Standards - Arts Education

2017 - Arts Education Course of Study Document
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.CT.AD.3

Analyze and demonstrate the development of sounds and extended musical ideas in drafts of music within a variety of moderately complex or complex forms.

Unpacked Content

Essential Questions

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Skills Examples

Creating
  • Compose an original work for varied instrumentation and/or voicing that demonstrates understanding of common practice period norms.
Reading/ Writing
  • Complete melodic, rhythmic, and harmonic dictation of varying difficulty.
Responding/ Evaluating
  • Analyze a variety of musical works (instrumental and vocal) using terminology that is representative of the common practice period.

Vocabulary

Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.CT.AD.4

Research, identify, explain, and apply personally-developed criteria to assess and refine the technical and expressive aspects of evolving drafts leading to final versions.

Unpacked Content

Essential Questions

EU: Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their creative work?

Skills Examples

Creating
  • Compose an original work for varied instrumentation and/or voicing that demonstrates understanding of common practice period norms.
Reading/ Writing
  • Complete melodic, rhythmic, and harmonic dictation of varying difficulty.
Responding/ Evaluating
  • Analyze a variety of musical works (instrumental and vocal) using terminology that is representative of the common practice period.

Vocabulary

Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.CT.AD.5

Share music through the use of notation, solo or group performance, or technology, and demonstrate and explain how the elements of music, compositional techniques, and processes have been employed to realize expressive intent.

Unpacked Content

Essential Questions

EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?

Skills Examples

Creating
  • Compose an original work for varied instrumentation and/or voicing that demonstrates understanding of common practice period norms.
Reading/ Writing
  • Complete melodic, rhythmic, and harmonic dictation of varying difficulty.
Responding/ Evaluating
  • Analyze a variety of musical works (instrumental and vocal) using terminology that is representative of the common practice period.

Vocabulary

Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.CT.AD.6

Describe a variety of possible contexts and mediums for presenting personal works, and explain and compare how each could impact the success of the final composition and presentation.

Unpacked Content

Essential Questions

EU: Musicians' presentation of creative work is the culmination of a process of creation and communication.
EQ: When is creative work ready to share?

Skills Examples

Creating
  • Compose an original work for varied instrumentation and/or voicing that demonstrates understanding of common practice period norms.
Reading/ Writing
  • Complete melodic, rhythmic, and harmonic dictation of varying difficulty.
Responding/ Evaluating
  • Analyze a variety of musical works (instrumental and vocal) using terminology that is representative of the common practice period.

Vocabulary

Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.CT.AD.7

Identify and select specific sections, movements, or entire works that express personal experiences and interests, moods, visual images, concepts, texts, or storylines in moderately complex or complex forms.

Unpacked Content

Essential Questions

EU: Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
EQ: How do performers select repertoire?

Skills Examples

Performing
  • Identify and select specific sections, movements or entire works that express personal experiences and interests, moods, visual images, concepts, texts or storylines in moderately complex or complex forms.
Creating
  • Analyze how the elements of music, including form, and compositional techniques of selected works relate to the style, function and context in rehearsal and performance.
Reading/ Writing
  • Create rehearsal plans for works, identifying form, compositional techniques, and the style and historical and cultural context of the work.

Vocabulary

Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.CT.AD.8

Analyze how the elements of music (including form), and compositional techniques of selected works relate to the style, function, and context, and explain and support the analysis and its implications for rehearsal and performance.

Unpacked Content

Essential Questions

EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?

Skills Examples

Performing
  • Identify and select specific sections, movements or entire works that express personal experiences and interests, moods, visual images, concepts, texts or storylines in moderately complex or complex forms.
Creating
  • Analyze how the elements of music, including form, and compositional techniques of selected works relate to the style, function and context in rehearsal and performance.
Reading/ Writing
  • Create rehearsal plans for works, identifying form, compositional techniques, and the style and historical and cultural context of the work.

Vocabulary

Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.CT.AD.9

Develop interpretations of works based on an understanding of the use of elements of music (including form), compositional techniques, style, function, and context, explaining and justifying how the interpretive choices reflect the creator’s intent.

