Courses of Study

Creating
Envision, Conceptualize
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Propose potential new details to plot and story in 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
Analysis
Voice
  • articulation
  • projection
  • meaningful dialogue
Movement
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Familiarize oneself with a short story, song, or fairytale.
  • Brainstorm potential new details to the plot of the story, song, or fairytale.
  • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
  • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
  • Collaborate with peers to create an improvisation with meaningful dialogue.
  • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
  • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Collaborate with peers to conceptualize scenery in 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
Analysis
Voice
  • articulation
  • projection
  • meaningful dialogue
Movement
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Familiarize oneself with a short story, song, or fairytale.
  • Brainstorm potential new details to the plot of the story, song, or fairytale.
  • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
  • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
  • Collaborate with peers to create an improvisation with meaningful dialogue.
  • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
  • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
Develop
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Identify ways in which voice and sounds may be used to create or retell a story in guided drama experiences.

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
Analysis
Voice
  • articulation
  • projection
  • meaningful dialogue
Movement
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Familiarize oneself with a short story, song, or fairytale.
  • Brainstorm potential new details to the plot of the story, song, or fairytale.
  • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
  • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
  • Collaborate with peers to create an improvisation with meaningful dialogue.
  • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
  • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
4) Collaborate with peers to devise meaningful dialogue in 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
Analysis
Voice
  • articulation
  • projection
  • meaningful dialogue
Movement
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Familiarize oneself with a short story, song, or fairytale.
  • Brainstorm potential new details to the plot of the story, song, or fairytale.
  • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
  • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
  • Collaborate with peers to create an improvisation with meaningful dialogue.
  • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
  • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Contribute ideas in order to make decisions as a group to advance a story in 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
Analysis
Voice
  • articulation
  • projection
  • meaningful dialogue
Movement
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Familiarize oneself with a short story, song, or fairytale.
  • Brainstorm potential new details to the plot of the story, song, or fairytale.
  • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
  • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
  • Collaborate with peers to create an improvisation with meaningful dialogue.
  • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
  • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
Rehearse
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Contribute to the adaptation of dialogue in 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
Analysis
Voice
  • articulation
  • projection
  • meaningful dialogue
Movement
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Familiarize oneself with a short story, song, or fairytale.
  • Brainstorm potential new details to the plot of the story, song, or fairytale.
  • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
  • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
  • Collaborate with peers to create an improvisation with meaningful dialogue.
  • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
  • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
7) Use and adapt sounds and movements in 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
Analysis
Voice
  • articulation
  • projection
  • meaningful dialogue
Movement
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Familiarize oneself with a short story, song, or fairytale.
  • Brainstorm potential new details to the plot of the story, song, or fairytale.
  • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
  • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
  • Collaborate with peers to create an improvisation with meaningful dialogue.
  • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
  • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Individually generate multiple representations of a single object in a guided drama experience.

Example: Imagine and pantomime various uses of a pencil -- fishing rod, ice pick, or toothbrush.

