Printer-friendly version
PK: 
a. With prompting and support, transition between imagination and reality in dramatic play. b. With prompting and support, use non-representational materials to create props, puppets, and costume pieces for dramatic play. c. With prompting and support, use gestures to tell a story in dramatic play.
K: 
a. With prompting and support, invent and inhabit an imaginary elsewhere in dramatic play. b. With prompting and support, use non-representational materials to create props, puppets, and costume pieces for dramatic play. c. With prompting and support, use gestures to tell a story in dramatic play.
1: 
a. Propose potential choices characters could make in a guided drama experience. b. Collaborate with peers to conceptualize costumes and props in a guided drama experience. c. Identify ways in which gestures and movement may be used to create or retell a story in a guided drama experience.
2: 
a. Propose potential new details to plot and story in a guided drama experience. b. Collaborate with peers to conceptualize scenery in a guided drama experience. c. Identify ways in which voice and sounds may be used to create or retell a story in a guided drama experience.
3: 
a. Create roles, imagined worlds, and improvised stories. b. Imagine and articulate ideas for costumes, props and sets. c. Collaborate to determine how characters might move and speak to support a story and given circumstances.
4: 
a. Articulate the visual details of imagined worlds, and improvised stories that support given circumstances. b. Visualize and design technical elements that support a story and given circumstances. c. Imagine how a character might move to support the story and given circumstances.
5: 
a. Identify physical qualities that might reveal a character’s inner traits in an imagined world. b. Propose design ideas that support the story and given circumstances. c. Identify the inner thoughts of a character affect a story and given circumstances.
6: 
a. Identify possible solutions to staging challenges. b. Identify solutions to design challenges in a drama or theatre work. c. Explore the relationship between scripted or improvised characters and their given circumstances.
7: 
a. Investigate multiple perspectives and solutions to staging challenges. b. Explain and present solutions to design challenges in a drama/ theatre work. c. Envision and describe the inner thoughts and objectives of a character.
8: 
a. Imagine and explore multiple perspectives and solutions to staging problems. b. Explore and collaborate to design solutions for a drama or theatre work. c. Develop a scripted or improvised character by articulating their inner thoughts, objectives, and motivations.
HS Proficient: 
a. Apply basic research to construct ideas about the visual composition of a drama or theatre work. b. Explore the effect of technology on design choices. c. Use script analysis to generate ideas about a character who is believable and authentic.
HS Accomplished: 
a. Investigate historical and cultural conventions and their impact on the visual composition of a drama or theatre work. b. Understand and apply technology to design solutions for a drama or theatre work. c. Use personal experiences and knowledge to develop a character who is believable and authentic.
HS Advanced: 
a. Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technologies to create the visual composition of a drama or theatre work. b. Create a complete design for a drama or theatre work that incorporates technical elements. c. Integrate cultural and historical contexts with personal experiences to create a character who is believable and authentic.