Interrelate

Submitted by drupaladmin on Thu, 05/29/2014 - 12:06
PK
a. With prompting and support, use skills and knowledge from other areas in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
K
a. With prompting and support, identify skills and knowledge from other areas in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
1
a. Apply skills and knowledge from different art forms and content areas in a guided drama experience (e.g., process drama, story drama, creative drama).
2
a. Determine appropriate skills and knowledge from different art forms and content areas to apply in a guided drama experience (e.g., process drama, story drama, creative drama).
3
a. Identify connections to community, social issues and other content areas in drama/theatre work.
4
a. Respond to community and social issues and incorporate other content areas in drama/theatre work.
5
a. Investigate historical, global and social issues expressed in drama/theatre work.
6
a. Identify universal themes or common social issues and express them through a drama/theatre work.
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.
8
a. Use different forms of drama/theatre work to examine contemporary social, cultural, or global issues.
HS Proficient
a. Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work.
HS Accomplished
a. Integrate conventions and knowledge from different art forms and other disciplines to develop a cross-cultural drama/theatre work.
HS Advanced
a. Develop a drama/theatre work that identifies and questions cultural, global, and historic belief systems.

Research

Submitted by drupaladmin on Thu, 05/29/2014 - 12:02
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.

Empathize

Submitted by drupaladmin on Thu, 05/29/2014 - 11:57
PK
a. With prompting and support, identify similarities between a story and personal experience in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
K
a. With prompting and support, identify similarities between characters and oneself in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
1
a. Identify character emotions in a guided drama experience (e.g., process drama, story drama, creative drama) and relate it to personal experience.
2
a. Relate character experiences to personal experiences in a guided drama experience (e.g., process drama, story drama, creative drama).
3
a. Use personal experiences and knowledge to make connections to community and culture in a drama/theatre work.
4
a. Identify the ways drama/theatre work reflects the perspectives of a community or culture.
5
a. Explain how drama/theatre connects oneself to a community or culture.
6
a. Explain how the actions and motivations of characters in a drama/theatre work impact perspectives of a community or culture.
7
a. Incorporate multiple perspectives and diverse community ideas in a drama/theatre work.
8
a. Examine a community issue through multiple perspectives in a drama/theatre work.
HS Proficient
a. Investigate how cultural perspectives, community ideas and personal beliefs impact a drama/theatre work.
HS Accomplished
a. Choose and interpret a drama/theatre work to reflect or question personal beliefs.
HS Advanced
a. Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural perspectives.

Evaluate

Submitted by drupaladmin on Thu, 05/29/2014 - 11:54
PK
a. With prompting and support, actively engage in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
K
a. With prompting and support, actively engage with others in dramatic play or a guided drama experience ((e.g., process drama, story drama, creative drama).
1
a. Build on others’ ideas in a guided drama experience (e.g., process drama, story drama, creative drama).
b. Identify props and costumes that might be used in a guided drama experience (e.g., process drama, story drama, creative drama).
c. Compare and contrast the experiences of characters in a guided drama experience (e.g., process drama, story drama, creative drama).
2
a. Collaborate on a scene in a guided drama experience (e.g., process drama, story drama, creative drama).
b. Use a prop or costume in a guided drama experience (e.g., process drama, story drama, creative drama) to describe characters, settings, or events.
c. Describe how characters respond to challenges in a guided drama experience (e.g., process drama, story drama, creative drama).
3
a. Understand how and why groups evaluate drama/theatre work.
b. Consider and analyze technical elements from multiple drama/theatre works.
c. Evaluate and analyze problems and situations in a drama/theatre work from an audience perspective.
4
a. Propose a plan to evaluate drama/theatre work.
b. Investigate how technical elements may support a theme or idea in a drama/theatre work.
c. Observe how a character’s choices impact an audience’s perspective in a drama/theatre work.
5
a. Develop and implement a plan to evaluate drama/theatre work.
b. Assess how technical elements represent the theme of a drama/theatre work.
c. Recognize how a character’s circumstances impact an audience’s perspective in a drama/theatre work.
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.
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.
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.
HS Proficient
a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
b. Consider the aesthetics of the production elements in a drama/theatre work.
c. Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its specific purpose or intended audience.
HS Accomplished
a. Analyze and assess a drama/theatre work by connecting it to art forms, history, culture, and other disciplines using supporting evidence and criteria.
b. Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of production elements while respecting others’ interpretations.
c. Verify how a drama/theatre work communicates for a specific purpose and audience.
HS Advanced
a. Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate artistic choices.
b. Analyze and evaluate varied aesthetic interpretations of production elements for the same drama/theatre work.
c. Compare and debate the connection between a drama/theatre work and contemporary issues that may impact audiences.

