Florida K–6 theatre standards

Create a story about an everyday event involving family members and/or pets using body movements, sounds, and imagination.

Respond to a performance and share personal preferences about parts of the performance.

Recognize that individuals may like different things about a selected story or play.

Share reactions to a live theatre performance.

Pretend to be an animal by imitating its movements and sounds.

Exhibit age-appropriate dramatic play behaviors.

Identify how the elements of place and time can change a story.

Describe feelings related to watching a play.

Share opinions about a story with classmates.

Draw a picture of a favorite scene from a play.

Compare a story that is read to one that is acted out.

Demonstrate appropriate audience behavior at a live performance.

Describe play-acting, pretending, and real life.

Describe personal preferences related to a performance.

Pretend to be a character from a given story.

Use imagination to show a person at work, using the body and voice to communicate ideas.

Describe the concept of beginning, middle, and ending in stories using dramatic play.

Demonstrate use of the stage space using dramatic play.

Create a story and act it out, using a picture of people, animals, or objects as the inspiration.

Draw a picture from a favorite story and share with the class why the scene was important to the story.

Discuss what worked well and what didn't work well after acting out a story.

Identify elements of an effective performance.

Share opinions about selected plays.

Pretend to be an animal or person living in an imagined place.

Describe and discuss how to work together as actors.

Identify characters in stories from various cultures.

Describe how people respond to special events in the community.

Re-tell a story, demonstrating respect, from a culture other than one's own.

Identify similarities between plays and stories.

Demonstrate how the parts of the story go together by acting out a story with a beginning, middle, and end.

Describe in words or by drawing a picture, the most exciting part in the story line of a play.

Compare a play to an animated movie that tells the same story.

Exhibit appropriate audience etiquette and response.

Demonstrate the differences between play-acting, pretending, and real life.

Explain personal preferences related to a performance.

Collaborate with others to present scenes from familiar stories.

Use simple acting techniques to portray a person, place, action, or thing.

Describe characters and plot development discovered during dramatic play.

Distinguish stage space from audience space to show understanding of the physical relationship between audience and actor in performance.

Describe a character in a story and tell why the character is important to the story.

Respond to a play by drawing and/or writing about a favorite aspect of it.

Discuss the purpose of a critique.

Describe how an actor in a play, musical, or film creates a character.

Identify important characteristics to discuss when sharing opinions about theatre.

Create and sustain a character inspired by a class reading or activity.

Identify the jobs people can have in a theater.

Identify what was successful about a collaborative theatre activity.

Read and dramatize stories with similar themes to show developing knowledge of, and respect for, cultural differences.

Explain how to respond as an audience member in a different way, depending on the style of performance.

Identify universal characters in stories from different cultures.

Create dialogue for characters from a story.

Compare the differences between reading a story and seeing it as a play.

Explain the difference between the stage, backstage, and audience areas.

Re-tell what happened in the beginning, middle, and end of a story after viewing a play.

Identify theatrical elements and vocabulary found in everyday life.

Exhibit the behavior necessary to establish audience etiquette, response, and constructive criticism.

Compare, explain, and exhibit the differences between play-acting, pretending, and real life.

Explain, using specific examples, why some individuals may or may not like a particular performance.

Collaborate with others to perform a scene and solve challenges.

Create imagined characters, relationships, and environments using basic acting skills.

Communicate with others the concept of dramatic conflict and resolution in stories using dramatic play.

Create the stage space to communicate character and action in specific locales.

Create an imaginative costume piece or prop out of everyday items found around the classroom or at home and use it as the basis to tell an original story.

Watch a play and describe how the elements of light, costumes, props, and sound influence the mood of the production.

Revise a formal or informal performance after receiving a critique.

Discuss the meaning of an artistic choice to support development of critical thinking and decision-making skills.

Discuss the techniques that help create an effective theatre work.

Create and/or collect appropriate props and costumes and use them to help tell a story.

Arrange classroom furniture to create an environment for a story.

Identify non-theatre professions that require the same skills as are used in theatre.

Participate in a collaborative project to create a theatrical performance and reflect on the experience.

Understand how cultural differences are expressed through character, environment, and theme.

Interview an adult and create a story from his or her life using any theatrical form.

Identify geographical or cultural origins of stories.

Create and tell a story, fable, or tale.

Identify interpersonal skills that are learned through participation in a play.

Discuss differences between stories that are presented in different modes or time periods.

Plan and perform a simple performance based on a theme from another content area.

Describe how an actor creates a character.

Discuss why we use costumes and makeup in a play.

Describe what happened in a play, using age-appropriate theatre terminology.

Collaborate to create a collage to show the emotion(s) of a particular story or play.

Compare the characteristics of theatre to television and movies.

Demonstrate effective audience etiquette and constructive criticism for a live performance.

Compare a theatrical performance with real life and discuss how theatre makes pretense seem like real life.

Evaluate a performance, using correct theatre terms, and give specific examples to support personal opinions.

Discuss the process and responsibilities in creating a play and then apply them to collaborate and create a simple production.

Create and sustain imagined characters and relationships, using basic acting skills, to tell a simple story.

