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).
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).
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).
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).
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.
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.
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.
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.
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.
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.
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.
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.
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.
b. Explain and justify the selection of technical elements used to build a design that communicates the concept of a drama/theatre production.