AE17.TH.K
Kindergarten
Kindergarten
AE17.TH.K
AE17.TH.K.C
Creating
Creating
AE17.TH.K.C.A
Envision, Conceptualize
Envision, Conceptualize
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.“
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?
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
Movement
Design
- Videos
- Real
- Imaginary
Movement
- Puppetry
- Gesture
Design
- Sets
- Props
- Rehearse
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.TH.K.2
Use non-representational materials to create props, puppets, and costume pieces for dramatic play or a guided drama experience.
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?
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
Movement
Design
- Videos
- Real
- Imaginary
Movement
- Puppetry
- Gesture
Design
- Sets
- Props
- Rehearse
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.TH.K.C.B
Develop
Develop
AE17.TH.K.3
Participate in dramatic play or a guided drama experience alone and with peers.
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?
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
Movement
Design
- Videos
- Real
- Imaginary
Movement
- Puppetry
- Gesture
Design
- Sets
- Props
- Rehearse
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.TH.K.4
Express original ideas in dramatic play or a guided drama experience.
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?
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
Movement
Design
- Videos
- Real
- Imaginary
Movement
- Puppetry
- Gesture
Design
- Sets
- Props
- Rehearse
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.TH.K.C.C
Rehearse
Rehearse
AE17.TH.K.5
Ask and answer questions in dramatic play or a guided drama experience.
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?
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
Movement
Design
- Videos
- Real
- Imaginary
Movement
- Puppetry
- Gesture
Design
- Sets
- Props
- Rehearse
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.TH.K.P
Performing
Performing
AE17.TH.K.P.A
Select
Select
AE17.TH.K.6
Identify characters and setting in dramatic play or a guided drama experience.
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?
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
Movement
Design
- Videos
- Real
- Imaginary
Movement
- Puppetry
- Gesture
Design
- Sets
- Props
- Rehearse
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.TH.K.7
Identify voice and sound as fundamentals of dramatic play and guided drama experiences.
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?
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
Movement
Design
- Videos
- Real
- Imaginary
Movement
- Puppetry
- Gesture
Design
- Sets
- Props
- Rehearse
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.TH.K.P.B
Prepare
Prepare
AE17.TH.K.8
Explore and experiment with various technical elements in dramatic play or a guided drama experience.
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?
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
Movement
Design
- Videos
- Real
- Imaginary
Movement
- Puppetry
- Gesture
Design
- Sets
- Props
- Rehearse
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.TH.K.P.C
Present
Present
AE17.TH.K.9
Use voice and sound in dramatic play or a guided drama experience.
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?
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
Movement
Design
- Videos
- Real
- Imaginary
Movement
- Puppetry
- Gesture
Design
- Sets
- Props
- Rehearse
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.TH.K.R
Responding
Responding
AE17.TH.K.R.A
Reflect
Reflect
AE17.TH.K.10
Recall and/or express an emotional response in dramatic play or a guided drama experience.
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?
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
Movement
Characterization
Design
Theatrical production
Analysis
- observation
- perspective (cultural, audience)
- entertainment
Movement
Characterization
- emotions
Design
Theatrical production
- applaud
- attentive
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.TH.K.R.B
Interpret
Interpret
AE17.TH.K.11
Explore and identify preferences in dramatic play, a guided drama experience, or an age-appropriate theatre performance.
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?
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
Movement
Characterization
Design
Theatrical production
Analysis
- observation
- perspective (cultural, audience)
- entertainment
Movement
Characterization
- emotions
Design
Theatrical production
- applaud
- attentive
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.TH.K.12
Name and describe characters and settings in dramatic play or a guided drama experience.
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?
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
Movement
Characterization
Design
Theatrical production
Analysis
- observation
- perspective (cultural, audience)
- entertainment
Movement
Characterization
- emotions
Design
Theatrical production
- applaud
- attentive
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.TH.K.R.C
Evaluate
Evaluate
AE17.TH.K.13
Actively engage and make choices independently and with others in dramatic play or a guided drama experience.
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?
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
Movement
Characterization
Design
Theatrical production
Analysis
- observation
- perspective (cultural, audience)
- entertainment
Movement
Characterization
- emotions
Design
Theatrical production
- applaud
- attentive
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.TH.K.CN
Connecting
Connecting
AE17.TH.K.CN.A
Empathize
Empathize
AE17.TH.K.14
Identify similarities between a story and personal experience in dramatic play or a guided drama experience.
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?
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
Movement
Characterization
Directing
Design
Theatrical production
- adaptation
- depiction
- personal experience
- community
Movement
Characterization
Directing
Design
Theatrical production
- commercial
- skit
Anchor Standards
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
AE17.TH.K.CN.B
Interrelate
Interrelate
AE17.TH.K.15
Identify similarities between characters and oneself in dramatic play or a guided drama experience.
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?
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
Movement
Characterization
Directing
Design
Theatrical production
- adaptation
- depiction
- personal experience
- community
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.
AE17.TH.K.CN.C
Research
Research
AE17.TH.K.16
Identify stories that are similar to or different from one another in dramatic play or a guided drama experience.
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?
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
Movement
Characterization
Directing
Design
Theatrical production
- adaptation
- depiction
- personal experience
- community
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.
AE17.TH.1
Grade 1
Grade 1
AE17.TH.1.C
Creating
Creating
