Minnesota K–6 theatre standards

Minnesota writes its own theatre standards. They are published as Minnesota K-12 Academic Standards in the Arts (2018), adopted 2018 and are not a version of a national framework. 117 of 118 are matched to a national standard.

386 K-6 benchmarks across Dance/Media Arts/Theatre/Visual Arts, verbatim from MDE's official arts spreadsheet. CSP filed the disciplines as sibling families (fetch returned Dance only); re-extracted all four. Codes disambiguated by the arts-area first digit (1/2/4/5), no invented prefix.

Framework: Minnesota K-12 Academic Standards in the Arts (2018)
Adopted: 2018
Source last checked: July 24, 2026

Read the official document

118 standards, kindergarten through 6th grade

4.0.2.2.1K
Invent and inhabit an imaginary place in dramatic play or a guided drama experience.
4.0.2.2.2K
2. Create props, puppets, or costume pieces for dramatic play.
4.0.2.2.3K
3. Use movement to retell a story in a guided drama experience.
4.0.2.3.1K
Interact with peers to contribute to a dramatic play or a guided drama experience.
4.0.2.3.2K
2. Express original ideas in dramatic play or a guided drama experience.
4.0.2.4.2K
2. Identify different types of sounds and movements in a guided drama experience.
4.0.2.4.3K
3. Describe different design and technical choices for a guided drama experience.
4.0.3.5.1K
Identify characters and setting in dramatic play or a guided drama experience.
4.0.3.5.2K
2. Use body, voice and imagination during a guided drama experience.
4.0.3.6.1K
Identify the use of voice and sound in a dramatic play or guided drama experience.
4.0.3.6.2K
2. Name and observe various technical elements in dramatic play or a guided drama experience.
4.0.4.7.1K
Express an emotional response in dramatic play or a guided drama experience.
4.0.4.8.1K
Identify props and costumes used in a guided drama experience.
4.0.4.8.2K
2. Identify the experience of characters in a guided drama experience.
4.0.5.9.1K
Identify similarities between characters and one's personal experience in dramatic play or a guided drama experience.
4.0.5.10.1K
Identify skills and knowledge from other areas of study that connect to dramatic play or a guided drama experience.
4.1.2.2.11
Suggest character choices in a guided drama experience.
4.1.2.2.21
2. Collaborate with peers to suggest costumes and props for a guided drama experience.
4.1.2.2.31
3. Identify ways gestures and movement may be used to create or retell a story.
4.1.2.3.11
Contribute to the development of a sequential plot in a guided drama experience.
4.1.2.3.21
2. Participate and work with peers in a guided drama experience.
4.1.2.4.11
Contribute to the adaptation of a story for a guided drama experience.
4.1.2.4.21
2. Identify similarities and differences among sounds and movements in a guided drama experience.
4.1.2.4.31
3. Select different design and technical (using available technology) choices for a guided drama experience.**
4.1.3.5.11
Use movement and voice to communicate emotions in a guided drama experience for an audience of peers.
4.1.3.5.21
2. Use body, voice and imagination to convey character traits and emotions in a guided drama experience.
4.1.3.6.11
Identify the use of basic physical movements in a guided drama experience.
4.1.3.6.21
2. Identify technical elements (including available technology) that can be used in a guided drama experience.
4.1.4.7.11
Describe how personal emotions, actions, and choices compare with the emotions, actions and choices of characters in a guided drama experience.
4.1.4.8.11
Describe the props and costumes used in a guided drama experience.
4.1.4.8.21
2. Identify artistic choices made in a work through participation and observation.
4.1.5.9.11
Identify character emotions in a guided drama experience and relate it to personal experience.
4.1.5.10.11
Analyze skills and knowledge from other areas of study to a guided drama experience.
4.2.2.2.12
Develop new plot details for a guided drama experience.
4.2.2.2.22
2. Collaborate with peers to develop settings for a guided drama experience.
4.2.2.2.32
3. Identify ways voice, sounds, and technology may be used to create or retell a story. **
4.2.2.3.12
Collaborate with peers to create dialogue for a guided drama experience.
4.2.2.3.22
