YourStateStandards

Colorado K–6 theatre standards

Colorado writes its own theatre standards. They are published as Colorado Arts (2022-), adopted 2022 and are not a version of a national framework. Every one is matched to a national standard.

Framework
Colorado Arts (2022-)
Adopted
2022
Source last checked
July 23, 2026
Read the official document

162 standards, kindergarten through 6th grade

  • DT.K.1.1.aK
    Create characters, environments, and stories using imagination through prompted and supported dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • DT.K.1.1.bK
    Creatively manipulate objects in a variety of ways in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • DT.K.1.2.aK
    Explore characters, environments, and stories using imagination through prompted and supported dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • DT.K.1.2.bK
    Collaborate with peers to contribute to dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • DT.K.1.3.aK
    With prompting and support, identify similarities between characters and oneself in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • DT.K.1.4.aK
    Expand characters, environments, and stories through prompted and supported dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • DT.K.2.1.aK
    With prompting and support, identify characters and setting in a story for dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • DT.K.2.2.aK
    With prompting and support, experiment with character voice and body for dramatic play or a guided drama experience (e.g., process drama or story drama).
  • DT.K.2.2.bK
    With prompting and support, experiment with various items to create an environment for a story.
  • DT.K.2.3.aK
    With prompting and support, use skills and knowledge from other areas in dramatic play or a guided drama experience (e.g., process drama or story drama).
  • DT.K.2.4.aK
    With prompting and support, use voice, body, and facial expressions to demonstrate character in a dramatic play or a guided drama experience (e.g., process drama or story drama).
  • DT.K.3.1.aK
    With prompting and support, express an emotional response to characters in dramatic play or a guided drama experience (e.g., process drama or story drama).
  • DT.K.3.2.aK
    With prompting and support, identify preferences in dramatic play or a guided drama experience (e.g., process drama or story drama).
  • DT.K.3.2.bK
    With prompting and support, name and describe settings in dramatic play or a guided drama experience (e.g., process drama or story drama).
  • DT.K.3.3.aK
    With prompting and support, identify stories that are different from one another in dramatic play or a guided drama experience (e.g., process drama or story drama).
  • DT.K.3.4.aK
    With prompting and support, respond to visual, movement, or vocal choices by actively engaging with others in dramatic play or a guided drama experience (e.g., process drama or story drama).
  • DT.1.1.1.a1
    Propose potential choices characters could make in dramatic play or guided drama experience.
  • DT.1.1.1.b1
    Collaborate with peers to conceptualize costumes and props in a dramatic play or guided drama experience (e.g., story drama, creative drama, movement stories, pantomime, puppetry, etc.).
  • DT.1.1.1.c1
    Identify ways in which gesture and movement may be used to create stories in dramatic play or guided drama experiences.
  • DT.1.1.2.a1
    Contribute to the development of a sequential plot in a dramatic play or guided drama experience (e.g., story drama, creative drama, movement stories, pantomime, puppetry, etc.).
  • DT.1.1.2.b1
    With prompting and support, participate in group decision making (collaboration) in the creation of dramatic play or a guided drama experience (e.g., process drama or story drama).
  • DT.1.1.3.a1
    With prompting and support, identify similarities between characters and oneself in dramatic play or a guided drama experience (e.g., process drama or story drama).
  • DT.1.1.3.b1
    Explore how stories are adapted from literature to a creative drama or theatre work.
  • DT.1.1.4.a1
    Alter story choices in dramatic play or guided drama experience.
  • DT.1.1.4.b1
    Identify similarities and differences in voice and movements to improve dramatic play or guided drama experience.
  • DT.1.1.4.c1
    Create multiple representations of objects and environments in a dramatic play or guided drama experience (e.g., story drama, creative drama, movement stories, pantomime, puppetry, etc.).
  • DT.1.2.1.a1
    With prompting and support, describe character actions and dialogue from a story.
  • DT.1.2.1.b1
    With prompting and support, explore character traits and emotions, and demonstrate them through body and voice choices.