Interpret

Submitted by drupaladmin on Thu, 05/29/2014 - 11:16
PK
a. With prompting and support, explore preferences in dramatic play, guided drama experience (e.g., process drama, story drama, creative drama), or age-appropriate theatre performance.
b. With prompting and support, name and describe characters in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
K
a. With prompting and support, identify preferences in dramatic play, a guided drama experience (e.g., process drama, story drama, creative drama), or age-appropriate theatre performance.
b. With prompting and support, name and describe settings in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
1
a. Explain preferences and emotions in a guided drama experience (e.g., process drama, story drama, creative drama), or age-appropriate theatre performance.
b. Identify causes of character actions in a guided drama experience (e.g., process drama, story drama, or creative drama).
c. 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 (e.g., process drama, story drama, creative drama).
2
a. Explain how personal preferences and emotions affect an observer’s response in a guided drama experience (e.g., process drama, story drama, creative drama), or age-appropriate theatre performance.
b. Identify causes and consequences of character actions in a guided drama experience (e.g., process drama, story drama, or creative drama).
c. 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 (e.g., process drama, story drama, creative drama).
3
a. Consider multiple personal experiences when participating in or observing a drama/theatre work.
b. Consider multiple ways to develop a character using physical characteristics and prop or costume design choices that reflect cultural perspectives in drama/theatre work.
c. Examine how connections are made between oneself and a character’s emotions in drama/theatre work.
4
a. Compare and contrast multiple personal experiences when participating in or observing a drama/theatre work.
b. Compare and contrast the qualities of characters in a drama/theatre work through physical characteristics and prop or costume design choices that reflect cultural perspectives.
c. Identify and discuss physiological changes connected to emotions in drama/ theatre work.
5
a. Justify responses based on personal experiences when participating in or observing a drama/theatre work.
b. Explain responses to characters based on cultural perspectives when participating in or observing drama/theatre work.
c. Investigate the effects of emotions on posture, gesture, breathing, and vocal intonation in a drama/theatre work.
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.
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.
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.
HS Proficient
a. Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works.
b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theatre work.
c. Justify personal aesthetics, preferences, and beliefs through participation in and observation of a drama/theatre work.
HS Accomplished
a. Develop detailed supporting evidence and criteria to reinforce artistic choices, when participating in or observing a drama/theatre work.
b. Apply concepts from a drama/theatre work for personal realization about cultural perspectives and understanding.
c. Debate and distinguish multiple aesthetics, preferences, and beliefs through participation in and observation of drama/theatre work.
HS Advanced
a. Use detailed supporting evidence and appropriate criteria to revise personal work and interpret the work of others when participating in or observing a drama/ theatre work.
b. Use new understandings of cultures and contexts to shape personal responses to drama/theatre work.
c. Support and explain aesthetics, preferences, and beliefs to create a context for critical research that informs artistic decisions in a drama/theatre work.

