Illinois K–6 theatre standards

With prompting and support, identify similarities between characters and oneself in dramatic play or a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, identify skills and knowledge from other areas in dramatic play or a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, identify stories that are similar and different from one another in dramatic play or a guided drama experience (for example, process drama, story drama, creative drama.

With prompting and support, tell a short story in dramatic play or a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, invent and inhabit an imaginary elsewhere in dramatic play or a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, use nonrepresentational materials to create props, puppets, and costume pieces for dramatic play or a guided drama experience (for example, process drama, story drama, and creative drama).

With prompting and support, students transition between imagination and reality in dramatic play or a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, interact with peers and contribute to dramatic play or a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, ask and answer questions in dramatic play or a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, identify characters and setting in dramatic play or a guided drama experience (for example, process drama, story drama, creative drama).

Explore and experiment with various technical elements (costumes, props, set) through dramatic/creative play.

With prompting and support, explore the student's own culture through dramatic play or a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, identify favorite or least favorite parts of a drama/theatre experience.

Identify character emotions in a guided drama experience (for example, process drama, story drama, creative drama) and relate it to personal experience.

Apply skills and knowledge from different art forms and content areas in a guided drama experience (for example, process drama, story drama, creative drama).

Identify similarities and differences in stories from one's own community in a guided drama experience (for example, process drama, story drama, creative drama).

Collaborate on the creation of visual and aural elements in a literary-based guided drama experience based on research.

Propose potential choices characters could make in a guided drama experience (for example, process drama, story drama, creative drama).

Collaborate with peers to conceptualize costumes and props in a guided drama experience (for example, process drama, story drama, creative drama).

Imagine ways in which voice/sound and gesture/movement may be used to create or retell a story in guided drama experiences (for example, process drama, story drama, creative drama).

With prompting and support, contribute to a sequential plot in a guided drama experience (for example, process drama, story drama, creative drama).

Develop concentration while participating in a guided drama experience (for example, process drama, story drama, creative drama).

Identify similarities and differences in sounds and movements in a guided drama experience (for example, process drama, story drama, creative drama).

Collaboratively transform the performance space into an imagined world for a guided drama experience (for example, process drama, story drama, creative drama).

Suggest original story elements in a guided drama experience (for example, process drama, story drama, creative drama).

Investigate how movement and voice are incorporated into a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, identify technical elements (costumes, lights, props, set, sound) that can be used in a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, use movement and gestures to communicate in an informal drama.

Recall choices made in a guided drama experience (for example, process drama, story drama, creative drama).

Explore personal feelings and emotions in a guided drama experience.

With prompting and support, explore the student's own culture through dramatic play or a guided drama experience (for example, process drama, story drama, creative drama).

Explain or use text and pictures to describe how personal emotions and choices compare to the emotions and choices of characters in a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, identify favorite or least favorite parts of a drama/theatre experience.

Identify props and costumes that are used in a guided drama experience (for example, process drama, story drama, creative drama).

Demonstrate appropriate audience behavior during a drama/theatre performance.

Identify character emotions in a guided drama experience (for example, process drama, story drama, creative drama) and relate it to personal experience.

Integrate skills and knowledge from different art forms and content areas to make connections with community and social issues in a guided drama experience.

Identify similarities and differences in stories from multiple cultures in a guided drama experience (for example, process drama, story drama, creative drama).

Collaborate on the creation of a short scene based on a nonfiction literary source in a guided drama experience based on research.

Propose potential new details to plot and story in a guided drama experience (for example, process drama, story drama, creative drama).

Collaborate with peers to conceptualize scenery in a guided drama experience (for example, process drama, story drama, creative drama).

Demonstrate ways in which voice/sound and gesture/movement may be used to create a character in a drama/theatre work.

Collaborate with peers to contribute to a sequential plot in a guided drama experience (for example, process drama, story drama, creative drama).

Demonstrate concentration while participating in a guided drama experience (for example, process drama, story drama, creative drama).

Use and adapt sounds and movements in a guided drama experience (for example, process drama, story drama, creative drama).

