Courses of Study

Creating
Envision, Conceptualize
Arts Education (2017)
Grade(s): 1
Theatre
All Resources: 0
1) Propose potential choices characters could make in a guided drama experience.

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
Movement
Characterization
Directing
Design
Theatrical production
  • skit
Skill Examples:
  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.
Arts Education (2017)
Grade(s): 1
Theatre
All Resources: 0
2) Collaborate with peers to conceptualize costumes and props in a guided drama experience.

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
Movement
Characterization
Directing
Design
Theatrical production
  • skit
Skill Examples:
  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.
Develop
Arts Education (2017)
Grade(s): 1
Theatre
All Resources: 0
3) Identify ways in which gestures and movement may be used to create or retell a story in guided drama experiences.

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
Movement
Characterization
Directing
Design
Theatrical production
  • skit
Skill Examples:
  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.
Arts Education (2017)
Grade(s): 1
Theatre
All Resources: 0
4) Improvise dialogue alone and with peers in a guided drama experience.

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
Movement
Characterization
Directing
Design
Theatrical production
  • skit
Skill Examples:
  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.
Arts Education (2017)
Grade(s): 1
Theatre
All Resources: 0
5) Contribute ideas as a group in a guided drama experience.

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
Movement
Characterization
Directing
Design
Theatrical production
  • skit
Skill Examples:
  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.
Rehearse
Arts Education (2017)
Grade(s): 1
Theatre
All Resources: 0
6) Contribute to the adaptation of the plot in a guided drama experience.

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
Movement
Characterization
Directing
Design
Theatrical production
  • skit
Skill Examples:
  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.
Arts Education (2017)
Grade(s): 1
Theatre
All Resources: 0
7) Identify similarities and differences in sounds and movements during a guided drama experience.

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
Movement
Characterization
Directing
Design
Theatrical production
  • skit
Skill Examples:
  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.
Arts Education (2017)
Grade(s): 1
Theatre
All Resources: 0
8) Collaborate to imagine multiple representations of a single object in a guided drama experience.

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
Movement
Characterization
Directing
Design
Theatrical production
  • skit
Skill Examples:
  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.
Performing
Select
Arts Education (2017)
Grade(s): 1
Theatre
All Resources: 0
9) Describe a story's character actions and dialogue in a guided drama experience.

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
  • dialogue
Movement
  • stance
Characterization
Directing
Design
  • costume
Theatrical production
  • narrative
    Skill Examples:
    • Recall and describe a character's actions in a chosen narrative.
    • Recall and describe a character's dialogue (the way he or she speaks) in a chosen narrative.
    • Determine through mime and improvisation games different gestures, facial expressions, and movements that communicate character traits and emotions.
    • Determine a character's personality and emotions by using pictures of the character's expression and stance.
    • Determine a character's personality and emotions based on the way that character moves/ walks.
    • Articulate the importance of physical movement to the creation of a character in a guided drama experience.
    • Use a card game/ worksheet to match a character to his/ her costume.
    Arts Education (2017)
    Grade(s): 1
    Theatre
    All Resources: 0
    10) Use body, face, gestures, and voice to communicate character traits and emotions in a story through a guided drama experience.

    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
    • dialogue
    Movement
    • stance
    Characterization
    Directing
    Design
    • costume
    Theatrical production
    • narrative
      Skill Examples:
      • Recall and describe a character's actions in a chosen narrative.
      • Recall and describe a character's dialogue (the way he or she speaks) in a chosen narrative.
      • Determine through mime and improvisation games different gestures, facial expressions, and movements that communicate character traits and emotions.
      • Determine a character's personality and emotions by using pictures of the character's expression and stance.
      • Determine a character's personality and emotions based on the way that character moves/ walks.
      • Articulate the importance of physical movement to the creation of a character in a guided drama experience.
      • Use a card game/ worksheet to match a character to his/ her costume.
      Prepare
      Arts Education (2017)
      Grade(s): 1
      Theatre
      All Resources: 0
      11) Identify and understand that physical movement is fundamental to guided drama experiences.

      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
      • dialogue
      Movement
      • stance
      Characterization
      Directing
      Design
      • costume
      Theatrical production
      • narrative
        Skill Examples:
        • Recall and describe a character's actions in a chosen narrative.
        • Recall and describe a character's dialogue (the way he or she speaks) in a chosen narrative.
        • Determine through mime and improvisation games different gestures, facial expressions, and movements that communicate character traits and emotions.
        • Determine a character's personality and emotions by using pictures of the character's expression and stance.
        • Determine a character's personality and emotions based on the way that character moves/ walks.
        • Articulate the importance of physical movement to the creation of a character in a guided drama experience.
        • Use a card game/ worksheet to match a character to his/ her costume.
        Arts Education (2017)
        Grade(s): 1
        Theatre
        All Resources: 0
        12) Identify and use technical elements that are essential in a guided drama experience.

        Examples: costumes, props, lights, sound effects

        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
        • dialogue
        Movement
        • stance
        Characterization
        Directing
        Design
        • costume
        Theatrical production
        • narrative
          Skill Examples:
          • Recall and describe a character's actions in a chosen narrative.
          • Recall and describe a character's dialogue (the way he or she speaks) in a chosen narrative.
          • Determine through mime and improvisation games different gestures, facial expressions, and movements that communicate character traits and emotions.
          • Determine a character's personality and emotions by using pictures of the character's expression and stance.
          • Determine a character's personality and emotions based on the way that character moves/ walks.
          • Articulate the importance of physical movement to the creation of a character in a guided drama experience.
          • Use a card game/ worksheet to match a character to his/ her costume.
          Present
          Arts Education (2017)
          Grade(s): 1
          Theatre
          All Resources: 0
          13) Use movement and gestures to communicate emotions in a guided drama experience.

