Courses of Study

Creating
Envision, Conceptualize
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
1) Transition between imagination and reality, and use words and gestures to invent and inhabit an imaginary "elsewhere" in dramatic play or a guided drama experience.
Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Envision, Conceptualize
Essential Questions:
EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?
Concepts & Vocabulary:
Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse
Skill Examples:
  • Use "make believe games" and create ideas for roles, imaginary worlds, and stories.
  • Define props and costumes and explain how they are used in a given theatrical work.
  • Use a costume chest to play improvised scenes with collaborating class members.
  • Use puppets to help build an understanding of characterization and improvise a short scene.
  • Use recyclable materials (such as toilet paper rolls) to create props (such as a telescope) for a particular scene.
  • Use the props created to improvise a short scene with partners. Each partner should be encouraged to express an original idea during the improvisation.
  • Watch a children's theatre piece and ask and answer questions.
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Use non-representational materials to create props, puppets, and costume pieces for dramatic play or a guided drama experience.
Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Envision, Conceptualize
Essential Questions:
EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?
Concepts & Vocabulary:
Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse
Skill Examples:
  • Use "make believe games" and create ideas for roles, imaginary worlds, and stories.
  • Define props and costumes and explain how they are used in a given theatrical work.
  • Use a costume chest to play improvised scenes with collaborating class members.
  • Use puppets to help build an understanding of characterization and improvise a short scene.
  • Use recyclable materials (such as toilet paper rolls) to create props (such as a telescope) for a particular scene.
  • Use the props created to improvise a short scene with partners. Each partner should be encouraged to express an original idea during the improvisation.
  • Watch a children's theatre piece and ask and answer questions.
Develop
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 6
Learning Activities: 1
Lesson Plans: 5
Classroom Resources: 0
Unit Plans: 0
3) Participate in dramatic play or a guided drama experience alone and with peers.
Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Develop
Essential Questions:
EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?
Concepts & Vocabulary:
Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse
Skill Examples:
  • Use "make believe games" and create ideas for roles, imaginary worlds, and stories.
  • Define props and costumes and explain how they are used in a given theatrical work.
  • Use a costume chest to play improvised scenes with collaborating class members.
  • Use puppets to help build an understanding of characterization and improvise a short scene.
  • Use recyclable materials (such as toilet paper rolls) to create props (such as a telescope) for a particular scene.
  • Use the props created to improvise a short scene with partners. Each partner should be encouraged to express an original idea during the improvisation.
  • Watch a children's theatre piece and ask and answer questions.
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Express original ideas in dramatic play or a guided drama experience.
Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Develop
Essential Questions:
EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?
Concepts & Vocabulary:
Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse
Skill Examples:
  • Use "make believe games" and create ideas for roles, imaginary worlds, and stories.
  • Define props and costumes and explain how they are used in a given theatrical work.
  • Use a costume chest to play improvised scenes with collaborating class members.
  • Use puppets to help build an understanding of characterization and improvise a short scene.
  • Use recyclable materials (such as toilet paper rolls) to create props (such as a telescope) for a particular scene.
  • Use the props created to improvise a short scene with partners. Each partner should be encouraged to express an original idea during the improvisation.
  • Watch a children's theatre piece and ask and answer questions.
Rehearse
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Ask and answer questions in dramatic play or a guided drama experience.
Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Rehearse
Essential Questions:
EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?
Concepts & Vocabulary:
Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse
Skill Examples:
  • Use "make believe games" and create ideas for roles, imaginary worlds, and stories.
  • Define props and costumes and explain how they are used in a given theatrical work.
  • Use a costume chest to play improvised scenes with collaborating class members.
  • Use puppets to help build an understanding of characterization and improvise a short scene.
  • Use recyclable materials (such as toilet paper rolls) to create props (such as a telescope) for a particular scene.
  • Use the props created to improvise a short scene with partners. Each partner should be encouraged to express an original idea during the improvisation.
  • Watch a children's theatre piece and ask and answer questions.
Performing
Select
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Identify characters and setting in dramatic play or a guided drama experience.
Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select
Essential Questions:
EU: Theatre artists make strong choices to effectively convey meaning.
EQ: Why are strong choices essential to interpreting a drama or theatre piece?
Concepts & Vocabulary:
Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse
Skill Examples:
  • Brainstorm ideas for artistic works for presentations by examining the characters who students find most relatable.
  • Compare characters seen in a chosen artistic work to a certain animal. Ask what animal that character resembles. Students should be able to articulate this characterization to the best of their ability.
  • Identify the setting for a chosen artistic work (coloring sheets, games, matching, etc.).
  • Identify the characters for a chosen artistic work (coloring sheets, games, matching costume to character, etc.).
  • Discuss the importance of speaking loudly and clearly when performing.
  • Refine artistic techniques by experimenting with color choices, costume choices, and lighting choices in a chosen artistic work.
  • Explore and articulate information about characters for a chosen artistic work, focusing on the importance of voice and sound.
  • Collaborate to determine how characters should speak in the artistic work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Use learned vocal and sound techniques to perform a chosen work.
  • View a performance and articulate the differences between participating as an artist and participating as an audience member. (The teacher should ask questions such as: As an artist, how do you think the audience should act? As an audience member, what do you want from the artist?)
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 3
Learning Activities: 0
Lesson Plans: 3
Classroom Resources: 0
Unit Plans: 0
7) Identify voice and sound as fundamentals of dramatic play and guided drama experiences.
Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select
Essential Questions:
EU: Theatre artists make strong choices to effectively convey meaning.
EQ: Why are strong choices essential to interpreting a drama or theatre piece?
Concepts & Vocabulary:
Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse
Skill Examples:
  • Brainstorm ideas for artistic works for presentations by examining the characters who students find most relatable.
  • Compare characters seen in a chosen artistic work to a certain animal. Ask what animal that character resembles. Students should be able to articulate this characterization to the best of their ability.
  • Identify the setting for a chosen artistic work (coloring sheets, games, matching, etc.).
  • Identify the characters for a chosen artistic work (coloring sheets, games, matching costume to character, etc.).
  • Discuss the importance of speaking loudly and clearly when performing.
  • Refine artistic techniques by experimenting with color choices, costume choices, and lighting choices in a chosen artistic work.
  • Explore and articulate information about characters for a chosen artistic work, focusing on the importance of voice and sound.
  • Collaborate to determine how characters should speak in the artistic work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Use learned vocal and sound techniques to perform a chosen work.
  • View a performance and articulate the differences between participating as an artist and participating as an audience member. (The teacher should ask questions such as: As an artist, how do you think the audience should act? As an audience member, what do you want from the artist?)
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
Prepare
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Explore and experiment with various technical elements in dramatic play or a guided drama experience.
Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Prepare
Essential Questions:
EU: Theatre artists develop personal processes and skills for a performance or design.
EQ: What can I do to fully prepare a performance or technical design?
Concepts & Vocabulary:
Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse
Skill Examples:
  • Brainstorm ideas for artistic works for presentations by examining the characters who students find most relatable.
  • Compare characters seen in a chosen artistic work to a certain animal. Ask what animal that character resembles. Students should be able to articulate this characterization to the best of their ability.
  • Identify the setting for a chosen artistic work (coloring sheets, games, matching, etc.).
  • Identify the characters for a chosen artistic work (coloring sheets, games, matching costume to character, etc.).
  • Discuss the importance of speaking loudly and clearly when performing.
  • Refine artistic techniques by experimenting with color choices, costume choices, and lighting choices in a chosen artistic work.
  • Explore and articulate information about characters for a chosen artistic work, focusing on the importance of voice and sound.
  • Collaborate to determine how characters should speak in the artistic work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Use learned vocal and sound techniques to perform a chosen work.
  • View a performance and articulate the differences between participating as an artist and participating as an audience member. (The teacher should ask questions such as: As an artist, how do you think the audience should act? As an audience member, what do you want from the artist?)
