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

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.