2. Contribute ideas and collaborate with a group to advance a story in a guided drama experience.
4.2.2.4.12
Contribute to revising dialogue for a guided drama experience.
4.2.2.4.22
2. Use and adapt sounds (using available technology) and movements for a guided drama experience. **
4.2.2.4.32
3. Experiment with design and technical (using available technology) choices for an improvised or scripted work.**
4.2.3.5.12
Contribute to group guided drama experiences and informally explain your contributions with peers.
4.2.3.5.22
2. Demonstrate how movement, voice, and sounds (including available technology) are incorporated into a work.
4.2.3.6.12
Develop the connection among body, voice, sounds, and imagination in a guided drama experience.
4.2.3.6.22
2. Identify the basic technical elements in a guided drama experience.
4.2.4.7.12
Identify causes and consequences of character actions and emotions in a guided drama experience.
4.2.4.8.12
Describe how understanding of characters, settings, or events is influenced by a prop or costume in a guided drama experience.
4.2.4.8.22
2. Describe artistic choices made in a work.
4.2.5.9.12
Relate character experiences to personal experiences in a guided drama experience.
4.2.5.10.12
Apply appropriate skills and knowledge from other areas of study and arts areas to a guided drama experience.
4.3.2.2.13
Create roles, settings and stories for work.
4.3.2.2.23
2. Express and devise ideas for costumes, props and sets in a work.
4.3.2.2.33
3. Collaborate with peers to determine how characters might move and speak to support the story in a work.
4.3.2.3.13
Devise original ideas for a work.
4.3.2.3.23
2. Compare ideas with peers and make decisions to develop and refine a group work.
4.3.2.4.13
Collaborate with peers to revise, refine, and adapt ideas to a work.
4.3.2.4.23
2. Demonstrate physical and vocal choices for an improvised or scripted work.
4.3.2.4.33
3. Revise design and technical (using available technology) choices to support an improvised or scripted work.**
4.3.3.5.13
Rehearse a work and perform it for peers.
4.3.3.5.23
2. Modify voice and body to expand and perform as a character in a guided drama experience.
4.3.3.6.13
1.Utilize a variety of physical, vocal, and imaginative exercises in a group setting for a work.
4.3.3.6.23
2. Demonstrate basic use of technical elements (using available technology) that can be included in a work.
4.3.4.7.13
Examine connections between oneself and a character’s emotions in a work, and develop the character using physical characteristics and prop or costume choices.
4.3.4.8.13
Analyze the technical elements used in a work.
4.3.4.8.23
2. Give examples explaining why artistic choices are made in a work.
4.3.5.9.13
Identify how theater connects one personally to a community or culture.
4.3.5.10.13
Analyze connections between community, social issues (including contributions of Minnesota American Indian tribes and communities) and other content areas to a work.
4.4.2.2.14
Express and generate details of settings and story elements that support the given circumstances in a work.
4.4.2.2.24
2. Design one or more technical theater elements (using available technology) that support the story and given circumstances in a work.**
4.4.2.2.34
3.Demonstrate how a character might move and act to support the story and given circumstances in a work.
4.4.2.3.14
Collaborate with peers to devise original ideas for a work by asking questions about characters and plots.
4.4.2.3.24
2. Collaborate with peers to make group decisions and identify responsibilities required to present a work.
4.4.2.4.14
Revise to enhance an improvised or scripted work using repetition and collaborative review.
4.4.2.4.24
2. Develop movement and vocal choices for characters in an improvised or scripted work.
4.4.2.4.34
3. Collaborate with peers on solutions to design and technical challenges (using available technology) in rehearsals for a work. **
4.4.3.5.14
Revise the dialogue and action to improve the story in a work.
4.4.3.5.24
2. Demonstrate specific vocal and physical choices to develop a character in a work.
4.4.3.6.14
Rehearse different acting exercises in a group setting for a work.
4.4.3.6.24
2. Customize various technical elements (using available technology) for a work.**
4.4.4.7.14
