Arkansas K–6 theatre standards

I can talk about ways that I am the same and different from characters in a play.

I can identify emotions a character in a play is feeling and talk about a time when I felt the same way.

I can make connections between a story and myself.

I can use knowledge from other content areas in my theatrical work.

I can use what I already know when I am acting.

I can use knowledge and skills from other art forms in my theatrical work.

I can explore a variety of stories.

I can tell others about myself.

I can talk about how stories are different from one another.

I can tell a short story based on a personal experience.

I can compare similar stories from multiple cultures.

I can tell a short story based on someone else’s experiences.

I can imitate the actions of the characters in a familiar story.

I can adapt the behavior of a character in a familiar story.

I can imagine how changing the plot of a story will lead to a different ending.

I can create props, puppets, or costume pieces alone or with others.

I can describe how props, costumes, or puppets demonstrate character traits.

I can identify the five senses and the actor’s tools.

I can imitate people, creatures, or things using body and facial expression.

I can suggest ways to use my voice and body when telling a familiar story or being a familiar character.

I can work with others to retell a familiar story.

I can add details and new ideas when retelling a familiar story.

I can work with others to create a new story that has a beginning, middle, and end.

I can cooperate with others and share my ideas when acting out a story.

I can cooperate with others to make decisions when acting out a story.

I can ask and answer questions about a story.

I can work with others to change a familiar story.

I can work with others to change an original story.

I can tell who the characters of a story or play are and where the play takes place.

I can describe the characters, their relationships, and their actions from a story or play.

I can use body language and facial expressions to show how my character is feeling in a scene.

I can change my voice and use body language and facial expressions to show specific character traits.

I can use my face, body, voice, and movement to show ideas and feelings.

I can improve my communication with others by practicing physical and vocal skills.

I can use imagination, voices, sounds, and movement when acting out stories.

I can connect my voice and body movements to the way my character is feeling in a play.

I can use costumes or props when acting.

I can use lights, sound, special effects, costumes, and sets in a performance.

I can imitate people, creatures, or things and communicate emotions using my voice and body.

I can use my voice and body to portray a specific familiar character for an audience.

I can share how a performance makes me feel.

I can identify my own artistic choices.

I can identify artistic and technical choices others have made in a theatrical work.

I can use manners with guidance in rehearsal, as an audience member, or as a performer.

I can use manners in rehearsal, as an audience member, or as a performer

I can identify the characters and setting of the play

I can explain why a character does something.

I can explain why a character does something and what will happen to the character based on those choices.

I can compare my reactions to those of a character in a given situation.

I can compare my emotions to those of a character in a given situation.

I can listen respectfully and respond appropriately to a theatrical experience.

I can think about what I am seeing and hearing when I am an audience member and make personal connections.

I can connect my decisions to the decisions a character makes.

I can discuss decisions that different characters would make in the same situation.

I can identify how theatrical works share information, as well as thoughts and feelings, with others.

I can determine the ways a theatrical work reflects what is happening in my family, community, or culture.

I can compare how the ideas presented in a theatrical work may support or conflict with my beliefs or the beliefs of others.

I can include cultural and/or historical traditions in a scene or play.

I can identify social issues that are addressed in a theatrical work.

I can respond to social issues through an improvised or scripted theatrical work.

I can explore stories and folk tales from various cultures or time periods.

I can collaborate with others to create a short scene based on a fictional literary source.

I can collaborate with others to create a short scene based on a historical or cultural literary source.

I can create an improvised or scripted scene based on historical or cultural information.

I can examine how artists have historically presented the same stories using different art forms or genres.

I can collaborate with others to improvise dialogue for a scene.

I can collaborate with others to plan and improvise the plot, characters, and dialogue for a scene.

I can collaborate with others to plan and improvise the plot, characters, dialogue, and basic stage movement for a scene.

I can explore how a story’s mood and setting can be shown in props, costumes, and scenery.

I can work with others to design a costume, prop, or scenery for a story and explain how my choices are appropriate to the story

I can work with others and use details from a story to plan how a character should move and talk.

I can use dialogue and stage directions to make decisions about how characters should move and speak in a scene.

I can describe how a movement or vocal quality can reflect a character’s traits and personality.

I can identify the story elements in a given story.

I can work with others and use the story elements to plan a scene and write it in script format.

I can work with others to develop a new or dramatized version of a familiar story using dialogue.

I can collaborate with others to make decisions when creating a story or scene.

I can identify the team members and their respective responsibilities needed to present a theatrical work.

I can collaborate with others to adapt dialogue.

I can collaborate with others to revise an improvised or scripted story

I can self-reflect and collaborate with others to revise an improvised or scripted story.

I can act out a story with specific characters, relationships, and setting.

I can discuss how a character’s thoughts and emotions affect what they say and do.

I can analyze dialogue and character actions to infer their emotions and objectives.

I can experiment with using my voice and body to communicate a character in a variety of ways.

I can choose specific vocal changes and body movements to portray a character.

I can explain how an actor uses his/her body and voice to create a believable character.

I can use a variety of physical and vocal qualities to show emotions and other character traits of a specific and/or familiar character.

I can use appropriate physical and vocal qualities to develop a character in a scripted or improvised drama/ theatre work.

I can concentrate and cooperate with others while participating in group theatre games or exercises.

I can choose theatre games and exercises to develop and refine my acting technique.

I can share ideas about what technical elements might enhance a theatrical work.

I can identify costume, makeup, and scenic elements of a planned technical design during the rehearsal process for a scripted drama/ theatre work.