Unpacked Content

Essential Questions

EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?

Skills Examples

Performing
  • Identify and select specific sections, movements or entire works that express personal experiences and interests, moods, visual images, concepts, texts or storylines in moderately complex or complex forms.
Creating
  • Analyze how the elements of music, including form, and compositional techniques of selected works relate to the style, function and context in rehearsal and performance.
Reading/ Writing
  • Create rehearsal plans for works, identifying form, compositional techniques, and the style and historical and cultural context of the work.

Vocabulary

Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.CT.AD.10

Create rehearsal plans for works, identifying the form, repetition and variation within the form, compositional techniques, and the style and historical or cultural context of the work.

Unpacked Content

Essential Questions

EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?

Skills Examples

Performing
  • Identify and select specific sections, movements or entire works that express personal experiences and interests, moods, visual images, concepts, texts or storylines in moderately complex or complex forms.
Creating
  • Analyze how the elements of music, including form, and compositional techniques of selected works relate to the style, function and context in rehearsal and performance.
Reading/ Writing
  • Create rehearsal plans for works, identifying form, compositional techniques, and the style and historical and cultural context of the work.

Vocabulary

Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.CT.AD.11

Using established criteria and feedback, identify the ways in which performances use compositional techniques and convey the formal design, style, and historical/cultural context of the works.

Unpacked Content

Essential Questions

EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?

Skills Examples

Performing
  • Identify and select specific sections, movements or entire works that express personal experiences and interests, moods, visual images, concepts, texts or storylines in moderately complex or complex forms.
Creating
  • Analyze how the elements of music, including form, and compositional techniques of selected works relate to the style, function and context in rehearsal and performance.
Reading/ Writing
  • Create rehearsal plans for works, identifying form, compositional techniques, and the style and historical and cultural context of the work.

Vocabulary

Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.CT.AD.12

Identify, compare, and implement strategies for improving the technical and expressive aspects of multiple contrasting works.

Unpacked Content

Essential Questions

EU: To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
EQ: How do musicians improve the quality of their performance?

Skills Examples

Performing
  • Identify and select specific sections, movements or entire works that express personal experiences and interests, moods, visual images, concepts, texts or storylines in moderately complex or complex forms.
Creating
  • Analyze how the elements of music, including form, and compositional techniques of selected works relate to the style, function and context in rehearsal and performance.
Reading/ Writing
  • Create rehearsal plans for works, identifying form, compositional techniques, and the style and historical and cultural context of the work.

Vocabulary

Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.CT.AD.13

Share live or recorded performances of works (both personal and others’), and explain and/or demonstrate understanding of how the expressive intent of the music is conveyed.

Unpacked Content

Essential Questions

EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Skills Examples

Performing
  • Identify and select specific sections, movements or entire works that express personal experiences and interests, moods, visual images, concepts, texts or storylines in moderately complex or complex forms.
Creating
  • Analyze how the elements of music, including form, and compositional techniques of selected works relate to the style, function and context in rehearsal and performance.
Reading/ Writing
  • Create rehearsal plans for works, identifying form, compositional techniques, and the style and historical and cultural context of the work.

Vocabulary

Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.CT.AD.14

Explain how compositions are appropriate for a variety of audiences and contexts, and how this will shape future compositions.

Unpacked Content

Essential Questions

EU: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.
EQ: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

Skills Examples

Performing
  • Identify and select specific sections, movements or entire works that express personal experiences and interests, moods, visual images, concepts, texts or storylines in moderately complex or complex forms.
Creating
  • Analyze how the elements of music, including form, and compositional techniques of selected works relate to the style, function and context in rehearsal and performance.
Reading/ Writing
  • Create rehearsal plans for works, identifying form, compositional techniques, and the style and historical and cultural context of the work.

Vocabulary

Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.CT.AD.15

Apply researched or personally-developed criteria to select music that expresses personal experience experiences and interests, visual images, concepts, texts, or storylines in moderately complex or complex forms, and describe and justify the choices as models for composition.

