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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.

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.