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Introduction
Theatre
Creating
Performing
Responding
Connecting
Theatre/Connecting
#TH:Cn10.1
Process Component: Empathize
Anchor Standard: Synthesize and relate knowledge and personal experiences to make art.
Grade 6
TH:Cn10.1.6
a. Explain how the actions and motivations of characters in a drama/theatre work impact perspectives of a community or culture.

Grade 7
TH:Cn10.1.7
a. Incorporate multiple perspectives and diverse community ideas in a drama/theatre work.

Grade 8
TH:Cn10.1.8
a. Examine a community issue through multiple perspectives in a drama/theatre work.

Theatre/Connecting
#TH:Cn11.1
Process Component: Interrelate
Anchor Standard: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Grade 6
TH:Cn11.1.6
a. Identify universal themes or common social issues and express them through a drama/theatre work.

Grade 7
TH:Cn11.1.7
a. Incorporate music, dance, art, and/or media to strengthen the meaning and conflict in a drama/theatre work with a particular cultural, global, or historic context.

Grade 8
TH:Cn11.1.8
a. Use different forms of drama/theatre work to examine contemporary social, cultural, or global issues.

Theatre/Connecting
#TH:Cn11.2
Process Component: Research
Anchor Standard: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Grade 6
TH:Cn11.2.6
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.

Grade 7
TH:Cn11.2.7
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.

Grade 8
TH:Cn11.2.8
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.

Theatre/Creating
#TH:Cr1.1
Process Component: Envision, Conceptualize
Anchor Standard: Generate and conceptualize artistic ideas and work.
Grade 6
TH:Cr1.1.6
a. Identify possible solutions to staging challenges in a drama/theatre work.

b. Identify solutions to design challenges in a drama/theatre work.

c. Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
Grade 7
TH:Cr1.1.7
a. Investigate multiple perspectives and solutions to staging challenges in a drama/theatre work.

b. Explain and present solutions to design challenges in a drama/ theatre work.

c. Envision and describe a scripted or improvised character’s inner thoughts and objectives in a drama/theatre work.
Grade 8
TH:Cr1.1.8
a. Imagine and explore multiple perspectives and solutions to staging problems in a drama/ theatre work.

b. Imagine and explore solutions to design challenges of a performance space in a drama/theatre work.

c. Develop a scripted or improvised character by articulating the character’s inner thoughts, objectives, and motivations in a drama/theatre work.
Theatre/Creating
#TH:Cr2.1
Process Component: Develop
Anchor Standard: Organize and develop artistic ideas and work.
Grade 6
TH:Cr2.1.6
a. Use critical analysis to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work.

b. Contribute ideas and accept and incorporate the ideas of others in preparing or devising drama/theatre work.
Grade 7
TH:Cr2.1.7
a. Examine and justify original ideas and artistic choices in a drama/theatre work based on critical analysis, background knowledge, and historical and cultural context.

b. Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.
Grade 8
TH:Cr2.1.8
a. Articulate and apply critical analysis, background knowledge, research, and historical and cultural context to the development of original ideas for a drama/theatre work.

b. Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.

Theatre/Creating
#TH:Cr3.1
Process Component: Rehearse
Anchor Standard: Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation.
Grade 6
TH:Cr3.1.6
a. Articulate and examine choices to refine a devised or scripted drama/theatre work.

b. Identify effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.

c. Explore a planned technical design during the rehearsal process for a devised or scripted drama/theatre work.

Grade 7
TH:Cr3.1.7
a. Demonstrate focus and concentration in the rehearsal process to analyze and refine choices in a devised or scripted drama/theatre work.

b. Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work

c. Consider multiple planned technical design elements during the rehearsal process for a devised or scripted drama/theatre work.

Grade 8
TH:Cr3.1.8
a. Use repetition and analysis in order to revise devised or scripted drama/theatre work.

b. Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/ theatre work.

c. Implement and refine a planned technical design using simple technology during the rehearsal process for devised or scripted drama/ theatre work.

Theatre/Performing
#TH:Pr4.1
Process Component: Select
Anchor Standard: Select, analyze, and interpret artistic work for presentation.
Grade 6
TH:Pr4.1.6
a. Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work.

b. Experiment with various physical choices to communicate character in a drama/theatre work.

Grade 7
TH:Pr4.1.7
a. Consider various staging choices to enhance the story in a drama/theatre work.

b. Use various character objectives in a drama/theatre work.

Grade 8
TH:Pr4.1.8
a. Explore different pacing to better communicate the story in a drama/theatre work.

b. Use various character objectives and tactics in a drama/theatre work to overcome an obstacle.

Theatre/Performing
#TH:Pr5.1
Process Component: Prepare
Anchor Standard: Develop and refine artistic techniques and work for presentation.
Grade 6
TH:Pr5.1.6
a. Recognize how acting exercises and techniques can be applied to a drama/theatre work.

b. Articulate how technical elements are integrated into a drama/ theatre work.

Grade 7
TH:Pr5.1.7
a. Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theatre performance.

b. Choose a variety of technical elements that can be applied to a design in a drama/theatre work.

Grade 8
TH:Pr5.1.8
a. Use a variety of acting techniques to increase skills in a rehearsal or drama/theatre performance.

b. Use a variety of technical elements to create a design for a rehearsal or drama/theatre production.