Independently transform the performance space into an imagined world for a guided drama experience (for example, process drama, story drama, creative drama).

Apply original story elements in a guided drama experience (for example, process drama, story drama, creative drama).

Make physical and vocal choices to develop a character in a guided drama experience (for example, process drama, story drama, creative drama).

Explore technical elements (costumes, lights, props, set, sound) in a guided drama experience.

With prompting and support, use movement and gestures to communicate in an informal drama.

Recognize when artistic choices are made in a guided drama experience (for example, process drama, story drama, creative drama).

Explain personal feelings and emotions in a guided drama experience.

Compare a folk tale or story from a culture other than the student's to a story from the student's culture through a guided drama experience (for example, process drama, story drama, or creative drama).

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 (for example, process drama, story drama, creative drama).

Understand how and why groups evaluate drama/theatre work.

Use a prop or costume in a guided drama experience (for example, process drama, story drama, creative drama) to describe characters, settings, or events.

Investigate how audience behavior impacts a performance.

Use personal experiences and knowledge to make connections to community and culture in a drama/theatre work.

Identify connections to community, social issues, and other content areas in drama/theatre work.

Explore how stories are adapted from literature to drama/theatre work.

Research how artists have historically presented the same stories using different art forms, genres, or drama/theatre conventions.

Create roles, imagined worlds, and improvised stories in a drama/theatre work.

Imagine and articulate ideas for costumes, props, and sets for the environment and characters in a drama/theatre work.

Imagine how a character might move and speak to support the story and given circumstances in a drama/theatre work.

Devise original ideas focused on character and plot for a drama/theatre work.

Contribute ideas and accept/incorporate the ideas of others in preparing or devising a drama/theatre work.

Contribute to the adaptation of the plot and dialogue in a drama/theatre work.

Participate and contribute to physical and vocal exploration in an improvised or scripted drama/theatre work.

Practice and refine design and technical choices to support a devised or scripted drama/theatre work.

Identify major dramatic elements in a drama/theatre work.

Use body, face, gestures, and voice to communicate character traits and emotions in a scene.

Participate in a variety of improvisational exercises.

Identify the basic technical elements (costumes, lights, props, set, sound) that can be used in a drama/theatre work.

Communicate through a drama/theatre work with peers as an audience.

Describe without judgement what is seen, felt, and heard in a drama/theatre work.

Describe a personal experience that relates to a moment in a drama/theatre work.

Explore folk tales or stories from multiple cultures through drama/theatre experience.

Examine characters' feelings and make connections to personal feelings in a drama/theatre work.

Apply ideas about evaluation to a drama/theatre work.

Identify the contributions of each design artist in the whole design of a drama/theatre work.

Compare and contrast the roles of audience and performer in a drama/theatre work.

Identify the ways drama/theatre work reflects the perspectives of a community or culture.

Respond to community and social issues and incorporate other content areas in drama/theatre work.

Investigate cross cultural approaches to storytelling in drama/theatre work.

Identify historical sources that explain drama/theatre terminology and design conventions.

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

Propose design ideas that support the story and given circumstances in a drama/theatre work.

Collaborate to determine how characters interrelate to support the overall story and given circumstances in a drama/theatre work.

Collaborate to devise original ideas for a drama/theatre work by asking questions about characters and plots.

Demonstrate mutual respect for self and others and their roles in preparing or devising a drama/theatre work.

Collaborate with peers to revise, refine, and adapt ideas to fit the given parameters of a drama/theatre work.

Develop physical and vocal exercise techniques for an improvised or scripted drama/theatre work.

Collaborate on solutions to design and technical problems that arise in rehearsal for a drama/theatre work.

Describe the underlying thoughts and emotions that impact the dramatic structure in a drama/theatre work.

Alter voice and body to expand and articulate nuances of a character in a scene.

Recognize how acting exercises and techniques can be applied to a drama/theatre work.

Propose the use of technical elements in a drama/theatre work.

Communicate for a specific purpose through a drama/theatre work with peers as an audience.