Unpacked Content

Essential Questions

EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
EQ: How do individuals choose music to experience?

Skills Examples

Performing
  • Select a piece of music that is of appropriate difficulty, and perform it differently to reflect composer styles and/or to portray musical characteristics indicative of different musical genres.
Reading/ Writing
  • Use roman numerals and figured bass symbols to analyze a teacher selected passage of music in two or more ways. Which analysis makes the most sense in the context of the entire piece? Which analysis makes the most sense when considering composer style and the time period from which the piece was selected?
Responding/ Evaluating
  • Describe different compositional devices and techniques found in a variety of selected musical works, and, make educated conjectures about why composers used such specific techniques.
  • Listen to several renditions of the same musical selection, and describe which performance is most accurate/appropriate given the musical genre and knowledge of the composer's individual preferences.

Vocabulary

Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.CT.AD.16

Analyze aurally and/or by reading the scores of musical works the elements of music (including form), compositional techniques, and procedures, relating them to aesthetic effectiveness, style, mood, and context; and explain how the analysis provides models for personal growth as a composer, performer, and/or listener.

Unpacked Content

Essential Questions

EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?

Skills Examples

Performing
  • Select a piece of music that is of appropriate difficulty, and perform it differently to reflect composer styles and/or to portray musical characteristics indicative of different musical genres.
Reading/ Writing
  • Use roman numerals and figured bass symbols to analyze a teacher selected passage of music in two or more ways. Which analysis makes the most sense in the context of the entire piece? Which analysis makes the most sense when considering composer style and the time period from which the piece was selected?
Responding/ Evaluating
  • Describe different compositional devices and techniques found in a variety of selected musical works, and, make educated conjectures about why composers used such specific techniques.
  • Listen to several renditions of the same musical selection, and describe which performance is most accurate/appropriate given the musical genre and knowledge of the composer's individual preferences.

Vocabulary

Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.CT.AD.17

Develop, justify, and defend interpretations of varied works, demonstrating an understanding of the composers’ intent by citing the use of elements of music (including form), compositional techniques, and the style/genre and context of each work.

Unpacked Content

Essential Questions

EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?

Skills Examples

Performing
  • Select a piece of music that is of appropriate difficulty, and perform it differently to reflect composer styles and/or to portray musical characteristics indicative of different musical genres.
Reading/ Writing
  • Use roman numerals and figured bass symbols to analyze a teacher selected passage of music in two or more ways. Which analysis makes the most sense in the context of the entire piece? Which analysis makes the most sense when considering composer style and the time period from which the piece was selected?
Responding/ Evaluating
  • Describe different compositional devices and techniques found in a variety of selected musical works, and, make educated conjectures about why composers used such specific techniques.
  • Listen to several renditions of the same musical selection, and describe which performance is most accurate/appropriate given the musical genre and knowledge of the composer's individual preferences.

Vocabulary

Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.CT.AD.18

Evaluate the effectiveness of the technical and expressive aspects of selected music and performances, demonstrating understanding of theoretical concepts and complex compositional techniques and procedures.

Unpacked Content

Essential Questions

EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?

Skills Examples

Performing
  • Select a piece of music that is of appropriate difficulty, and perform it differently to reflect composer styles and/or to portray musical characteristics indicative of different musical genres.
Reading/ Writing
  • Use roman numerals and figured bass symbols to analyze a teacher selected passage of music in two or more ways. Which analysis makes the most sense in the context of the entire piece? Which analysis makes the most sense when considering composer style and the time period from which the piece was selected?
Responding/ Evaluating
  • Describe different compositional devices and techniques found in a variety of selected musical works, and, make educated conjectures about why composers used such specific techniques.
  • Listen to several renditions of the same musical selection, and describe which performance is most accurate/appropriate given the musical genre and knowledge of the composer's individual preferences.

Vocabulary

Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.CT.AD.19

Describe and evaluate ways in which critiquing others’ work and receiving feedback from others have been specifically applied in the personal creative process.