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
Analysis
Voice
  • articulation
  • projection
  • meaningful dialogue
Movement
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Familiarize oneself with a short story, song, or fairytale.
  • Brainstorm potential new details to the plot of the story, song, or fairytale.
  • Explore and articulate ideas for setting and scenery for an improvised dramatic/ theatrical work.
  • Collaborate to determine how characters might speak or the sounds the characters might make in a dramatic/ theatrical work based on the story, song, or fairytale with the changes made to the details. Use vocal warm-ups and tongue twisters to create new sounds and help with articulation, respectively.
  • Once voices are determined, collaborate to determine how characters might speak in the dramatic/ theatrical work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Determine what makes dialogue meaningful (does it reveal a purpose or a character motivation). Analyze a short, age-appropriate script, deleting any unnecessary dialogue.
  • Collaborate with peers to create an improvisation with meaningful dialogue.
  • Collaborate with a group to create a class story (the story game). Things such as meaningful dialogue should be taken into consideration.
  • Chose an animal to impersonate. How can the sound made by that animal contribute to the voice of one's character?
Performing
Select
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Interpret story elements in 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
Analysis
Voice
  • inflection
    • pitch
    • volume
    • tone
    Movement
    • posture
    • gesture
    Characterization
    Directing
    Design
    Theatrical production
Skill Examples:
  • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify story elements in dialogue or short scenes.
  • Play the "Key Word" game. The teacher will assign a word, such as "no," and the student will have them say that word in as many ways possible, using different inflections and emotions. Eventually, the students should build up to doing this exercise with different assigned lines in a script.
  • Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
  • Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
  • Identify different parts of the theatre (fly system, proscenium, spotlight, etc.) and be able to articulate their purpose and explain how they work.
  • Compare/ contrast the technical elements of a chosen performance.
  • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
  • Discuss a chosen drama with a group, noting technical elements and vocal techniques implemented by the performers.
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
10) Alter voice and body to expand and articulate nuances of a character in 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
Analysis
Voice
  • inflection
    • pitch
    • volume
    • tone
    Movement
    • posture
    • gesture
    Characterization
    Directing
    Design
    Theatrical production
Skill Examples:
  • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify story elements in dialogue or short scenes.
  • Play the "Key Word" game. The teacher will assign a word, such as "no," and the student will have them say that word in as many ways possible, using different inflections and emotions. Eventually, the students should build up to doing this exercise with different assigned lines in a script.
  • Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
  • Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
  • Identify different parts of the theatre (fly system, proscenium, spotlight, etc.) and be able to articulate their purpose and explain how they work.
  • Compare/ contrast the technical elements of a chosen performance.
  • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
  • Discuss a chosen drama with a group, noting technical elements and vocal techniques implemented by the performers.
Prepare
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
11) Demonstrate the relationship between the body, voice, and mind in 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
Analysis
Voice
  • inflection
    • pitch
    • volume
    • tone
    Movement
    • posture
    • gesture
    Characterization
    Directing
    Design
    Theatrical production
Skill Examples:
  • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify story elements in dialogue or short scenes.
  • Play the "Key Word" game. The teacher will assign a word, such as "no," and the student will have them say that word in as many ways possible, using different inflections and emotions. Eventually, the students should build up to doing this exercise with different assigned lines in a script.
  • Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
  • Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
  • Identify different parts of the theatre (fly system, proscenium, spotlight, etc.) and be able to articulate their purpose and explain how they work.
  • Compare/ contrast the technical elements of a chosen performance.
  • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
  • Discuss a chosen drama with a group, noting technical elements and vocal techniques implemented by the performers.
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Explore technical elements in 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
Analysis
Voice
  • inflection
    • pitch
    • volume
    • tone
    Movement
    • posture
    • gesture
    Characterization
    Directing
    Design
    Theatrical production
Skill Examples:
  • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify story elements in dialogue or short scenes.
  • Play the "Key Word" game. The teacher will assign a word, such as "no," and the student will have them say that word in as many ways possible, using different inflections and emotions. Eventually, the students should build up to doing this exercise with different assigned lines in a script.
  • Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
  • Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
  • Identify different parts of the theatre (fly system, proscenium, spotlight, etc.) and be able to articulate their purpose and explain how they work.
  • Compare/ contrast the technical elements of a chosen performance.
  • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
  • Discuss a chosen drama with a group, noting technical elements and vocal techniques implemented by the performers.
Present
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Contribute to group guided drama experiences and informally share with peers.

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
Analysis
Voice
  • inflection
    • pitch
    • volume
    • tone
    Movement
    • posture
    • gesture
    Characterization
    Directing
    Design
    Theatrical production
Skill Examples:
  • Identify parts (see Freytag's pyramid) or other formats for dramatic plot structure and be able to identify story elements in dialogue or short scenes.
  • Play the "Key Word" game. The teacher will assign a word, such as "no," and the student will have them say that word in as many ways possible, using different inflections and emotions. Eventually, the students should build up to doing this exercise with different assigned lines in a script.
  • Investigate how movement is incorporated into a dramatic/ theatrical work through posture, facial expression, and gesture.
  • Investigate how voice is incorporated into a dramatic/ theatrical work through pitch, volume, and tone.
  • Identify different parts of the theatre (fly system, proscenium, spotlight, etc.) and be able to articulate their purpose and explain how they work.
  • Compare/ contrast the technical elements of a chosen performance.
  • Identify technical elements that are used in a dramatic/ theatrical work including scenery, costumes &/or makeup, props, etc.
  • Discuss a chosen drama with a group, noting technical elements and vocal techniques implemented by the performers.
Responding
Reflect
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Recognize when artistic choices are made in 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
  • cause and effect
  • personal preferences
Voice
Movement
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
  • Explain how a theatre performance affects one's emotions.
  • Identify cause and effect in a chosen drama or story.
  • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
  • 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.).
  • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.
Interpret
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Explain how personal preferences and emotions affect an observer's response in a guided drama experience or 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
  • cause and effect
  • personal preferences
Voice
Movement
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
  • Explain how a theatre performance affects one's emotions.
  • Identify cause and effect in a chosen drama or story.
  • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
  • 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.).
  • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Identify causes and consequences of character actions in 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
  • cause and effect
  • personal preferences
Voice
Movement
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
  • Explain how a theatre performance affects one's emotions.
  • Identify cause and effect in a chosen drama or story.
  • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
  • 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.).
  • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Explain or use text and pictures to describe how others' emotions and choices may compare to the emotions and choices of characters in 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
  • cause and effect
  • personal preferences
Voice
Movement
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
  • Explain how a theatre performance affects one's emotions.
  • Identify cause and effect in a chosen drama or story.
  • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
  • 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.).
  • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.
Evaluate
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Collaborate on a scene in a guided drama experience.

Example: Improvise an alternative ending to "Goldilocks and the Three Bears."

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
  • cause and effect
  • personal preferences
Voice
Movement
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
  • Explain how a theatre performance affects one's emotions.
  • Identify cause and effect in a chosen drama or story.
  • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
  • 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.).
  • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Use a prop or costume in a guided drama experience to enhance characters, settings, or events.