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
Present
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
9) Use voice and sound in dramatic play or a guided drama experience.
Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience.
EQ: What happens when theatre artists and audiences share a creative experience?
Concepts & Vocabulary:
Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse
Skill Examples:
  • Brainstorm ideas for artistic works for presentations by examining the characters who students find most relatable.
  • Compare characters seen in a chosen artistic work to a certain animal. Ask what animal that character resembles. Students should be able to articulate this characterization to the best of their ability.
  • Identify the setting for a chosen artistic work (coloring sheets, games, matching, etc.).
  • Identify the characters for a chosen artistic work (coloring sheets, games, matching costume to character, etc.).
  • Discuss the importance of speaking loudly and clearly when performing.
  • Refine artistic techniques by experimenting with color choices, costume choices, and lighting choices in a chosen artistic work.
  • Explore and articulate information about characters for a chosen artistic work, focusing on the importance of voice and sound.
  • Collaborate to determine how characters should speak in the artistic work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Use learned vocal and sound techniques to perform a chosen work.
  • View a performance and articulate the differences between participating as an artist and participating as an audience member. (The teacher should ask questions such as: As an artist, how do you think the audience should act? As an audience member, what do you want from the artist?)
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.
Responding
Reflect
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Recall and/or express an emotional response in dramatic play or a guided drama experience.
Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Reflect
Essential Questions:
EU: Theatre artists reflect to understand the impact of drama processes and theatre experiences.
EQ: How do theatre artists comprehend the essence of drama processes and theatre experiences?
Concepts & Vocabulary:
Research
Analysis
  • observation
  • perspective (cultural, audience)
  • entertainment
Voice
Movement
Characterization
  • emotions
Directing
Design
Theatrical production
  • applaud
  • attentive
Skill Examples:
  • Articulate the feelings brought forth by viewing a dramatic play/ dramatic experience.
  • Collaborate to determine what feature of the scene caused that emotional response. As students collaborate, they should choose a color that expressed an emotion felt in the scene. How could this color strengthen the emotional response?
  • View multiple scenes/ dramas and articulate personal preference in a dramatic play/ drama experience/ age-appropriate play. Students should be able to articulate which artistic work they relate to the most.
  • Identify at least one personal experience when participating in or observing a dramatic/ theatrical work.
  • Identify the most relatable characters in an artistic work and describe how that one character may be more relatable than another. (You may ask students, "Which character is the most like you?")
  • Describe the setting and characters of a dramatic play.
  • Collaborate to identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
Interpret
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Explore and identify preferences in dramatic play, a guided drama experience, or an age-appropriate theatre performance.
Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?
Concepts & Vocabulary:
Research
Analysis
  • observation
  • perspective (cultural, audience)
  • entertainment
Voice
Movement
Characterization
  • emotions
Directing
Design
Theatrical production
  • applaud
  • attentive
Skill Examples:
  • Articulate the feelings brought forth by viewing a dramatic play/ dramatic experience.
  • Collaborate to determine what feature of the scene caused that emotional response. As students collaborate, they should choose a color that expressed an emotion felt in the scene. How could this color strengthen the emotional response?
  • View multiple scenes/ dramas and articulate personal preference in a dramatic play/ drama experience/ age-appropriate play. Students should be able to articulate which artistic work they relate to the most.
  • Identify at least one personal experience when participating in or observing a dramatic/ theatrical work.
  • Identify the most relatable characters in an artistic work and describe how that one character may be more relatable than another. (You may ask students, "Which character is the most like you?")
  • Describe the setting and characters of a dramatic play.
  • Collaborate to identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Name and describe characters and settings in dramatic play or a guided drama experience.
Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?
Concepts & Vocabulary:
Research
Analysis
  • observation
  • perspective (cultural, audience)
  • entertainment
Voice
Movement
Characterization
  • emotions
Directing
Design
Theatrical production
  • applaud
  • attentive
Skill Examples:
  • Articulate the feelings brought forth by viewing a dramatic play/ dramatic experience.