Unpacked Content

Essential Questions

EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria.
EQ: How do we judge the quality of musical work(s) and performance(s)?

Skills Examples

Performing
  • Select a piece of music that is of appropriate difficulty, and perform it differently to reflect composer styles and/or to portray musical characteristics indicative of different musical genres.
Reading/ Writing
  • Use roman numerals and figured bass symbols to analyze a teacher selected passage of music in two or more ways. Which analysis makes the most sense in the context of the entire piece? Which analysis makes the most sense when considering composer style and the time period from which the piece was selected?
Responding/ Evaluating
  • Describe different compositional devices and techniques found in a variety of selected musical works, and, make educated conjectures about why composers used such specific techniques.
  • Listen to several renditions of the same musical selection, and describe which performance is most accurate/appropriate given the musical genre and knowledge of the composer's individual preferences.

Vocabulary

Harmony
  • Harmonic Rhythm
  • Modulation
  • Chromaticism/ Borrowed Chords/ Secondary Dominants and Leading Tone Chords
Form
  • Motive
  • Sonata Form
  • Rondo Form
  • Fugue
  • Cadence
  • Period, Double Period, Parallel Period, etc.
Other
  • Advanced Sight Reading
  • Advanced Aural Skills
  • Transposition
  • Harmonic Dictation

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): KG - Theatre

AE17.TH.K.1

Transition between imagination and reality, and use words and gestures to invent and inhabit an imaginary elsewhere“ in dramatic play or a guided drama experience.“

Unpacked Content

Essential Questions

EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?

Skills Examples

  • Use "make believe games" and create ideas for roles, imaginary worlds, and stories.
  • Define props and costumes and explain how they are used in a given theatrical work.
  • Use a costume chest to play improvised scenes with collaborating class members.
  • Use puppets to help build an understanding of characterization and improvise a short scene.
  • Use recyclable materials (such as toilet paper rolls) to create props (such as a telescope) for a particular scene.
  • Use the props created to improvise a short scene with partners. Each partner should be encouraged to express an original idea during the improvisation.
  • Watch a children's theatre piece and ask and answer questions.

Vocabulary

Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): KG - Theatre

AE17.TH.K.2

Use non-representational materials to create props, puppets, and costume pieces for dramatic play or a guided drama experience.

Unpacked Content

Essential Questions

EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?

Skills Examples

  • Use "make believe games" and create ideas for roles, imaginary worlds, and stories.
  • Define props and costumes and explain how they are used in a given theatrical work.
  • Use a costume chest to play improvised scenes with collaborating class members.
  • Use puppets to help build an understanding of characterization and improvise a short scene.
  • Use recyclable materials (such as toilet paper rolls) to create props (such as a telescope) for a particular scene.
  • Use the props created to improvise a short scene with partners. Each partner should be encouraged to express an original idea during the improvisation.
  • Watch a children's theatre piece and ask and answer questions.

Vocabulary

Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): KG - Theatre

AE17.TH.K.3

Participate in dramatic play or a guided drama experience alone and with peers.

Unpacked Content

Essential Questions

EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?

Skills Examples

  • Use "make believe games" and create ideas for roles, imaginary worlds, and stories.
  • Define props and costumes and explain how they are used in a given theatrical work.
  • Use a costume chest to play improvised scenes with collaborating class members.
  • Use puppets to help build an understanding of characterization and improvise a short scene.
  • Use recyclable materials (such as toilet paper rolls) to create props (such as a telescope) for a particular scene.
  • Use the props created to improvise a short scene with partners. Each partner should be encouraged to express an original idea during the improvisation.
  • Watch a children's theatre piece and ask and answer questions.

Vocabulary

Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

Stepping into the Painting
Arts Education (2017) Grade(s): KG - Theatre

AE17.TH.K.4

Express original ideas in dramatic play or a guided drama experience.

Unpacked Content

Essential Questions

EU: Theatre artists work to discover different ways of communicating meaning.
EQ: How, when, and why do theatre artists' choices change?