Reflect

Submitted by drupaladmin on Thu, 05/29/2014 - 11:09
PK
a. With prompting and support, recall an emotional response in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
K
a. With prompting and support, express an emotional response to characters in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
1
a. Recall choices made in a guided drama experience (e.g., process drama, story drama, creative drama).
2
a. Recognize when artistic choices are made in a guided drama experience (e.g., process drama, story drama, creative drama).
3
a. Understand why artistic choices are made in a drama/theatre work.
4
a. Identify artistic choices made in a drama/theatre work through participation and observation.
5
a. Explain personal reactions to artistic choices made in a drama/theatre work through participation and observation.
6
a. Describe and record personal reactions to artistic choices in a drama/theatre work.
7
a. Compare recorded personal and peer reactions to artistic choices in a drama/ theatre work.
8
a. Apply criteria to the evaluation of artistic choices in a drama/theatre work.
HS Proficient
a. Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.
HS Accomplished
a. Demonstrate an understanding of multiple interpretations of artistic criteria and how each might be used to influence future artistic choices of a drama/theatre work.
HS Advanced
a. Use historical and cultural context to structure and justify personal responses to a drama/theatre work.

Share, Present

Submitted by drupaladmin on Thu, 05/29/2014 - 11:05
PK
a. With prompting and support, engage in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
K
a. With prompting and support, use voice and sound in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
1
a. With prompting and support, use movement and gestures to communicate emotions in a guided drama experience (e.g., process drama, story drama, creative drama).
2
a. Contribute to group guided drama experiences (e.g., process drama, story drama, creative drama) and informally share with peers.
3
a. Practice drama/theatre work and share reflections individually and in small groups.
4
a. Share small-group drama/theatre work, with peers as audience.
5
a. Present drama/theatre work informally to an audience.
6
a. Adapt a drama/theatre work and present it informally for an audience.
7
a. Participate in rehearsals for a drama/theatre work that will be shared with an audience.
8
a. Perform a rehearsed drama/theatre work for an audience.
HS Proficient
a. Perform a scripted drama/theatre work for a specific audience.
HS Accomplished
a. Present a drama/theatre work using creative processes that shape the production for a specific audience.
HS Advanced
a. Present a drama/theatre production for a specific audience that employs research and analysis grounded in the creative perspectives of the playwright, director, designer, and dramaturg.

Prepare

Submitted by drupaladmin on Thu, 05/29/2014 - 10:58
PK
a. With prompting and support, understand that imagination is fundamental to dramatic play and guided drama experiences (e.g., process drama, story drama, creative drama).
b. With prompting and support, explore and experiment with various technical elements in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
K
a. With prompting and support, understand that voice and sound are fundamental to dramatic play and guided drama experiences (e.g., process drama, story drama, creative drama).
b. With prompting and support, explore and experiment with various technical elements in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
1
a. With prompting and support, identify and understand that physical movement is fundamental to guided drama experiences (e.g., process drama, story drama, creative drama).
b. With prompting and support, identify technical elements that can be used in a guided drama experience (e.g., process drama, story drama, creative drama).
2
a. Demonstrate the relationship between and among body, voice, and mind in a guided drama experience (e.g., process drama, story drama, creative drama).
b. Explore technical elements in a guided drama experience (e.g., process drama, story drama, creative drama).
3
a. Participate in a variety of physical, vocal, and cognitive exercises that can be used in a group setting for drama/theatre work.
b. Identify the basic technical elements that can be used in drama/theatre work.
4
a. Practice selected exercises that can be used in a group setting for drama/theatre work.
b. Propose the use of technical elements in a drama/theatre work.
5
a. Choose acting exercises that can be applied to a drama/theatre work.
b. Demonstrate the use of technical elements in a drama/theatre work.
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.
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.
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.
HS Proficient
a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
b. Use researched technical elements to increase the impact of design for a drama/theatre production.
HS Accomplished
a. Refine a range of acting skills to build a believable and sustainable drama/theatre performance.
b. Apply technical elements and research to create a design that communicates the concept of a drama/theatre production.
HS Advanced
a. Use and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance.
b. Explain and justify the selection of technical elements used to build a design that communicates the concept of a drama/theatre production.

