YourStateStandards

Idaho K–6 theatre standards

Idaho writes its own theatre standards. They are published as Idaho Content Standards Arts and Humanities (Dance, Theatre, Visual Arts, Media Arts), adopted 2024 and are not a version of a national framework. Every one is matched to a national standard.

Codes and descriptions are Idaho's, taken from CSP's four arts-discipline families and verified against SDE's per-discipline PDFs. The GRADE is DERIVED BY US from the grade band Idaho prints inside its own code ('3-5.D.1.1' -> grades 3-5), intersected with K-6; it is Idaho's notation read literally, not a code we invented. The framework strings are ours: CSP ships a truncated 'Idaho Content Standards T' for Theatre and a bare 'Idaho Content Standards' for Visual & Media Arts. Re-run the extractor after any re-fetch.

Framework
Idaho Content Standards Arts and Humanities (Dance, Theatre, Visual Arts, Media Arts)
Adopted
2024
Source last checked
July 23, 2026
Read the official document

24 standards, kindergarten through 6th grade

  • K-1.TH.1.1K–1

    With prompting and support, invent and inhabit an imaginary elsewhere in dramatic play.

  • K-1.TH.2.1K–1

    Contribute to the adaptation of the plot in a drama experience.

  • K-1.TH.3.1K–1

    Use movement and gestures to communicate emotions in a guided drama experience.

  • K-1.TH.3.2K–1

    Demonstrate proper rehearsal and audience etiquette appropriate for venue, purpose, context, and style.

  • K-1.TH.4.1K–1

    Respond to a scene in a guided drama experience based on teacher given prompting/criteria.

  • K-1.TH.5.1K–1

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

  • 2-3.TH.1.12–3

    Create roles, imagined worlds, and improvised stories.

  • 2-3.TH.2.12–3

    Collaborate with peers to employ physical and vocal techniques for an improvised drama experience.

  • 2-3.TH.3.12–3

    Share drama work with peers.

  • 2-3.TH.3.22–3

    Demonstrate proper rehearsal and audience etiquette appropriate for venue, purpose, context, and style.

  • 2-3.TH.4.12–3

    Observe how a character’s choices impact an audience’s perspective of a drama work.

  • 2-3.TH.5.12–3

    Relate character experiences to personal experiences in a guided drama work.

  • 4-5.TH.1.14–5

    Describe the visual details of imagined worlds, and improvised stories that support the given circumstances in a drama/theatre work.

  • 4-5.TH.2.14–5

    Articulate and implement choices to refine a theatre work using effective physical and vocal traits.

  • 4-5.TH.3.14–5

    Present drama work for an audience.

  • 4-5.TH.3.24–5

    Demonstrate proper rehearsal and audience etiquette appropriate for venue, purpose, context, and style.

  • 4-5.TH.4.14–5

    Use supporting evidence and criteria to evaluate drama work.

  • 4-5.TH.5.14–5

    Explain how drama connects oneself to a community or culture.

  • 6.TH.1.16

    Explore a scripted or improvised character through imagination.

  • 6.TH.2.16

    Articulate and implement choices to refine a theatre work using effective physical and vocal traits.

  • 6.TH.3.16

    Present a scripted theatre work for an audience.

  • 6.TH.3.26

    Demonstrate rehearsal decorum (such as being prompt, prepared, and professional) and audience etiquette appropriate for venue, purpose, context, and style.

  • 6.TH.4.16

    Use supporting evidence and criteria to evaluate drama work.

  • 6.TH.5.16

    Explain how the actions and motivations of characters in a theatre work impact the perspectives of the audience.

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