, plot, character functions, subtext, setting, and dialogue

•  Choosing the appropriate acting style for a scene or play

Examples: classical, high comedy, low comedy

•  Identifying how technical theatre elements can be effectively used to communicate mood, character, and location in a formal and informal scripted or improvised production

•  Using computer graphics or models for theatrical design

Examples: designing sets, preparing lighting plots

•  Comparing different performance spaces, including arena, proscenium, thrust, and informal venues such as sidewalks and classrooms

•  Comparing stage acting to acting before a camera

•  Identifying strengths and weaknesses of one's personal acting voice as well as the voices of other actors

Examples: articulation, volume, dialect, vocal quality, tone, resonance

•  Differentiating between positive and negative responses to criticism

Examples:

- positive--agreeing with the critic, probing for clarification, compromising;

- negative--being antagonistic, ignoring criticism

•  Clarifying how production space impacts both the audience and cast members

Example: medieval period impacting morality plays

•  Comparing dramatic texts to historic texts for accurate portrayal of cultural, social, and political ideas and events

•  Depicting cultural environments and historical periods through settings, props, costumes, and makeup

Examples: depiction of fifteenth- and sixteenth-century England by William Shakespeare, reflection of Japanese culture through Kabuki

•  Recognizing the influence of a historic event on the work of a playwright

Example: impact of the French Revolution on Victor Hugo's Les Miserables

•  Comparing scripts of various major writers

Examples: Sophocles' Antigone, Anton Chekhov's The Cherry Orchard, David Auburn's Proof

Example: parent-child relationship as depicted in William Shakespeare's Romeo and Juliet and in the movie Steel Magnolias

•  Defending theatre as a synthesis of all arts disciplines

Example: identifying the use of scenery, music, and dance in a production

•  Identifying various schools of thought for coaching and directing

Examples: Konstantin Stanislavski, Lee Strasberg, Viola Spolin, Sanford Meisner, Stella Adler

•  Communicating effectively to a small ensemble the directional choices for improvised or scripted scenes

•  Directing a selection of scenes or a one-act play, assuming all responsibilities of a director

Examples: choosing play, casting, blocking, designing sets

Example: using a slide show or video clip within a play

•  Developing a director's notebook

•  Planning a rehearsal schedule

•  Staging production with blocking, casting, and technical designs

•  Creating characters for a dramatization through script analysis and revision

•  Explaining choices for creation of a character's voice

Example: using high pitch for a child's voice

•  Explaining choices for the creation of a character's physical appearance based on social and psychological dimensions

Example: character skipping and whistling to portray carefree attitude

•  Improvising scenes based on dramatic texts to reveal complex characteristics of characters

•  Identifying personal and universal meaning in a production

•  Relating motifs, symbols, and metaphor to personal experiences

•  Communicating the personal impact of theatrical experiences

Examples: empathy, catharsis, delight

•  Determining appropriate dialect, set, and costume design for the historical period of a play through research

•  Identifying the use of metaphor, subtext, and symbolic elements in various genres

Example: Arthur Miller's The Crucible reflecting the Salem witch trials and paralleling the social intolerance of the Joseph McCarthy hearings

•  Identifying ways film, theatre, television, and electronic media influence values and behavior

Examples:

- film--relationship of Rebel Without a Cause to street racing and rebellious teenagers;

- theatre--relationship of All I Need to Know I Learned in Kindergarten to values and behaviors learned as a child;

- television--reflections of strong, caring, family values in 7th Heaven;

- electronic media--impact of video games and compact disk-read-only memory (CD-ROM)

•  Describing ways in which writers reflect and influence culture through their works

Examples: Lorraine Hansberry's A Raisin in the Sun and Harper Lee's To Kill a Mockingbird comparing the cultures of two groups, selected scenes from the movie Grand Canyon addressing the question of whether art influences society or society influences art

Example: comparing traditional and nontraditional theatre such as in a Shakespearian play to a Cirque du Soleil

•  Performing pieces from a variety of playwrights representing different schools of thought and specific theatre styles

Examples: William Shakespeare, Molière (Jean-Baptiste Poquelin), Anton Chekov

•  Comparing directing and acting styles from a variety of periods

Examples: Konstantin Stanislavsky from the nineteenth and early twentieth centuries, Edward Albee from the twentieth and twenty-first centuries, Viola Spolin from the twentieth century

Examples: cinematographer, dramaturge, stage manager

•  Identifying the education, training, and work experience needed to enter an arts field

•  Developing a portfolio for audition purposes