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Arts Education, Grade 2, Theatre, 2006

1.) Demonstrate ways to use the body and voice to communicate character actions, emotions, and sounds in a drama.


- character actions--shrug, shudder;

- emotions--laughter, tears;

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

•  Differentiating between verbal and nonverbal sounds

- verbal--"Stop!,"

- nonverbal--"Grrr"

2.) Demonstrate locomotor and nonlocomotor movements that suggest specific images or ideas.


- locomotor--walking across a space,

- nonlocomotor--standing tall like a tree

3.) Create classroom dramatizations based on personal experiences, imagination, literature, heritage, and history; including characters, settings, dialogues, and situations.

4.) Describe different elements in a dramatization.

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

5.) Communicate in an appropriate manner regarding aspects of a dramatization.


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

- inappropriate--"That costume was ugly."

6.) 6. Identify common topics and ideas in stories from different cultures and historical periods.


- 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

7.) Identify diverse world cultures through various artistic representations.


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

- Native American--blanket weaving;

- Mexican--Mexican Hat Dance, piñata

8.) Describe how the arts communicate ideas in different ways.

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

9.) Use simple technology to enhance a classroom dramatization.

Examples: tape recorders, digital cameras, computer programs

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