  • DT.1.2.2.a1
    With prompting and support, develop facial expression, body, and voice choices.
  • DT.1.2.2.b1
    With prompting and support, explore and experiment with various costumes, props, etc. that can be used in guided dramatic play.
  • DT.1.2.3.a1
    With prompting and support, apply skills and knowledge from different art forms and content areas in a guided drama experience (e.g., process drama or story drama).
  • DT.1.2.4.a1
    With prompting and support, select and demonstrate appropriate face, body, and voice choices for dramatic play.
  • DT.1.2.4.b1
    With prompting and support, choose costumes, props, etc., and use them in guided dramatic play.
  • DT.1.3.1.a1
    Recall choices made in a guided drama experience (e.g., process drama or story drama).
  • DT.1.3.2.a1
    Explain preferences and emotions in a guided drama experiences (e.g., process drama or story drama).
  • DT.1.3.2.b1
    Identify causes of character actions in a guided drama experience (e.g., process drama or story drama).
  • DT.1.3.2.c1
    Compare personal emotions and choices to the emotions and choices of characters in a guided drama experience (e.g., process drama or story drama).
  • DT.1.3.3.a1
    Identify similarities and differences in stories from one’s own community in a guided drama experience (e.g., process drama or story drama).
  • DT.1.3.4.a1
    Build on others’ ideas in a guided drama experience (e.g., process drama or story drama).
  • DT.1.3.4.b1
    Identify props and costumes that might be used in a guided drama experience (e.g., process drama or story drama).
  • DT.1.3.4.c1
    Compare and contrast the experiences of characters in a guided drama experience (e.g., process drama or story drama).
  • DT.2.1.1.a2
    Propose new details to plot and story in a variety of dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
  • DT.2.1.1.b2
    Collaborate with peers to conceptualize scenery in a variety of guided dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
  • DT.2.1.1.c2
    Identify ways in which voice and movement may be used to create a variety of dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
  • DT.2.1.2.a2
    Collaborate with peers to devise meaningful dialogue in guided dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
  • DT.2.1.2.b2
    Contribute ideas and make decisions as a group to advance a story in guided dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
  • DT.2.1.3.a2
    Relate character experiences to personal experiences in guided dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
  • DT.2.1.3.b2
    Collaborate on the creation of a short scene based on a non-fiction literary source in a guided drama experience (e.g., process drama or story drama).
  • DT.2.1.4.a2
    Contribute to the adaptation of dialogue in guided dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
  • DT.2.1.4.b2
    Use and adapt voice and movements in guided dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
  • DT.2.1.4.c2
    Generate multiple representations of a single object in a variety of dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, puppetry, etc.).
  • DT.2.2.1.a2
    With prompting and support, interpret story elements in a variety of dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
  • DT.2.2.1.b2
    With prompting and support, select character traits and emotions, and demonstrate them through body and voice choices.
  • DT.2.2.2.a2
    With prompting and support, experiment with changing voice and movement of a character in a variety of dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
  • DT.2.2.2.b2
    With prompting and support, explore stage directions and the use of space in a dramatic presentation.
  • DT.2.2.3.a2
    With prompting and support, determine appropriate skills and knowledge from different art forms and content areas to apply in a guided drama experience (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
  • DT.2.2.4.a2
    With prompting and support, contribute to the ensemble in a variety of dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
  • DT.2.2.4.b2
    With prompting and support, consistently demonstrate emotions and other characterizations through movement and voice in a variety of dramatic experiences.
  • DT.2.3.1.a2
    Recognize when artistic choices are made in a guided drama experience (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
  • DT.2.3.2.a2
    Explain how personal preferences and experiences impact audience response in a guided drama experience (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
  • DT.2.3.2.b2
    Identify causes and effects of character actions in a guided drama experience (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
  • DT.2.3.2.c2
    Explain or use text and pictures to describe how others’ emotions and choices may compare to the emotions and choices of characters in a guided drama experience (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
  • DT.2.3.3.a2
    Identify similarities and differences in stories from multiple cultures in a guided drama experience (e.g., process drama, story drama, creative drama).