Skills Examples

  • Use "make believe games" and create ideas for roles, imaginary worlds, and stories.
  • Define props and costumes and explain how they are used in a given theatrical work.
  • Use a costume chest to play improvised scenes with collaborating class members.
  • Use puppets to help build an understanding of characterization and improvise a short scene.
  • Use recyclable materials (such as toilet paper rolls) to create props (such as a telescope) for a particular scene.
  • Use the props created to improvise a short scene with partners. Each partner should be encouraged to express an original idea during the improvisation.
  • Watch a children's theatre piece and ask and answer questions.

Vocabulary

Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): KG - Theatre

AE17.TH.K.5

Ask and answer questions in dramatic play or a guided drama experience.

Unpacked Content

Essential Questions

EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?

Skills Examples

  • Use "make believe games" and create ideas for roles, imaginary worlds, and stories.
  • Define props and costumes and explain how they are used in a given theatrical work.
  • Use a costume chest to play improvised scenes with collaborating class members.
  • Use puppets to help build an understanding of characterization and improvise a short scene.
  • Use recyclable materials (such as toilet paper rolls) to create props (such as a telescope) for a particular scene.
  • Use the props created to improvise a short scene with partners. Each partner should be encouraged to express an original idea during the improvisation.
  • Watch a children's theatre piece and ask and answer questions.

Vocabulary

Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): KG - Theatre

AE17.TH.K.6

Identify characters and setting in dramatic play or a guided drama experience.

Unpacked Content

Essential Questions

EU: Theatre artists make strong choices to effectively convey meaning.
EQ: Why are strong choices essential to interpreting a drama or theatre piece?

Skills Examples

  • Brainstorm ideas for artistic works for presentations by examining the characters who students find most relatable.
  • Compare characters seen in a chosen artistic work to a certain animal. Ask what animal that character resembles. Students should be able to articulate this characterization to the best of their ability.
  • Identify the setting for a chosen artistic work (coloring sheets, games, matching, etc.).
  • Identify the characters for a chosen artistic work (coloring sheets, games, matching costume to character, etc.).
  • Discuss the importance of speaking loudly and clearly when performing.
  • Refine artistic techniques by experimenting with color choices, costume choices, and lighting choices in a chosen artistic work.
  • Explore and articulate information about characters for a chosen artistic work, focusing on the importance of voice and sound.
  • Collaborate to determine how characters should speak in the artistic work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Use learned vocal and sound techniques to perform a chosen work.
  • View a performance and articulate the differences between participating as an artist and participating as an audience member. (The teacher should ask questions such as: As an artist, how do you think the audience should act? As an audience member, what do you want from the artist?)
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.

Vocabulary

Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Aligned Learning Resources

Character Expression Using the Three Little Pigs
Arts Education (2017) Grade(s): KG - Theatre

AE17.TH.K.7

Identify voice and sound as fundamentals of dramatic play and guided drama experiences.

Unpacked Content

Essential Questions

EU: Theatre artists make strong choices to effectively convey meaning.
EQ: Why are strong choices essential to interpreting a drama or theatre piece?

Skills Examples

  • Brainstorm ideas for artistic works for presentations by examining the characters who students find most relatable.
  • Compare characters seen in a chosen artistic work to a certain animal. Ask what animal that character resembles. Students should be able to articulate this characterization to the best of their ability.
  • Identify the setting for a chosen artistic work (coloring sheets, games, matching, etc.).
  • Identify the characters for a chosen artistic work (coloring sheets, games, matching costume to character, etc.).
  • Discuss the importance of speaking loudly and clearly when performing.
  • Refine artistic techniques by experimenting with color choices, costume choices, and lighting choices in a chosen artistic work.
  • Explore and articulate information about characters for a chosen artistic work, focusing on the importance of voice and sound.
  • Collaborate to determine how characters should speak in the artistic work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Use learned vocal and sound techniques to perform a chosen work.
  • View a performance and articulate the differences between participating as an artist and participating as an audience member. (The teacher should ask questions such as: As an artist, how do you think the audience should act? As an audience member, what do you want from the artist?)
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.