Select

Submitted by drupaladmin on Thu, 05/29/2014 - 10:49
PK
a. With prompting and support, identify characters in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
K
a. With prompting and support, identify characters and setting in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
1
a. Describe a story’s character actions and dialogue in a guided drama experience (e.g., process drama, story drama, creative drama).
b. Use body, face, gestures, and voice to communicate character traits and emotions in a guided drama experience (e.g., process drama, story drama, creative drama).
2
a Interpret story elements in a guided drama experience (e.g., process drama, story drama, creative drama).
b. Alter voice and body to expand and articulate nuances of a character in a guided drama experience (e.g., (e.g., process drama, story drama, creative drama).
3
a. Apply the elements of dramatic structure to a story and create a drama/theatre work.
b. Investigate how movement and voice are incorporated into drama/theatre work.
4
a. Modify the dialogue and action to change the story in a drama/theatre work.
b. Make physical choices to develop a character in a drama/theatre work.
5
a. Describe the underlying thoughts and emotions that create dialogue and action in a drama/theatre work.
b. Use physical choices to create meaning in a drama/theatre work.
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.
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.
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.
HS Proficient
a. Examine how character relationships assist in telling the story of a drama/theatre work.
b. Shape character choices using given circumstances in a drama/theatre work.
HS Accomplished
a. Discover how unique choices shape believable and sustainable drama/ theatre work.
b. Identify essential text information, research from various sources, and the director’s concept that influence character choices in a drama/theatre work.
HS Advanced
a. Apply reliable research of directors’ styles to form unique choices for a directorial concept in a drama/theatre work.
b. Apply a variety of researched acting techniques as an approach to character choices in a drama/theatre work.

Rehearse

Submitted by drupaladmin on Thu, 05/29/2014 - 10:42
PK
a. With prompting and support, answer questions in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
K
a. With prompting and support, ask and answer questions in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
1
a. Contribute to the adaptation of the plot in a guided drama experience (e.g., process drama, story drama, creative drama).
b. Identify similarities and differences in sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama).
c. Collaborate to imagine multiple representations of a single object in a guided drama experience (e.g., process drama, story drama, creative drama).
2
a. Contribute to the adaptation of dialogue in a guided drama experience (e.g., process drama, story drama, creative drama).
b. Use and adapt sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama). 
c. Generate independently multiple representations of a single object in a guided drama experience (e.g., process drama, story drama, creative drama.
3
a. Collaborate with peers to revise, refine, and adapt ideas to fit the given parameters of a drama theatre work.
b. Participate and contribute to physical and vocal exploration in an improvised or scripted drama/theatre work.
c. Practice and refine design and technical choices to support a devised or scripted drama/theatre work.
4
a. Revise and improve an improvised or scripted drama/theatre work through repetition and collaborative review.
b. Develop physical and vocal exercise techniques for an improvised or scripted drama/theatre work.
c. Collaborate on solutions to design and technical problems that arise in rehearsal for a drama/theatre work.
5
a. Revise and improve an improvised or scripted drama/theatre work through repetition and self-review.
b. Use physical and vocal exploration for character development in an improvised or scripted drama/theatre work.
c. Create innovative solutions to design and technical problems that arise in rehearsal for a drama/theatre work.
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.
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.
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.
HS Proficient
a. Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.
b. Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
c. Refine technical design choices to support the story and emotional impact of a devised or scripted drama/ theatre work.
HS Accomplished
a. Use the rehearsal process to analyze the dramatic concept and technical design elements of a devised or scripted drama/theatre work.
b. Use research and script analysis to revise physical, vocal, and physiological choices impacting the believability and relevance of a drama/ theatre work.
c. Re-imagine and revise technical design choices during the course of a rehearsal process to enhance the story and emotional impact of a devised or scripted drama/theatre work.
HS Advanced
a. Refine, transform, and re-imagine a devised or scripted drama/theatre work using the rehearsal process to invent or re-imagine style, genre, form, and conventions.
b. Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work.
c. Apply a high level of technical proficiencies to the rehearsal process to support the story and emotional impact of a devised or scripted drama/theatre work.
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