YourStateStandards

Nebraska K–6 theatre standards

Nebraska writes its own theatre standards. They are published as Nebraska K-12 Fine Arts Standards, adopted 2014 and are not a version of a national framework. 30 of 68 are matched to a national standard.

Verified against the four 2014 discipline PDFs at education.ne.gov/finearts/standards/ (final_fas_media_arts / _visual_arts / _dance / _theatre .pdf, which 302-redirect to /wp-content/uploads/2017/07/Final_FAS_*.pdf). Codes carry the grade band in their first segment (FA 2 = K-2, FA 5 = 3-5, FA 8 = 6-8) and the discipline in the second (1 Media, 2 Visual, 3 Dance, 5 Theatre).

Framework
Nebraska K-12 Fine Arts Standards
Adopted
2014
Source last checked
July 25, 2026
Read the official document

68 standards, kindergarten through 6th grade

  • FA 2.5.1.aK–2
    Identify an environment or event using body movement and sound (e.g., playground, grocery store, classroom).
  • FA 2.5.1.bK–2
    Listen to a story and identify the problem.
  • FA 2.5.1.cK–2
    Create, in a group, a tableau of a scene after hearing a fairytale.
  • FA 2.5.1.dK–2
    Engage in creative play, using a given theme, to tell a story (e.g. sharing, safety, friendship).
  • FA 2.5.1.eK–2
    Engage in creative play, using props, to tell a story.
  • FA 2.5.1.fK–2
    Explore character through body movement (e.g., enact occupations, fairy tale characters).
  • FA 2.5.2.aK–2
    Demonstrate expressive speech/vocal variety by sharing a personal experience.
  • FA 2.5.2.bK–2
    Follow instructor's oral instructions (e.g., speak clearly, stay focused on scene).
  • FA 2.5.2.cK–2
    Using classroom furniture and materials arrange a setting for a story as a group.
  • FA 2.5.2.dK–2
    Identify how a character conveyed his/her feelings and emotions.
  • FA 2.5.3.aK–2
    Demonstrate active listening and theatre etiquette during a presentation (e.g., eagerness, interest, appropriate response [i.e., applause, laughter, quiet]).
  • FA 2.5.3.bK–2
    Recall aspects of a performance.
  • FA 2.5.3.cK–2
    Distinguish between a character and a performer.
  • FA 2.5.3.dK–2
    Distinguish between fantasy and reality.
  • FA 2.5.3.eK–2
    Share reactions to a moment or scene in a performance (e.g., verbal or reenactment).
  • FA 2.5.4.aK–2
    Describes how a performance or story represents the culture of its time. (e.g., cultural folktales).
  • FA 2.5.4.bK–2
    Distinguish between real life vs. animation (e.g., Milan vs. live performance of The Lion King).
  • FA 2.5.4.cK–2
    Watch a performance or cartoon and describe personal likes and dislikes.
  • FA 2.5.4.eK–2
    Recognize at least two jobs in the performing arts.
  • FA 2.5.4.fK–2
    Recognize authorship.
  • FA 5.5.1.a3–5
    Create, in a group, an environment or event using body movement and sound (e.g., a forest, a baseball game) while working in a group.
  • FA 5.5.1.b3–5
    Using dialogue and movement, retell a story with a clear beginning, middle, and end (e.g., nursery rhymes, fairy tales). Work in small groups.
  • FA 5.5.1.c3–5
    Create three tableaus illustrating the beginning, middle, and end of a story and then connect them. Work in small groups.
  • FA 5.5.1.d3–5
    Identify themes within theatrical works.
  • FA 5.5.1.e3–5
    Write a short script incorporating narration and dialogue.
  • FA 5.5.1.f3–5
    Show a character using body movement (e.g., age, personality, family role, occupation).
  • FA 5.5.2.a3–5
    Demonstrate expressive reading using vocal variety (glossary) (e.g., read short passage aloud).
  • FA 5.5.2.b3–5
    Demonstrate characters (glossary) through movement (e.g., enact different ages, cartoon characters).
  • FA 5.5.2.c3–5
    Create characters, individually, appropriate to a specific location a location.
  • FA 5.5.2.d3–5
    Present a short script with narration and dialogue (e.g. readers' theatre).
  • FA 5.5.2.e3–5
    Respectfully receive polite feedback from instructor and peers.
  • FA 5.5.2.f3–5
    Design and craft a scenic element for an informal presentation (e.g., risers, prop, set piece, backdrop).
  • FA 5.5.2.g3–5
    Identify one's own vocal and physical choices in expressing an emotion or idea (e.g., show a sound and movement that express sadness, happiness, anger).