Vocabulary

Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): KG - Theatre

AE17.TH.K.8

Explore and experiment with various technical elements in dramatic play or a guided drama experience.

Unpacked Content

Essential Questions

EU: Theatre artists develop personal processes and skills for a performance or design.
EQ: What can I do to fully prepare a performance or technical design?

Skills Examples

  • Brainstorm ideas for artistic works for presentations by examining the characters who students find most relatable.
  • Compare characters seen in a chosen artistic work to a certain animal. Ask what animal that character resembles. Students should be able to articulate this characterization to the best of their ability.
  • Identify the setting for a chosen artistic work (coloring sheets, games, matching, etc.).
  • Identify the characters for a chosen artistic work (coloring sheets, games, matching costume to character, etc.).
  • Discuss the importance of speaking loudly and clearly when performing.
  • Refine artistic techniques by experimenting with color choices, costume choices, and lighting choices in a chosen artistic work.
  • Explore and articulate information about characters for a chosen artistic work, focusing on the importance of voice and sound.
  • Collaborate to determine how characters should speak in the artistic work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Use learned vocal and sound techniques to perform a chosen work.
  • View a performance and articulate the differences between participating as an artist and participating as an audience member. (The teacher should ask questions such as: As an artist, how do you think the audience should act? As an audience member, what do you want from the artist?)
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.

Vocabulary

Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): KG - Theatre

AE17.TH.K.9

Use voice and sound in dramatic play or a guided drama experience.

Unpacked Content

Essential Questions

EU: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience.
EQ: What happens when theatre artists and audiences share a creative experience?

Skills Examples

  • Brainstorm ideas for artistic works for presentations by examining the characters who students find most relatable.
  • Compare characters seen in a chosen artistic work to a certain animal. Ask what animal that character resembles. Students should be able to articulate this characterization to the best of their ability.
  • Identify the setting for a chosen artistic work (coloring sheets, games, matching, etc.).
  • Identify the characters for a chosen artistic work (coloring sheets, games, matching costume to character, etc.).
  • Discuss the importance of speaking loudly and clearly when performing.
  • Refine artistic techniques by experimenting with color choices, costume choices, and lighting choices in a chosen artistic work.
  • Explore and articulate information about characters for a chosen artistic work, focusing on the importance of voice and sound.
  • Collaborate to determine how characters should speak in the artistic work by improvising dialogue and the specific traits of various characters' voices (i.e., pitch, speed, volume).
  • Participate in vocal exploration (perhaps by using vocal exercises and theater games) in improvised or scripted dramatic/ theatrical work.
  • Use learned vocal and sound techniques to perform a chosen work.
  • View a performance and articulate the differences between participating as an artist and participating as an audience member. (The teacher should ask questions such as: As an artist, how do you think the audience should act? As an audience member, what do you want from the artist?)
  • Students observe or participate in a dramatic/ theatrical work with appropriate behavior (e.g., applauding, remaining attentive, avoiding distracting behaviors, etc.).
  • Make design choices to support a improvised or scripted work.
  • Make technical choices to support a improvised or scripted work.

Vocabulary

Research
  • Videos
Analysis
  • Real
  • Imaginary
Voice
Movement
  • Puppetry
Characterization
  • Gesture
Directing
Design
  • Sets
  • Props
Theatrical production
  • Rehearse

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): KG - Theatre

AE17.TH.K.10

Recall and/or express an emotional response in dramatic play or a guided drama experience.

Unpacked Content

Essential Questions

EU: Theatre artists reflect to understand the impact of drama processes and theatre experiences.
EQ: How do theatre artists comprehend the essence of drama processes and theatre experiences?