Use information gained from research to shape the creation of a character.

Describe elements of dramatic performance that produce an emotional response in oneself or an audience.

Describe the relationships between scenery, properties, lighting, sound, costumes, and makeup in dramatic scenes and informal play productions.

Devise a story about an age-appropriate issue and explore different endings.

Describe choices made to create an original pantomime based on a fable, folk tale, or fairy tale.

Provide a verbal critique to help strengthen a peer's performance.

Reflect on the strengths and needs of one's own performance.

Describe the choices perceived in a peer's performance or design.

Identify the characteristics of an effective acting performance.

Create an original scene or monologue based on a historical event or person.

Define the elements of a selected scene that create an effective presentation of an event or person.

Create a character based on a historical figure and respond to questions, posed by the audience, about that character.

Create sound and lighting effects to suggest the mood of a story.

Identify the types of jobs related to putting on a theatre production and compare them with other arts-related and non-arts performances or events.

Identify the leadership qualities of directors, actors, and/or technicians.

Re-create a famous character from Florida history.

Define how a character might react to a new set of circumstances in a given story.

Identify playwrights whose lives or careers have a connection with Florida.

Discover how the same idea or theme is treated in a variety of cultural and historic periods.

Re-tell stories, fables, and/or tales from cultures that settled in Florida.

Describe how individuals learn about themselves and others through theatre experiences.

Compare a historical play with actual historical events.

Create an original story after listening to music or viewing a work of art.

Describe what a designer and director do to support the actor in creating a performance.

Identify common audience conventions used when viewing a play.

Write a summary of dramatic events after reading or watching a play.

Create a mask to show a comic or tragic character.

Explain how theatre and its conventions are used to communicate ideas.

Explore how theatre is used to understand different cultures.

Exhibit proper audience etiquette, give constructive criticism, and defend personal responses.

Discuss the concept of "willing suspension of disbelief" used in theatre to help create the illusion of real life in performances.

Use theatre terms to evaluate a live performance and discuss the qualities that directly impacted the audience's response to the production.

Collaborate with others to share responsibilities for a production.

Create and sustain imagined characters and relationships, using basic acting skills, to re-tell a well-known fairy tale, fable, or story.

Use information gained from research to shape acting choices in a simple, historically based scene.

Describe elements of dramatic and technical performance that produce an emotional response in oneself or an audience.

Manipulate the relationships between scenery, properties, lighting, sound, costumes, and makeup in dramatic scenes and informal play productions to create different environments for a classroom piece.

Devise an original performance piece based on an age-appropriate theme or social issue relevant to the school climate and explore different solutions and endings.

Create an original pantomime using instrumental music created or found to set the mood.

Change and strengthen one's own performance based on coaching from a director.

Write a self-critique of a performance.

Defend an artistic choice for a theatrical work.

Identify correct vocabulary used in a formal theatre critique.

Discuss alternate performance possibilities of the same character in the same play.

Use a photograph, sculpture, or two-dimensional work of art to inspire creation of an original scene or monologue.

Define the visual elements that must be conveyed dramatically to make a scene effective.

Create a character based on a literary figure and respond to questions, posed by the audience, using information inferred in the story.

Create a new ending for a familiar story.

Take creative risks through improvisation, using sensory skills to explore characters' feelings and environments.

Identify jobs in the community that are associated with or impacted by having a theater in the neighborhood.

Examine and discuss the characteristics displayed by directors, actors, and technicians that can be applied to jobs outside the theatre classroom.

Research and describe the context in which a specified playwright wrote a particular dramatic work.

Participate in a performance to explore and celebrate a variety of human experiences.

Recognize theatre works as a reflection of societal beliefs and values.

Identify types of early American theatre.

Identify symbolism in a play that is found in other art forms.

Compare theatre to other modes of communication.

Demonstrate how the use of movement and sound enhance the telling of a story.

Act out a character learned about in another content area.

Explain an actor's choices in the creation of a character for a scene or play.

Make a list of the types of props that might be found in a play.

Evaluate how an actor or designer's choices about a character affect the audience's understanding of a play.

Create a story board of the major events in a play.

Make a list of types of props that might be found in a play.

Predict the ending of a play or performance.

Collaborate with others to develop and refine original scripts, and justify writing choices.

Describe a variety of theatrical methods and/or conventions that a group of individuals can use to communicate with audiences.

Explore how theatre can communicate universal truths across the boundaries of culture and language.

Describe the difference in responsibilities between being an audience member at live or recorded performances.

Weigh the use of "fourth wall" and "willing suspension of disbelief" in effectively creating the illusion of real life in specified theatre performances.

Evaluate a performance, using theatre terminology, and articulate emotional responses to the whole and parts of dramatic performances.

Collaborate with others to create productions and solve challenges.

Create and sustain imagined characters and relationships, using basic acting skills, to tell an original story based on historical, literary, or everyday situations.

Use information gained from research to shape acting choices in the re-telling of a favorite scene from a well-known literary piece.

Use elements of dramatic and technical performance designed to produce an emotional response in an audience.