  • DT.2.3.4.a2
    Reflect on collaboration in a scene in a guided drama experience (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
  • DT.2.3.4.b2
    Discuss the use a prop or costume in a guided drama experience (e.g., process drama, story drama, creative drama) to describe characters, settings, or events.
  • DT.2.3.4.c2
    Describe how characters respond to challenges in a guided drama experience (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
  • DT.3.1.1.a3
    Investigate through collaboration to determine how characters might move and speak to support the story and given circumstances in a creative drama or theatre work.
  • DT.3.1.1.b3
    Imagine and articulate ideas for costumes, props, and sets for the environment and characters in a creative drama or theatre work.
  • DT.3.1.1.c3
    Create characters, imagined worlds, and improvised stories in creative drama and theatre.
  • DT.3.1.2.a3
    Devise original ideas for creative drama and theatre through various forms of independent, group collaboration, and whole class investigation.
  • DT.3.1.2.b3
    Explore roles and responsibilities required to create a creative drama or theatre work.
  • DT.3.1.3.a3
    Use personal experience and background knowledge to create connections to community and culture in creative drama and theatre
  • DT.3.1.3.b3
    Collaborate on the creation of a short scene based on a non-fiction literary source in a guided drama experience (e.g., process drama or story drama).
  • DT.3.1.4.a3
    Explore possible revisions or adaptions that could be made in a creative drama or theatre work.
  • DT.3.1.4.b3
    Participate and contribute to physical and vocal exploration in an improvised or scripted work.
  • DT.3.1.4.c3
    Identify design and technical choices that support a devised or scripted work.
  • DT.3.2.1.a3
    With prompting and support, identify and apply the elements of dramatic structure to a creative drama or theatre work.
  • DT.3.2.1.b3
    With prompting and support, investigate how movement and voice enhance a creative drama or theatre work.
  • DT.3.2.2.a3
    With prompting and support, collaborate as an ensemble to integrate movement and vocal choices in a creative drama or theatre work.
  • DT.3.2.2.b3
    With prompting and support, explore alternative basic technical elements (e.g., setting, props, and costumes) used in a creative drama or theatre work.
  • DT.3.2.3.a3
    With prompting and support, identify connections to community, social issues, and other content areas in a creative drama or theatre work.
  • DT.3.2.4.a3
    With prompting and support, use individual, small ensemble and/or audience feedback to guide performance in creative drama and theatre works.
  • DT.3.3.1.a3
    Understand and interpret why artistic choices are made in creative drama or theatre work.
  • DT.3.3.2.a3
    Utilize various personal experiences and background knowledge to analyze creative drama or theatre work.
  • DT.3.3.2.b3
    Examine and analyze the different ways characters are developed through the inclusion of props, costume design, and makeup that reflect cultural perspectives in creative drama or theatre work.
  • DT.3.3.2.c3
    Examine how connections are made between oneself and a character’s emotions in creative drama or theatre work.
  • DT.3.3.3.a3
    Examine how artists have historically presented the same stories using different art forms, genres, or drama/theatre conventions.
  • DT.3.3.4.a3
    Identify the processes that groups use to evaluate creative drama or theatre work.
  • DT.3.3.4.b3
    Consider and analyze design or technical elements from multiple creative drama or theatre works.
  • DT.3.3.4.c3
    Evaluate and analyze problems and situations in a creative drama or theatre work from an audience perspective.
  • DT.4.1.1.a4
    Generate the visual details of characters, imagined worlds, and improvised stories that support the given circumstances in a creative drama or theatre work.
  • DT.4.1.1.b4
    Visualize and design technical elements that support the story and given circumstances in creative drama or theatre work.
  • DT.4.1.1.c4
    Imagine and articulate how a character might move and speak to support the story and given circumstances in a creative drama or theatre work.