Skills Examples

  • Articulate the feelings brought forth by viewing a dramatic play/ dramatic experience.
  • Collaborate to determine what feature of the scene caused that emotional response. As students collaborate, they should choose a color that expressed an emotion felt in the scene. How could this color strengthen the emotional response?
  • View multiple scenes/ dramas and articulate personal preference in a dramatic play/ drama experience/ age-appropriate play. Students should be able to articulate which artistic work they relate to the most.
  • Identify at least one personal experience when participating in or observing a dramatic/ theatrical work.
  • Identify the most relatable characters in an artistic work and describe how that one character may be more relatable than another. (You may ask students, "Which character is the most like you?")
  • Describe the setting and characters of a dramatic play.
  • Collaborate to identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).

Vocabulary

Research
Analysis
  • observation
  • perspective (cultural, audience)
  • entertainment
Voice
Movement
Characterization
  • emotions
Directing
Design
Theatrical production
  • applaud
  • attentive

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): KG - Theatre

AE17.TH.K.11

Explore and identify preferences in dramatic play, a guided drama experience, or an age-appropriate theatre performance.

Unpacked Content

Essential Questions

EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?

Skills Examples

  • Articulate the feelings brought forth by viewing a dramatic play/ dramatic experience.
  • Collaborate to determine what feature of the scene caused that emotional response. As students collaborate, they should choose a color that expressed an emotion felt in the scene. How could this color strengthen the emotional response?
  • View multiple scenes/ dramas and articulate personal preference in a dramatic play/ drama experience/ age-appropriate play. Students should be able to articulate which artistic work they relate to the most.
  • Identify at least one personal experience when participating in or observing a dramatic/ theatrical work.
  • Identify the most relatable characters in an artistic work and describe how that one character may be more relatable than another. (You may ask students, "Which character is the most like you?")
  • Describe the setting and characters of a dramatic play.
  • Collaborate to identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).

Vocabulary

Research
Analysis
  • observation
  • perspective (cultural, audience)
  • entertainment
Voice
Movement
Characterization
  • emotions
Directing
Design
Theatrical production
  • applaud
  • attentive

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): KG - Theatre

AE17.TH.K.12

Name and describe characters and settings in dramatic play or a guided drama experience.

Unpacked Content

Essential Questions

EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?

Skills Examples

  • Articulate the feelings brought forth by viewing a dramatic play/ dramatic experience.
  • Collaborate to determine what feature of the scene caused that emotional response. As students collaborate, they should choose a color that expressed an emotion felt in the scene. How could this color strengthen the emotional response?
  • View multiple scenes/ dramas and articulate personal preference in a dramatic play/ drama experience/ age-appropriate play. Students should be able to articulate which artistic work they relate to the most.
  • Identify at least one personal experience when participating in or observing a dramatic/ theatrical work.
  • Identify the most relatable characters in an artistic work and describe how that one character may be more relatable than another. (You may ask students, "Which character is the most like you?")
  • Describe the setting and characters of a dramatic play.
  • Collaborate to identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).

Vocabulary

Research
Analysis
  • observation
  • perspective (cultural, audience)
  • entertainment
Voice
Movement
Characterization
  • emotions
Directing
Design
Theatrical production
  • applaud
  • attentive

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): KG - Theatre

AE17.TH.K.13

Actively engage and make choices independently and with others in dramatic play or a guided drama experience.

Unpacked Content

Essential Questions

EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?

Skills Examples

  • Articulate the feelings brought forth by viewing a dramatic play/ dramatic experience.
  • Collaborate to determine what feature of the scene caused that emotional response. As students collaborate, they should choose a color that expressed an emotion felt in the scene. How could this color strengthen the emotional response?
  • View multiple scenes/ dramas and articulate personal preference in a dramatic play/ drama experience/ age-appropriate play. Students should be able to articulate which artistic work they relate to the most.
  • Identify at least one personal experience when participating in or observing a dramatic/ theatrical work.
  • Identify the most relatable characters in an artistic work and describe how that one character may be more relatable than another. (You may ask students, "Which character is the most like you?")
  • Describe the setting and characters of a dramatic play.
  • Collaborate to identify a character's emotions in a dramatic/ theatrical work (e.g., excitement by bouncing in a seat, anger in slamming a door or yelling, etc.).