Manipulate, based on research, the relationships between scenery, properties, lighting, sound, costumes, and makeup in dramatic scenes and informal play productions to create an environment.

Devise an original work based on a community issue that explores various solutions to a problem.

Develop a character analysis to support artistic portrayal.

Determine the purpose(s), elements, meaning, and value of a theatrical work based on personal, cultural, or historical standards.

Create and present a design, production concept, or performance and defend artistic choices.

Describe how a theatrical activity can entertain or instruct an audience.

Analyze selections from the canon of great world drama as a foundation for understanding the development of drama over time.

Use group-generated criteria to critique others and help strengthen each other's performance.

Keep a rehearsal journal to document individual performance progress.

Ask questions to understand a peer's artistic choices for a performance or design.

Defend personal responses to a theatre production.

Discuss how visual and aural design elements communicate environment, mood, and theme in a theatrical presentation.

Compare a film version of a story to its original play form.

Determine personal strengths and challenges, using evaluations and critiques to guide selection of material for a portfolio.

Manipulate various design components to imagine the world of the character.

Use vocal, physical, and imaginative ideas, through improvisation, as a foundation to create new characters and to write dialogue.

Demonstrate creative risk-taking by incorporating personal experiences in an improvisation.

Survey an aspect of theatre to understand the ways in which technology has affected it over time.

Research careers in the global economy that are not directly related to the arts, but include skills that are arts-based or derive part of their economic impact from the arts.

Identify industries within the state of Florida that have a significant impact on local economies, in which the arts are either directly or indirectly involved in their success.

Identify businesses that are directly or indirectly associated with school and community theatre, and calculate their impact on the local and/or regional economy.

Practice safe, legal, and responsible use of copyrighted, published plays to show respect for intellectual property and the playwright.

Develop a list of line items that would typically be found in a production budget for a performance.

Explore potential differences when performing works set in a variety of historical and cultural contexts.

Analyze the impact of one's emotional and social experiences when responding to, or participating in, a play.

Identify significant contributions of playwrights, actors, and designers and describe their dramatic heritage.

Create a monologue or story that reflects one's understanding of an event in a culture different from one's own.

Describe one's own personal responses to a theatrical work and show respect for the responses of others.

Discuss how a performer responds to different audiences.

Compare western theatre traditions with those of other cultures.

Identify examples of American musical theatre productions that reflect specific correlations to American history and culture.

Analyze theatre history and dramatic literature in the context of societal and cultural history.

Discuss the differences between presentational and representational theatre styles.

Compare decorum, environments, and manners from a variety of cultures and historical periods to discover and influence historical acting styles and design choices.

Describe historical and cultural influences leading to changes in theatre performance spaces and technology.

Define theatre genres from different periods in history, giving examples of each.

Identify and describe theatrical resources in the community, including professional and community theatres, experts, and sources of scripts and materials.

Identify principles and techniques that are shared between the arts and other content areas.

Read plays from a variety of genres and styles and compare how common themes are expressed in various art forms.

Use brainstorming as a method to discover multiple solutions for an acting or technical challenge.

Describe the importance of wellness and care for the actor's physical being as a performance instrument.

Describe how social skills learned through play participation are used in other classroom and extracurricular activities.

Discuss ways in which dance, music, and the visual arts enhance theatrical presentations.

Compare different processes an actor uses to prepare for a performance.

Discuss how color, line, shape, and texture are used to show emotion in technical theatre elements.

Explain the impact of choices made by directors, designers, and actors on audience understanding.

Discuss how the whole of a theatre performance is greater than the sum of its parts.

Diagram the major parts of a play and their relationships to each other.

Explain how a performance would change if depicted in a different location, time, or culture.

Write alternate endings for a specified play.

Perform a scene or pantomime to demonstrate understanding of blocking and stage movement.

Explain how the contributions of significant playwrights, performers, directors, designers, and producers from various cultures and historical periods have influenced the creative innovations of theatre.

Compare theatre and its elements and vocabulary to other art forms.

Explore how theatre and theatrical works have influenced various cultures.

Discuss the collaborative nature of theatre and work together to create a scene or play, respecting group members' ideas and differences.

Describe the responsibilities of audience members, to the actors and each other, at live and recorded performances and demonstrate appropriate behavior.

Invent a character with distinct behavior(s) based on observations of people in the real world and interact with others in a cast as the invented characters.

Describe criteria for the evaluation of dramatic texts, performances, direction, and production elements.

Discuss the ways in which theatre experiences involve empathy and aesthetic distance.

Discuss the value of collaboration in theatre and work together to create a theatrical production.

Discuss and apply the theatrical production process to create a live performance.

Analyze the relationships of plot, conflict, and theme in a play and transfer the knowledge to a play that contrasts in style, genre, and/or mood.

Memorize and present a character's lines from a monologue or scene.

Develop characterizations, using basic acting skills, appropriate for selected dramatizations.

Use the elements of dramatic form to stage a play.

Lead rehearsals of improvised and scripted scenes, communicating with cast and crew to create appropriate characterization and dramatic environments.

Lead small groups to safely select and create elements of technical theatre to signify a character or setting.