  • DT.4.1.2.a4
    Collaborate to devise original ideas for a creative drama or theatre work through various forms of independent work, group collaboration, and whole class investigation.
  • DT.4.1.2.b4
    Make and discuss group decisions and identify responsibilities required to present a creative drama or theatre work to peers.
  • DT.4.1.3.a4
    Investigate cross-cultural approaches to storytelling in a creative drama or theatre work.
  • DT.4.1.3.b4
    Identify historical sources that explain terminology and conventions in a creative drama or theatre work.
  • DT.4.1.4.a4
    Collaborate with peers to revise, refine, and adapt ideas to fit the given parameters of a creative drama or theatre work.
  • DT.4.1.4.b4
    Develop characters through physical and vocal explorations in an improvised or scripted work.
  • DT.4.1.4.c4
    Practice design and technical choices to fit the given parameters in a creative drama or theatre work.
  • DT.4.2.1.a4
    With support, describe the underlying thoughts and emotions that create dialogue and action in a creative drama or theatre work.
  • DT.4.2.1.b4
    With support, use physical or vocal choices to create meaning in a creative drama or theatre work.
  • DT.4.2.2.a4
    As an ensemble, collaborate to integrate movement and vocal choices in a creative drama or theatre work.
  • DT.4.2.2.b4
    Propose design or technical element choices to enhance the meaning of a creative drama or theatre work.
  • DT.4.2.3.a4
    With support, respond to community and social issues and incorporate other content areas in a creative drama or theatre work.
  • DT.4.2.4.a4
    With support, perform a small ensemble creative drama or theatre work for an audience of peers.
  • DT.4.3.1.a4
    Analyze personal reactions to artistic choices made in a creative drama or theatre work.
  • DT.4.3.2.a4
    Compare and contrast multiple personal experiences when participating in or observing a creative drama or theatre work.
  • DT.4.3.2.b4
    Compare and contrast the characters in creative drama and theatre works through identifying prop choices and makeup and costume designs that reflect cultural perspective.
  • DT.4.3.2.c4
    Identify and discuss physiological changes connected to emotion and character development in a creative drama or theatre work.
  • DT.4.3.3.a4
    Identify the ways a creative drama or theatre work reflects the perspectives of a community or culture.
  • DT.4.3.4.a4
    Propose a plan to evaluate a creative drama or theatre work.
  • DT.4.3.4.b4
    Investigate how design or technical elements may support a theme or idea in a creative drama or theatre work.
  • DT.4.3.4.c4
    Hypothesize how a character’s choices may impact an audience’s perspective in a creative drama or theatre work.
  • DT.5.1.1.a5
    Invent physical qualities that reveal a character’s inner traits and given circumstances in the imagined world of a creative drama or theatre work.
  • DT.5.1.1.b5
    Propose design ideas that support the story and given circumstances in a creative drama or theatre work.
  • DT.5.1.1.c5
    Generate a cohesive expression of a creative drama or theatre work that demonstrates character, visual, and design elements, and story.
  • DT.5.1.2.a5
    Collaborate with peers to make choices concerning a story’s imagined situation that enhance and deepen characters and plot.
  • DT.5.1.2.b5
    Participate in defined responsibilities of theatre practitioners in order to present a creative drama or theatre work informally to an audience.
  • DT.5.1.3.a5
    Analyze commonalities and differences between stories set in different cultures in preparation for a creative drama or theatre work.
  • DT.5.1.3.b5
    Compare the drama or theatre conventions of a given time period with those of the present.
  • DT.5.1.4.a5
    Revise and improve improvised or scripted work through rehearsal and self or peer critique.
  • DT.5.1.4.b5
    Make physical and vocal choices to continually develop characters in an improvised or scripted creative drama or theatre work..
  • DT.5.1.4.c5
    Create innovative solutions to design and technical problems that arise in rehearsal for a creative drama or theatre work.
  • DT.5.2.1.a5
    Describe the underlying thoughts and emotions that create dialogue and action in a creative drama or theatre work.