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
  • cause and effect
  • personal preferences
Voice
Movement
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
  • Explain how a theatre performance affects one's emotions.
  • Identify cause and effect in a chosen drama or story.
  • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
  • 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.).
  • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Describe how characters respond to challenges in 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
  • cause and effect
  • personal preferences
Voice
Movement
Characterization
Directing
Design
Theatrical production
Skill Examples:
  • Point out the artistic and technical choices made during a chosen piece (movement, props, and other technical elements).
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Identify multiple personal experiences when participating in or observing a dramatic/ theatrical work.
  • Explain one's own personal preferences in regard to theatre, and analyze how that preference might color one's judgment of a theatrical work.
  • Explain how a theatre performance affects one's emotions.
  • Identify cause and effect in a chosen drama or story.
  • Discuss and compare the feelings a scene might bring forth. Are those feelings the same as the feelings of the characters? How might alternative feelings affect the scene?
  • 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.).
  • Make connections between oneself and the character's emotions in a dramatic/ theatrical work and be able to explain how those connections are made (e.g., being able to connect the work to a personal memory or being able to explain how the student might respond similarly or differently in a similar situation in the student's own life).
  • Recognize why audiences evaluate dramatic/ theatrical works (e.g., to determine whether or not to see it again or suggest it to a friend, to influence sales, to inspire their own work, etc.).
  • Analyze the props and costumes from multiple drama/theatrical works. Be able to explain how they contribute to the story or characters in the work.
Connecting
Empathize
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
21) Relate character experiences to personal experiences in 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
  • community
  • society
  • social issues
  • culture
Analysis
Voice
Movement
Characterization
Directing
Design
  • improvisation
Theatrical production
Skill Examples:
  • Identify personal experiences and knowledge that relate to character experiences in a dramatic work.
  • Connect personal experiences and knowledge to experiences of characters in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to community in a dramatic/ theatrical work.
  • Identify connections to social issues in a dramatic/ theatrical work.
  • Perform problem-solving activities with students to prepare them for character roles.
  • Familiarize oneself with a classic story such as Cinderella then explore versions of the tale as told by different cultures.
  • Note the differences and similarities between the fairytales of different cultures, such as German, Japanese, and Dutch fairytales.
  • Collaborate to improvise a short scene based on a non-fiction literary source.
Interrelate
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
22) Determine problem-solving techniques from different art forms and content areas to apply in a guided drama experience.

Example: Use mathematical skills to tell the story, "The Three Little Pigs."

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
  • community
  • society
  • social issues
  • culture
Analysis
Voice
Movement
Characterization
Directing
Design
  • improvisation
Theatrical production
Skill Examples:
  • Identify personal experiences and knowledge that relate to character experiences in a dramatic work.
  • Connect personal experiences and knowledge to experiences of characters in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to community in a dramatic/ theatrical work.
  • Identify connections to social issues in a dramatic/ theatrical work.
  • Perform problem-solving activities with students to prepare them for character roles.
  • Familiarize oneself with a classic story such as Cinderella then explore versions of the tale as told by different cultures.
  • Note the differences and similarities between the fairytales of different cultures, such as German, Japanese, and Dutch fairytales.
  • Collaborate to improvise a short scene based on a non-fiction literary source.
Research
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
23) Identify similarities and differences in stories from multiple cultures in 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
  • community
  • society
  • social issues
  • culture
Analysis
Voice
Movement
Characterization
Directing
Design
  • improvisation
Theatrical production
Skill Examples:
  • Identify personal experiences and knowledge that relate to character experiences in a dramatic work.
  • Connect personal experiences and knowledge to experiences of characters in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to community in a dramatic/ theatrical work.
  • Identify connections to social issues in a dramatic/ theatrical work.
  • Perform problem-solving activities with students to prepare them for character roles.
  • Familiarize oneself with a classic story such as Cinderella then explore versions of the tale as told by different cultures.
  • Note the differences and similarities between the fairytales of different cultures, such as German, Japanese, and Dutch fairytales.
  • Collaborate to improvise a short scene based on a non-fiction literary source.
Arts Education (2017)
Grade(s): 2
Theatre
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
24) Collaborate on the creation of a short scene based on a non-fiction literary source in 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
  • community
  • society
  • social issues
  • culture
Analysis
Voice
Movement
Characterization
Directing
Design
  • improvisation
Theatrical production
Skill Examples:
  • Identify personal experiences and knowledge that relate to character experiences in a dramatic work.
  • Connect personal experiences and knowledge to experiences of characters in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to community in a dramatic/ theatrical work.
  • Identify connections to social issues in a dramatic/ theatrical work.
  • Perform problem-solving activities with students to prepare them for character roles.
  • Familiarize oneself with a classic story such as Cinderella then explore versions of the tale as told by different cultures.
  • Note the differences and similarities between the fairytales of different cultures, such as German, Japanese, and Dutch fairytales.
  • Collaborate to improvise a short scene based on a non-fiction literary source.