I can identify appropriate vocabulary to describe various stage and technical elements.

I can discuss a planned technical design during the rehearsal process for a scripted drama/ theatre work.

I can perform a theatrical work informally for peers.

I can perform a theatrical work with personal significance and discuss its meaning with peers.

I can explain why artists make specific artistic and technical choices when putting together a theatrical work.

I can explain how artistic and technical choices impact my reactions to a theatrical work.

I can demonstrate with guidance appropriate stage and listening skills in rehearsal, as an audience member, or as a performer.

I can demonstrate with guidance appropriate performance standards in rehearsal or on stage.

I can recognize there are multiple ways to develop a character that reflects cultural perspectives.

I can identify how technical elements reflect cultural perspectives in a theatrical work.

I can compare my personal experiences to those of a character in a given situation.

I can identify the playwright’s personal preferences and beliefs in a drama/theatre work.

I can form an opinion about a theatrical work based on my personal response as an audience member.

I can describe why and how individuals and groups evaluate a theatrical work.

I can observe how an audience responds to a theatrical work.

I can describe an audience’s reaction to a character’s choices. while observing a theatrical work.

I can discuss how the problems and situations in a theatrical work influence an audience.

I can examine various cultural perspectives, community beliefs, and personal beliefs in a theatrical work.

I can incorporate multiple cultural perspectives, global perspectives, community beliefs, and personal beliefs in a scripted or improvised theatrical work.

I can investigate universal themes from a particular cultural, global, or historical perspective in a drama/theatre work.

I can dramatize universal themes and/or social issues from a particular cultural, global, or historical perspective in a drama/theatre work.

I can incorporate relevant music, dance, art, and/or media into a drama/theatre work.

I can investigate time periods in the history of theatre.

I can compare the various conventions and terminology of different time periods.

I can compare crosscultural or historical approaches to storytelling in a drama/ theatre work.

I can research one or more sources of information to determine how a playwright intended a drama/theatre work to be produced.

I can investigate historical context and/ or cultural influences on the work of a playwright.

I can identify how characters, dialogue, and stage movement communicate characters and relationships and support the story as a whole.

I can plan intentional choices for characters, dialogue, and stage movement that support the characters’ relationships and the story as a whole.

I can collaborate with others to identify and analyze design and technical challenges.

I can collaborate with others and use available technology to design one or more technical elements.

I can explore multiple characters’ movements, speech, and inner thoughts.

I can analyze how a character’s background affects movement, speech, and inner thoughts.

I can analyze a character’s inner thoughts, objectives, and motivation and suggest vocal and physical qualities that reveal those character traits.

I can develop a dramatic piece of a familiar story, personal experience, or a historical or cultural event using dialogue.

I can develop a dramatic piece based on familiar stories that includes monologue or dialogue and action.

I can develop an original dramatic piece that includes monologue or dialogue, action, and setting.

I can contribute to the production of a drama/theatre work and demonstrate my relationship to other team members.

I can collaborate with a creative team to share leadership roles and responsibilities and demonstrate respect for self and others to prepare for a drama/ theatre work.

I can use repetition to refine an improvised or scripted story

I can refine an improvised or scripted story through repetition, reflection, and feedback.

I can identify the key events of a story that are the most important for telling the story.

I can consider different options for staging a scene and try one or more options.

I can consider different options for staging a scene and choose the one(s) that work best for the story or play.

I can identify physical and vocal choices to show motivation and emotions behind an individual character’s actions.

I can use physical and vocal choices to show a character’s motivation, objectives, and emotions in a drama/theatre work.

I can apply a character’s motivation, objectives, and tactics in a drama/ theatre work to overcome obstacles by making vocal and physical choices.

I can identify effective physical, vocal, and emotional traits of characters in the preparation of a scripted or improvised drama/ theatre work.

I can refine effective character traits through the preparation of a scripted or improvised drama/theatre work.

I can practice a variety of acting techniques that will help me develop a character.

I can apply a variety of acting techniques that will help me portray a specific character in a drama/theatre work.

I can identify appropriate vocabulary to describe various types of stage spaces.

I can analyze a planned technical design during the rehearsal process for a scripted drama/ theatre work.

I can refine and apply solutions to a planned technical design during the rehearsal process for a drama/theatre work through collaboration with peers and by using available technology when appropriate.

I can perform a drama/ theatre work, including some technical elements, informally or formally for an audience.

I can perform a scripted and rehearsed drama/ theatre work for an audience.

I can compare and contrast my reaction to the artistic and technical choices in a theatrical work with my peers’ reactions.

I can analyze the artistic and technical choices in an individual or ensemble performance of a drama/theatre work.

I can demonstrate appropriate listening skills and performance standards in rehearsal, as an audience member, or as a performer.

I can adjust appropriate listening skills and performance standards to different environments.

I can explain how artistic and technical choices made in a theatrical work reflect cultural perspectives.

I can analyze how cultural perspectives influence the interpretation of a drama/theatre work.

I can compare the effect of my personal preferences and beliefs to the playwright’s when interpreting a drama/ theatre work.

I can apply my personal preferences and beliefs when interpreting a drama/theatre work.

I can evaluate a theatrical work as an audience member based on simple, given criteria.

I can develop and implement a plan to evaluate a theatrical work, using supporting evidence, personal aesthetics, and artistic criteria.

I can identify a specific audience or purpose for a drama/theatre work.

I can examine the relationship between the purpose of a work and a specific audience.

I can examine methods of determining the degree to which a drama/theatre work impacts a specific audience.