  • DT.5.2.1.b5
    Make physical and vocal choices to interpret a character’s motivation in a creative drama or theatre work.
  • DT.5.2.2.a5
    As an ensemble, collaborate, choose, and implement acting exercises that can enhance a creative drama or theatre work.
  • DT.5.2.2.b5
    As an ensemble, collaborate, choose, and implement technical elements that can enhance a creative drama or theatre work.
  • DT.5.2.3.a5
    Explain how creative drama or theatre work connects oneself to a community or culture.
  • DT.5.2.4.a5
    Perform small ensemble creative drama or theatre work for an audience of peers using technical elements to enhance the meaning.
  • DT.5.3.1.a5
    Explain personal reactions to artistic choices made in a creative drama or theatre work through participation and observation.
  • DT.5.3.2.a5
    Justify or explain personal reactions when participating in or observing a creative drama or theatre work.
  • DT.5.3.2.b5
    Explain responses to characters based on personal cultural perspectives when participating in or observing a creative drama or theatre work.
  • DT.5.3.2.c5
    Investigate the effects of emotions on posture, gesture, breathing, and vocal intonation in a creative drama or theatre work.
  • DT.5.3.3.a5
    Investigate historical, global, and social issues expressed in a creative drama or theatre work.
  • DT.5.3.4.a5
    Develop and implement a plan to evaluate a creative drama or theatre work.
  • DT.5.3.4.b5
    Assess how technical elements represent the theme of a creative drama or theatre work.
  • DT.5.3.4.c5
    Recognize and connect how a character’s circumstances impact an audience’s perspective in a creative drama or theatre work.
  • DT.6.1.1.a6
    Identify possible solutions to staging challenges in a drama/theatre work.
  • DT.6.1.1.b6
    Identify possible solutions to design challenges in a drama/theatre work.
  • DT.6.1.1.c6
    Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
  • DT.6.1.2.a6
    Analyze to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work.
  • DT.6.1.2.b6
    Contribute ideas and accept and incorporate the ideas of others in preparing or devising a drama/theatre work.
  • DT.6.1.3.a6
    Explain how the actions and motivations of characters in a drama/theatre work impact perspectives of self, community, or culture.
  • DT.6.1.3.b6
    Investigate the time period and place of a drama/theatre work to better understand performance and design choices.
  • DT.6.1.4.a6
    Examine and articulate choices to refine a devised or scripted drama/theatre work.
  • DT.6.1.4.b6
    Identify and employ effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.
  • DT.6.1.4.c6
    Explore a planned technical design during the rehearsal process for a devised or scripted drama/theatre work.
  • DT.6.2.1.a6
    Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work.
  • DT.6.2.1.b6
    Experiment with various physical and vocal choices to communicate character in a drama/theatre work.
  • DT.6.2.2.a6
    Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theatre performance.
  • DT.6.2.2.b6
    Articulate how technical elements are integrated into a drama/theatre work.
  • DT.6.2.3.a6
    Establish a relationship with the audience and the ensemble during a performance of a drama/theatre work.
  • DT.6.2.4.a6
    Adapt a drama/theatre work and present it for an audience.
  • DT.6.3.1.a6
    Describe and record personal reactions to artistic choices in a drama/theatre work.
  • DT.6.3.2.a6
    Explain how artists make choices based on personal experience in a drama/theatre work.
  • DT.6.3.2.b6
    Identify cultural perspectives that may influence the evaluation of a drama/theatre work.
  • DT.6.3.2.c6
    Identify personal aesthetics, preferences, and beliefs through participation in or observation of drama/theatre work.
  • DT.6.3.3.a6
    Research the story elements of a staged drama/theatre work and compare them to another production of the same work.
  • DT.6.3.4.a6
    Use supporting evidence and criteria to evaluate drama/theatre work.
  • DT.6.3.4.b6
    Analyze the production elements used in a drama/theatre work to assess aesthetic choices.
  • DT.6.3.4.c6
    Identify a specific audience or purpose for a drama/theatre work.

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