          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
          • dialogue
          Movement
          • stance
          Characterization
          Directing
          Design
          • costume
          Theatrical production
          • narrative
            Skill Examples:
            • Recall and describe a character's actions in a chosen narrative.
            • Recall and describe a character's dialogue (the way he or she speaks) in a chosen narrative.
            • Determine through mime and improvisation games different gestures, facial expressions, and movements that communicate character traits and emotions.
            • Determine a character's personality and emotions by using pictures of the character's expression and stance.
            • Determine a character's personality and emotions based on the way that character moves/ walks.
            • Articulate the importance of physical movement to the creation of a character in a guided drama experience.
            • Use a card game/ worksheet to match a character to his/ her costume.
            Responding
            Reflect
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            14) Demonstrate relevant audience etiquette in response to a performance.

            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
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • 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 (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).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            15) Recall and compare choices made in a guided drama experience.

            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
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • 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 (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).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
            Interpret
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            16) Explain preferences and emotions in a guided drama experience or age-appropriate theatre performance.

            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
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • 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 (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).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            17) Identify causes of character actions in a guided drama experience.

            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
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • 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 (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).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            18) Explain or use text and pictures to describe how personal emotions and choices compare to the emotions and choices of characters in a guided drama experience.

            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
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • 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 (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).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
            Evaluate
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            19) Collaborate to build on others' ideas in a guided drama experience.

            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
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • 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 (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).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            20) Identify props and costumes that might be used in a guided drama experience.

            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
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • 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 (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).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            21) Compare and contrast the actions of characters in a guided drama experience.

            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
            Voice
            • enunciation
            Movement
            Characterization
            • motivation
            Directing
            Design
            Theatrical production
            Skill Examples:
            • Have the students develop a list of rules for audience behavior and discuss the reason for each rule.
            • Make observations that explain why artistic choices were made in a guided drama experience (e.g., being able to explain how movement, props, and other technical elements affect mood).
            • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
            • Describe emotions caused by viewing an age-appropriate theatre performance. Explain how these emotions reveal a personal preference (favorite show, favorite scene, favorite character, etc.).
            • Identify the motivations behind character actions.
            • Use pictures to describe how a character's emotions and actions may differ from personal emotions and actions.
            • Collaborate using an improvisation game to build on other's ideas.
            • Identify props and costumes that would best suit a certain character and/or play.
            • Use props and costumes to build a scene and character in an improvisation game.
            • 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 (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).
            • Using a characterization chart, compare and contrast the actions of characters in a guided drama experience.
            Connecting
            Empathize
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            22) Identify character emotions in a guided drama experience and relate it to personal experience.

            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
            Analysis
            Voice
            Movement
            Characterization
            • emotion
                • Directing
                Design
                Theatrical production
            Skill Examples:
            • 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 (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).
            • Design backgrounds and costumes for a chosen artistic work using techniques that have been gained from art class.
            • View a theatrical work from another culture (such as kabuki theatre from Japan).
            • Read or familiarize oneself with a story from one's own community.
            • Read or familiarize oneself with a fairytale such as "Rapunzel."
            • Collaborate on the creation of a short scene from the fairytale.
            Interrelate
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            23) Apply skills and knowledge from different art forms, content areas, and cultures in a guided drama experience.

            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
            Analysis
            Voice
            Movement
            Characterization
            • emotion
                • Directing
                Design
                Theatrical production
            Skill Examples:
            • 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 (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).
            • Design backgrounds and costumes for a chosen artistic work using techniques that have been gained from art class.
            • View a theatrical work from another culture (such as kabuki theatre from Japan).
            • Read or familiarize oneself with a story from one's own community.
            • Read or familiarize oneself with a fairytale such as "Rapunzel."
            • Collaborate on the creation of a short scene from the fairytale.
            Research
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            24) Identify similarities and differences in stories from one's own community in a guided drama experience.

            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
            Analysis
            Voice
            Movement
            Characterization
            • emotion
                • Directing
                Design
                Theatrical production
            Skill Examples:
            • 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 (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).
            • Design backgrounds and costumes for a chosen artistic work using techniques that have been gained from art class.
            • View a theatrical work from another culture (such as kabuki theatre from Japan).
            • Read or familiarize oneself with a story from one's own community.
            • Read or familiarize oneself with a fairytale such as "Rapunzel."
            • Collaborate on the creation of a short scene from the fairytale.
            Arts Education (2017)
            Grade(s): 1
            Theatre
            All Resources: 0
            25) Collaborate on the creation of a short scene based on a fictional literary source in a guided drama experience.

            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
            Analysis
            Voice
            Movement
            Characterization
            • emotion
                • Directing
                Design
                Theatrical production
            Skill Examples:
            • 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 (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).
            • Design backgrounds and costumes for a chosen artistic work using techniques that have been gained from art class.
            • View a theatrical work from another culture (such as kabuki theatre from Japan).
            • Read or familiarize oneself with a story from one's own community.
            • Read or familiarize oneself with a fairytale such as "Rapunzel."
            • Collaborate on the creation of a short scene from the fairytale.