Vocabulary

Research
Analysis
  • observation
  • perspective (cultural, audience)
  • entertainment
Voice
Movement
Characterization
  • emotions
Directing
Design
Theatrical production
  • applaud
  • attentive

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): KG - Theatre

AE17.TH.K.14

Identify similarities between a story and personal experience in dramatic play or a guided drama experience.

Unpacked Content

Essential Questions

EU: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work.
EQ: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?

Skills Examples

  • Identify personal experiences and knowledge that pertain to community and culture.
  • Connect personal experiences and knowledge to character development in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to other content areas in a dramatic/ theatrical work (e.g., art in set or prop design, science in making machines, literature in Reader's Theater, history in plot and costuming, etc.).
  • Explore two different versions of a classic fairytale and identify the differences and similarities.
  • Discuss other stories (probably other fairytales) that are similar or different.

Vocabulary

Research
  • adaptation
  • depiction
Analysis
  • personal experience
  • community
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • commercial
  • skit

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): KG - Theatre

AE17.TH.K.15

Identify similarities between characters and oneself in dramatic play or a guided drama experience.

Unpacked Content

Essential Questions

EU: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood.
EQ: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work?

Skills Examples

  • Identify personal experiences and knowledge that pertain to community and culture.
  • Connect personal experiences and knowledge to character development in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to other content areas in a dramatic/ theatrical work (e.g., art in set or prop design, science in making machines, literature in Reader's Theater, history in plot and costuming, etc.).
  • Explore two different versions of a classic fairytale and identify the differences and similarities.
  • Discuss other stories (probably other fairytales) that are similar or different.

Vocabulary

Research
  • adaptation
  • depiction
Analysis
  • personal experience
  • community
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • commercial
  • skit

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): KG - Theatre

AE17.TH.K.16

Identify stories that are similar to or different from one another in dramatic play or a guided drama experience.

Unpacked Content

Essential Questions

EU: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
EQ: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?

Skills Examples

  • Identify personal experiences and knowledge that pertain to community and culture.
  • Connect personal experiences and knowledge to character development in a dramatic/ theatrical work (e.g., a commercial, a video, a skit, etc.).
  • Identify connections to other content areas in a dramatic/ theatrical work (e.g., art in set or prop design, science in making machines, literature in Reader's Theater, history in plot and costuming, etc.).
  • Explore two different versions of a classic fairytale and identify the differences and similarities.
  • Discuss other stories (probably other fairytales) that are similar or different.

Vocabulary

Research
  • adaptation
  • depiction
Analysis
  • personal experience
  • community
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • commercial
  • skit

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 1 - Theatre

AE17.TH.1.1

Propose potential choices characters could make in a guided drama experience.

Unpacked Content

Essential Questions

EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?

Skills Examples

  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.

Vocabulary

Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • skit

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 1 - Theatre

AE17.TH.1.2

Collaborate with peers to conceptualize costumes and props in a guided drama experience.

Unpacked Content

Essential Questions

EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?

Skills Examples

  • Identify choices characters could make in a given situation (choose your own adventure story).
  • Articulate the best choice a character can make and explain why.
  • Collaborate to choose costumes for characters in a selected theatrical work. (Have students divide into groups to design a costume, and let the best costume win.)
  • Identify ways to communicate that do not require talking. Why do we use our hands when we talk? Should your characters do the same?
  • Collaborate and participate in improvisation games to determine how facial expressions and physical movements effect characterization.
  • Collaborate to create an improvised skit. (This can be done with the use of costumes and props.)
  • Identify the differences between characters in multiple dramatic/ theatrical works.
  • View a dramatic piece performed in multiple ways and discuss the differences.
  • Design a prop or costume for a potential scene and compare designs.

Vocabulary

Research
Analysis
Voice
Movement
Characterization
Directing
Design
Theatrical production
  • skit

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

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