Compare and contrast the traits of characters in a work and their impact on emotions, considering physical characteristics, props or costume choices.
4.4.4.8.14
Describe how technical elements or technology may support a theme or idea in a work.**
4.4.4.8.24
2. Describe personal reactions to artistic choices in a work.
4.4.5.9.14
Explain the ways a work reflects the perspectives of a community or culture.
4.4.5.10.14
Connect a work with community, social issues and other content areas.
4.5.2.2.15
Identify physical qualities that might explain a character’s personality traits in a work.
4.5.2.2.25
2. Propose and create designs using multiple technical theater elements (using available technology) to support the story and given circumstances in a work.**
4.5.2.2.35
3. Explain how a character’s thoughts affect the story and given circumstances in a work.
4.5.2.3.15
Devise original ideas by working collaboratively with peers to discuss characters and their given circumstances.
4.5.2.3.25
2. Participate in specified responsibilities required to present a work informally to an audience.
4.5.2.4.15
Revise to enhance an improvised or scripted work through rehearsal.
4.5.2.4.25
2. Select and refine movement and vocal techniques for character development in an improvised or scripted work, based on feedback.
4.5.2.4.35
3. Create and justify solutions to design and technical challenges (using available technology) that arise in rehearsal for a work.**
4.5.3.5.15
Develop underlying thoughts and emotions to create dialogue and action in a work.
4.5.3.5.25
2. Demonstrate prepared vocal and physical choices to convey meaning in a work.
4.5.3.6.15
Choose specific acting exercises that can be applied to a work.
4.5.3.6.25
2. Modify and justify the use of specific technical elements (using available technology) in a work. **
4.5.4.7.15
Investigate the effects of emotions on posture, gesture, breathing, and vocal intonation in a work.
4.5.4.8.15
Explain how technical elements support the theme of a work.
4.5.4.8.25
2. Describe and infer personal and social reactions to artistic choices in a work.
4.5.5.9.15
Connect personal experiences and knowledge to community and culture in a work.
4.5.5.10.15
Investigate historical, global and social issues expressed in a work, including contributions of Minnesota American Indian tribes and communities.
4.6.2.2.16
Analyze the different stage types and how they may affect the presentation of a work.
4.6.2.2.26
2. Propose and create a comprehensive design using all technical theater elements and available technology to support the story and given circumstances in a work.**
4.6.2.2.36
3. Explain how a scripted or improvised character responds to the given circumstances in a work.
4.6.2.3.16
Revise original ideas and artistic choices in a devised or scripted work.
4.6.2.3.26
2. Collaborate with others to revise and improve a scripted or devised work.
4.6.2.4.16
Use feedback to analyze choices while refining a devised or scripted work.
4.6.2.4.26
2. Use feedback to refine effectiveness of a character's physical and vocal traits in an improvised or scripted work.
4.6.2.4.36
3. Analyze and revise planned technical design choices (using available technology) during the rehearsal process for a devised or scripted work.**
4.6.3.5.16
Identify the essential events in a story or script that make up the dramatic structure of a work.
4.6.3.5.26
2. Apply various physical choices to communicate character in a work.
4.6.3.6.16
Identify how acting exercises and techniques can be applied to a work.
4.6.3.6.26
2. Explain how technical elements are integrated into a work.
4.6.4.7.16
Explain personal aesthetics, preferences, and reactions to artistic choices through participation in or observation of a work.
4.6.4.8.16
Analyze a work using criteria, providing supporting evidence.
4.6.4.8.26
2. Describe the aesthetics of the production elements in a work.
4.6.5.9.16
Explain how the actions and motivationsof characters in a work impact and reflect perspectives of a community or culture.
4.6.5.10.16
Select themes or social issues (including contributions of Minnesota American Indian tribes and communities) and express them through a work.

Minnesota K–6 theatre standards

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