  • Collaborate to determine what feature of the scene caused that emotional response. As students collaborate, they should choose a color that expressed an emotion felt in the scene. How could this color strengthen the emotional response?
  • View multiple scenes/ dramas and articulate personal preference in a dramatic play/ drama experience/ age-appropriate play. Students should be able to articulate which artistic work they relate to the most.
  • Identify at least one personal experience when participating in or observing a dramatic/ theatrical work.
  • Identify the most relatable characters in an artistic work and describe how that one character may be more relatable than another. (You may ask students, "Which character is the most like you?")
  • Describe the setting and characters of a dramatic play.
  • Collaborate to identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
Evaluate
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Actively engage and make choices independently and with others in dramatic play or a guided drama experience.
Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Evaluate
Essential Questions:
EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?
Concepts & Vocabulary:
Research
Analysis
  • observation
  • perspective (cultural, audience)
  • entertainment
Voice
Movement
Characterization
  • emotions
Directing
Design
Theatrical production
  • applaud
  • attentive
Skill Examples:
  • Articulate the feelings brought forth by viewing a dramatic play/ dramatic experience.
  • Collaborate to determine what feature of the scene caused that emotional response. As students collaborate, they should choose a color that expressed an emotion felt in the scene. How could this color strengthen the emotional response?
  • View multiple scenes/ dramas and articulate personal preference in a dramatic play/ drama experience/ age-appropriate play. Students should be able to articulate which artistic work they relate to the most.
  • Identify at least one personal experience when participating in or observing a dramatic/ theatrical work.
  • Identify the most relatable characters in an artistic work and describe how that one character may be more relatable than another. (You may ask students, "Which character is the most like you?")
  • Describe the setting and characters of a dramatic play.
  • Collaborate to identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).
Connecting
Empathize
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Identify similarities between a story and personal experience in dramatic play or a guided drama experience.
Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Empathize
Essential Questions:
EU: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work.
EQ: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?
Concepts & Vocabulary:
Research
  • adaptation
  • depiction
Analysis
  • personal experience
  • community
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • commercial
  • skit
Skill Examples:
  • Identify personal experiences and knowledge that pertain to community and culture.
  • Connect personal experiences and knowledge to character development in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to other content areas in a dramatic/ theatrical work (e.g., art in set or prop design, science in making machines, literature in Reader's Theater, history in plot and costuming, etc.).
  • Explore two different versions of a classic fairytale and identify the differences and similarities.
  • Discuss other stories (probably other fairytales) that are similar or different.
Interrelate
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Identify similarities between characters and oneself in dramatic play or a guided drama experience.
Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Interrelate
Essential Questions:
EU: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood.
EQ: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work?
Concepts & Vocabulary:
Research
  • adaptation
  • depiction
Analysis
  • personal experience
  • community
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • commercial
  • skit
Skill Examples:
  • Identify personal experiences and knowledge that pertain to community and culture.
  • Connect personal experiences and knowledge to character development in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to other content areas in a dramatic/ theatrical work (e.g., art in set or prop design, science in making machines, literature in Reader's Theater, history in plot and costuming, etc.).
  • Explore two different versions of a classic fairytale and identify the differences and similarities.
  • Discuss other stories (probably other fairytales) that are similar or different.
Research
Arts Education (2017)
Grade(s): K
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Identify stories that are similar to or different from one another in dramatic play or a guided drama experience.
Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Research
Essential Questions:
EU: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
EQ: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?
Concepts & Vocabulary:
Research
  • adaptation
  • depiction
Analysis
  • personal experience
  • community
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • commercial
  • skit
Skill Examples:
  • Identify personal experiences and knowledge that pertain to community and culture.
  • Connect personal experiences and knowledge to character development in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to other content areas in a dramatic/ theatrical work (e.g., art in set or prop design, science in making machines, literature in Reader's Theater, history in plot and costuming, etc.).
  • Explore two different versions of a classic fairytale and identify the differences and similarities.
  • Discuss other stories (probably other fairytales) that are similar or different.