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Arts Education, Grade 1, Theatre, 2006

1.) Explain how the body, mind, and voice are used in classroom drama.

2.) Use personal space, partner space, and group space in an appropriate manner.

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

3.) Demonstrate ways that voice, space, and movement are used to create emotions, characters, or objects.

Examples:

- voice--using loud voices to suggest surprise,

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

- speed--moving quickly to represent excitement

4.) Depict simple stories and situations through the use of puppetry.

5.) Portray individual characters from an oral reading in literature.

Example: Goldilocks in Goldilocks and the Three Bears

6.) Portray people from the community as characters in a dramatic activity.

Examples: fireman, police officer, teacher, mayor

7.) Retell the sequence of events in a story or theatrical performance.

•  Identifying characters and setting in a story or theatrical performance
•  Identifying reasons for liking or disliking a particular aspect of a story
8.) Relate a personal experience to an incident in a dramatic production.

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

9.) Demonstrate behavior appropriate to specific types of performances.

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

10.) Identify an occupation from each arts discipline.

Examples:

- dance--ballerina,

- music--music teacher,

- theatre--actor,

- visual arts--portrait painter

11.) Demonstrate ways the arts are used in cultural celebrations.

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

12.) Identify the technology used to create a theatrical production.

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