Theatre/Performing
#TH:Pr6.1
Process Component: Share, Present
Anchor Standard: Convey meaning through the presentation of artistic work.
Grade 6
TH:Pr6.1.6
a. Adapt a drama/theatre work and present it informally for an audience.

Grade 7
TH:Pr6.1.7
a. Participate in rehearsals for a drama/theatre work that will be shared with an audience.

Grade 8
TH:Pr6.1.8
a. Perform a rehearsed drama/theatre work for an audience.

Theatre/Responding
#TH:Re7.1
Process Component: Reflect
Anchor Standard: Perceive and analyze artistic work.
Grade 6
TH:Re7.1.6
a. Describe and record personal reactions to artistic choices in a drama/theatre work.

Grade 7
TH:Re7.1.7
a. Compare recorded personal and peer reactions to artistic choices in a drama/ theatre work.

Grade 8
TH:Re7.1.8
a. Apply criteria to the evaluation of artistic choices in a drama/theatre work.

Theatre/Responding
#TH:Re8.1
Process Component: Interpret
Anchor Standard: Interpret intent and meaning in artistic work.
Grade 6
TH:Re8.1.6
a. Explain how artists make choices based on personal experience in a drama/theatre work.

b. Identify cultural perspectives that may influence the evaluation of a drama/theatre work.

c. Identify personal aesthetics, preferences, and beliefs through participation in or observation of drama/ theatre work.
Grade 7
TH:Re8.1.7
a. Identify the artistic choices made based on personal experience in a drama/theatre work.

b. Describe how cultural perspectives can influence the evaluation of drama/theatre work.

c. Interpret how the use of personal aesthetics, preferences, and beliefs can be used to discuss drama/theatre work.
Grade 8
TH:Re8.1.8
a. Recognize and share artistic choices when participating in or observing a drama/theatre work.

b. Analyze how cultural perspectives influence the evaluation of a drama/theatre work.

c. Apply personal aesthetics, preferences, and beliefs to evaluate a drama/theatre work.
Theatre/Responding
#TH:Re9.1
Process Component: Evaluate
Anchor Standard: Apply criteria to evaluate artistic work.
Grade 6
TH:Re9.1.6
a. Use supporting evidence and criteria to evaluate

b. Apply the production elements used in a drama/theatre work to assess aesthetic choices.

c. Identify a specific audience or purpose for a drama/theatre work.

Grade 7
TH:Re9.1.7
a. Explain preferences, using supporting evidence and criteria to evaluate drama/theatre work.

b. Consider the aesthetics of the production elements in a drama/theatre work.

c. Identify how the intended purpose of a drama/theatre work appeals to a specific audience.

Grade 8
TH:Re9.1.8
a. Respond to a drama/ theatre work using supporting evidence, personal aesthetics, and artistic criteria.

b. Apply the production elements used in a drama/theatre work to assess aesthetic choices.

c. Assess the impact of a drama/theatre work on a specific audience.

Understanding and Using the National Core Arts Standards

The arts have always served as the distinctive vehicle for discovering who we are. Providing ways of thinking as disciplined as science or math and as disparate as philosophy or literature, the arts are used by and have shaped every culture and individual on earth. They continue to infuse our lives on nearly all levels—generating a significant part of the creative and intellectual capital that drives our economy. The arts inform our lives with meaning every time we experience the joy of a well-remembered song, experience the flash of inspiration that comes with immersing ourselves in an artist’s sculpture, enjoying a sublime dance, learning from an exciting animation, or being moved by a captivating play.

The central purposes of education standards are to identify the learning that we want for all of our students and to drive improvement in the system that delivers that learning. Standards, therefore, should embody the key concepts, processes and traditions of study in each subject area, and articulate the aspirations of those invested in our schools—students, teachers, administrators, and the community at large. To realize that end goal, these new, voluntary National Core Arts Standards are framed by artistic literacy, as outlined in philosophical foundations, lifelong goals, and artistic processes; articulated as anchor and performance standards that students should attain; and supported by instructional resources, including model cornerstone assessments that illustrate how literacy might be measured. The connective threads of this conceptual framework are designed to be understood by all stakeholders and, ultimately, to ensure success for both educators and students.

While broad in concept, the standards are also focused in a framework that delivers the educational nuance of standards in only four artistic processes, bringing together what artists do and what we want for our students. Within this simple and elegant structure, decision-makers from teachers, to superintendents, to parents will be able to move forward in the rich variety of approaches that have become part of the American educational landscape.

The National Core Arts Standards are designed to guide the delivery of arts education in the classroom with new ways of thinking, learning, and creating. The standards also inform policy-makers about implementation of arts programs for the traditional and emerging models and structures of education. As with other subject areas, a commitment to quality education, equitable opportunities, and comprehensive expectations is embedded within the new arts standards.

Inclusion Guidelines

Cr
Creating
Pr
Performing/
Presenting/
Producing
Re
Responding
Cn
Connecting
Theatre
Visual Arts
Dance
Media Arts
Music

National Core Arts Standards are written for five arts disciplines; Dance, Media Arts, Music, Theatre and Visual Arts.

National Core Arts Standards are written grade by grade Pre K – 8th grade and at three proficiency levels in high school (proficient, accomplished and advanced).

Choose instructional support materials.

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.