  • FA 5.5.3.a3–5
    Demonstrate respect for self and others (etiquette) in dramatic activities.
  • FA 5.5.3.b3–5
    Discuss how the audience was impacted by the conflict and characters.
  • FA 5.5.3.c3–5
    Recognize character traits and actor choices (e.g., how the character shows age, occupation, temperament).
  • FA 5.5.3.d3–5
    Recognize theatrical works as either dramatic or comedic genres.
  • FA 5.5.3.e3–5
    Articulate an emotional response to a component of a theatrical production (e.g., character, prop, costumes, song).
  • FA 5.5.4.a3–5
    Identify the cultural heritage of a particular work in theatre.
  • FA 5.5.4.b3–5
    Recognize how performances reflect everyday circumstances (e.g., historical events, natural disasters, family relationships).
  • FA 5.5.4.c3–5
    Watch a performance or film and explain personal likes and dislikes.
  • FA 5.5.4.d3–5
    Identify how performance reflects culture and history (e.g., The Nutcracker, Peter and the Wolf).
  • FA 5.5.4.e3–5
    Identify careers in the performing arts.
  • FA 5.5.4.f3–5
    Understand the concept of intellectual property.
  • FA 8.5.1.a6
    Use readily available props to create "the where" of a story (e.g., table, chairs, silverware indicate a restaurant).
  • FA 8.5.1.b6
    Plan and record, in small groups, an improvisation based on "the givens" of a scene (e.g., tell or present a story using a setting, characters and a series of events incorporating introduction, climax, resolution).
  • FA 8.5.1.c6
    Develop a linear plot structure that introduces and resolves a conflict.
  • FA 8.5.1.d6
    Create theatrical works to illustrate a theme within theatrical works.
  • FA 8.5.1.e6
    Write a dialogue with two to four characters.
  • FA 8.5.1.f6
    Use movement in conjunction with extraneous sounds and short phrases to demonstrate two distinct characters (e.g., movements/sounds of a soldier as compared to movements/sounds of a mother).
  • FA 8.5.2.a6
    Establish character (glossary) and emotion through the use of rate, articulation, enunciation, projection, inflection, and movement.
  • FA 8.5.2.b6
    Establish character and emotion through the use of facial expression, gesture, posture, and body movement (e.g., pantomime, emoting)
  • FA 8.5.2.c6
    Rehearse and portray, in small groups, characters within a defined "where."
  • FA 8.5.2.d6
    Deliver a scripted monologue to a focal point.
  • FA 8.5.2.e6
    Modify performance based on teacher/director and peer response.
  • FA 8.5.2.f6
    Design and craft a performance space including set and audience arrangement (e.g., use classroom furniture to create a courtroom in a proscenium, thrust, or arena).
  • FA 8.5.2.g6
    Examine one's own effectiveness in a production/scene (e.g., keep a journal of acting choices, reflect on video of own performance).
  • FA 8.5.3.a6
    Construct, share, and use audience code of conduct including appropriate audience behavior and respect for physical space.
  • FA 8.5.3.b6
    Identify, analyze, and discuss the impact of the stage space, casting, and technical elements.
  • FA 8.5.3.c6
    Compare the effectiveness of a single actor's performance (i.e., physical/vocal choices) as a variety of characters (e.g., Will Smith).
  • FA 8.5.3.d6
    Classify theatrical works as dramatic, comedic, or musical theatre genres.
  • FA 8.5.3.e6
    Discuss the impact on the audience of "willing suspension of disbelief" in a performance.
  • FA 8.5.4.a6
    Understand the historical relevance of various theatrical forms (e.g., Greek and Roman theatre, Medieval, Renaissance).
  • FA 8.5.4.b6
    Compare and contrast scripted and unscripted performances (e.g., situation comedy vs. reality shows).
  • FA 8.5.4.c6
    Dramatize a traditional ritual (e.g., funeral from Our Town, wedding from Fiddler on the Roof, fire scene from Lord of the Flies).
  • FA 8.5.4.d6
    Analyze how performance reflects culture and history (e.g., Oliver, The Color Purple).
  • FA 8.5.4.e6
    Investigate responsibilities for specific careers in performing arts.
  • FA 8.5.4.f6
    Demonstrate an understanding of the rights and responsibilities surrounding intellectual property (e.g., citing sources, paying royalties, receiving permission).

Nebraska’s other subjects