Identify artistic choices made in a drama/theatre work through participation and observation.

Consider personal experiences when participating in a drama/theatre work.

Identify different cultural elements that contribute to a drama/theatre experience.

Investigate the text and make connections to personal feelings in a drama/theatre work.

Propose criteria as a class or group to evaluate drama/theatre work.

Investigate how technical elements may support a theme or idea in a drama/theatre work.

Observe how a character's choices impact an audience's perspective in a drama/theatre work.

Explain how drama/theatre connects oneself to a community or culture.

Investigate community, historical, and social issues and incorporate other content areas in drama/theatre work.

Analyze commonalities and differences between stories set in different cultures in preparation for a drama/theatre work.

Examine artifacts from a time period and geographic location to better understand design choices in a drama/theatre design.

Identify physical qualities that might reveal a character's inner traits in the imagined world of a drama/theatre work.

Visualize and design elements that support the story and given circumstances in a drama/theatre work.

Imagine how a character's inner thoughts impact the story and given circumstances in a drama/theatre work.

Devise original ideas for a drama/theatre work that reflect collective inquiry about characters and their given circumstances.

Share leadership and responsibilities to develop collaborative goals when preparing or devising a drama/theatre work.

Revise and improve an improvised or scripted drama/theatre work through repetition and self- and group review.

Use physical and vocal exploration for character development in an improvised or scripted drama/theatre work.

Create innovative solutions to design and technical problems that arise in rehearsal for a drama/theatre work.

Describe the underlying thoughts and emotions that create dialogue and action in a drama/theatre work.

Explore physical & vocal choices to create meaning in a scene.

Practice selected exercises that can be used in a group setting for a drama/theatre work.

Demonstrate the use of technical elements in a drama/theatre work.

Communicate for a specific purpose through a drama/theatre work to an invited audience.

Describe why artistic choices are made in a drama/theatre work.

Justify responses based on personal experiences when participating in or observing a drama/theatre work.

Compare and contrast thematically similar folk tales and stories from multiple cultures through drama/theatre experience.

Examine aesthetics in a drama/theatre work.

Develop and implement criteria as a small group to evaluate drama/theatre work.

Evaluate the effectiveness of the technical elements in supporting mood and environment in a drama/theatre work.

Recognize how a character's circumstances impact an audience's perspective in a drama/theatre work.

Explain how the actions and motivations of characters in a drama/theatre work demonstrate the perspective of a community or culture.

Identify universal themes or common social issues and express them through a drama/theatre work.

Research and analyze two different versions of the same drama/theatre story or plot to determine differences and similarities in the visual and aural world of each story.

Identify and use artifacts from a time period and place to develop choices in a drama/theatre design.

Identify possible solutions to performance challenges in a drama/theatre work.

Identify solutions to design challenges in a drama/theatre work.

Explore a scripted or improvised character authentic to a drama/theatre work.

Use critical analysis to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work.

Make and discuss group decisions and identify responsibilities required to present a drama/theatre work.

Articulate and examine choices to refine a devised or scripted drama/theatre work.

Identify effective physical and vocal traits of characters in an improvised or scripted theatrical work.

Explore a planned technical design during the rehearsal process for a devised or scripted drama/theatre work.

Identify the dramatic arc of a scene.

Identify character objectives and motives in a scene.

Apply acting exercises to a drama/theatre work.

Articulate how technical elements (costumes, lights, props, set, sound) are integrated into a drama/theatre work.

Explore a theme through a drama/theatre performance for an informal audience.

Explain and justify artistic choices made in a drama/theatre work.

Contrast multiple personal experiences when participating in a drama/theatre work.

Identify cultural perspectives that may influence the interpretation of a drama/theatre work.

Identify personal aesthetics through participation in, or observation of, a drama/theatre work.

Apply criteria to evaluate drama/theatre work as an individual.

Consider the aesthetics of the production elements in a drama/theatre work.

Evaluate and analyze problems and situations in a drama/theatre work from an audience's perspective.