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PK: 
a. With prompting and support, identify stories that are similar to one another in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama). b. With prompting and support, tell a short story in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
K: 
a. With prompting and support, identify stories that are different from one another in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama). b. With prompting and support, tell a short story in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
1: 
a. Identify similarities and differences in stories from one’s own community in a guided drama experience (e.g., process drama, story drama, creative drama). b. Collaborate on the creation of a short scene based on a fictional literary source in a guided drama experience (e.g., process drama, story drama, creative drama).
2: 
a. Identify similarities and differences in stories from multiple cultures in a guided drama experience (e.g., process drama, story drama, creative drama). b. Collaborate on the creation of a short scene based on a non-fiction literary source in a guided drama experience (e.g., process drama, story drama, creative drama).
3: 
a. Explore how stories are adapted from literature to drama/theatre work. b. Examine how artists have historically presented the same stories using different art forms, genres, or drama/theatre conventions.
4: 
a. Investigate cross-cultural approaches to storytelling in drama/theatre work. b. Compare the drama/theatre conventions of a given time period with those of the present.
5: 
a. Analyze commonalities and differences between stories set in different cultures in preparation for a drama/theatre work. b. Identify historical sources that explain drama/theatre terminology and conventions.
6: 
a. Research and analyze two different versions of the same drama/theatre story to determine differences and similarities in the visual and aural world of each story. b. Investigate the time period and place of a drama/theatre work to better understand performance and design choices.
7: 
a. Research and discuss how a playwright might have intended a drama/theatre work to be produced. b. Examine artifacts from a time period and geographic location to better understand performance and design choices in a drama/theatre work.
8: 
a. Research the story elements of a staged drama/theatre work and compare them to another production of the same work. b. Identify and use artifacts from a time period and place to develop performance and design choices in a drama/theatre work.
HS Proficient: 
a. Research how other theatre artists apply creative processes to tell stories in a devised or scripted drama/theatre work, using theatre research methods. b. Use basic theatre research methods to better understand the social and cultural background of a drama/theatre work.
HS Accomplished: 
a. Formulate creative choices for a devised or scripted drama/theatre work based on theatre research about the selected topic. b. Explore how personal beliefs and biases can affect the interpretation of research data applied in drama/theatre work.
HS Advanced: 
a. Justify the creative choices made in a devised or scripted drama/theatre work, based on a critical interpretation of specific data from theatre research. b. Present and support an opinion about the social, cultural, and historical understandings of a drama/theatre work, based on critical research.

Artistic Processes are the cognitive and physical actions by which arts learning and making are realized. National Core Arts Standards are based on the artistic processes of Creating; Performing/ Producing/Presenting; Responding; and Connecting.