Oklahoma K–6 theatre standards

Identify similarities between characters, oneself, and classmates in dramatic play, guided drama, and/or in developmentally appropriate theatrical performances viewed.

Identify connections between drama/ theatre and personal and societal contexts, such as family, workers, and community helpers.

Explore the stories of Oklahoma American Indian Tribes.

Identify and dramatize recognizable universal experiences from grade-appropriate stories and texts.

Engage in planning a series of events for dramatic play or a guided drama experience (e.g., play plans, creative drama, story drama, process drama) based on existing stories or creating new stories.

Imagine technical elements for a unified drama/theatre concept by using non-representational materials to create props, puppets, masks, and/or costume pieces for dramatic play or guided drama experiences (e.g., creative drama, story drama, process drama).

Develop characters authentic to the drama/theatre work by demonstrating ideas concerning voice, gestures, and movements appropriate to the characters and story developed.

Create and communicate ideas to advance the beginning, middle, end (plot) and use words and actions to refine characters contributing to a completed story in a guided drama experience (e.g., process drama, story drama, creative drama).

Demonstrate collaborative and interdisciplinary skills by engaging in unstructured free play and playing appropriately with others.

Prepare a unified drama/theatre work for presentation by demonstrating imagination, focus, concentration.

Use the body to create a vivid character with energy, movement, and gestures and use voice to create a vivid character by changing volume, pitch, tone, rate, and clarity.

Integrate technical elements to create an emotional impact or convey meaning by choosing a single object for multiple, imaginative representations and creating puppets, masks, and costume pieces to support the story.

Understand and demonstrate multiple choices for an aspect of drama/ theatre work (e.g., movement, speaking voice) and select the most supportable choice for the moment through identification of essential events.

Assume roles in a variety of dramatic forms, modifying body (energy, body language, etc.) and voice (volume, pitch, etc.) to convey meaning and create an emotional impact.

Explore and experiment with various technical elements for multiple aspects of drama/ theatre work.

Perform a non-exhibitional drama/theatre work (dramatic play and guided drama) with characters that are part of recognizable and shared human experiences (e.g., family, workers, community helpers, etc.).

Understand personal reactions as a participant in a drama/theatre work by recalling an emotional response in dramatic play or guided drama experiences; and/or, in developmentally appropriate theatrical performances during which there was active and appropriate engagement as an audience member.

Ask questions, answer questions, and reflect upon dramatic play, guided drama, and/or developmentally appropriate theatrical performances viewed.

Identify favorite or least favorite parts of a drama/theatre experience and explain why these parts elicited those responses.

Describe and recognize technical elements (e.g., costumes, props, sets, sound effects, etc.) and discuss likes/dislikes.

Recognize and practice appropriate audience or performer behavior for a variety of drama/theatre experiences.

Identify similarities between stories, personal experiences and classmates’ experiences through dramatic play or guided drama experiences, and/or in developmentally appropriate theatrical performances viewed.

Recognize the reciprocal influence that drama/theatre works have on personal, societal, cultural, and historical context.

Explore the stories and storytelling abilities of Oklahoma American Indian Tribes.

Identify similarities and differences in grade-appropriate stories and texts for guided drama, devised drama, and theatrical works.

Conceptualize a unified piece of drama/theatre by imagining variations of classroom literature or creating new, independent stories.

Imagine technical elements for a unified drama/theatre concept by using non-representational materials to create props, puppets, etc., for dramatic play or guided drama experiences and describing, illustrating, and/or physically arranging playing spaces.

Develop characters authentic to the drama/theatre work by expressing and demonstrating voice, body language, gestures, and movements and clear speaking rate and expression for the characters developed.

Create and communicate ideas, sequence events/plot, propose details, and use words and actions to refine characters contributing to a completed story in a guided drama experience.

Demonstrate collaborative and interdisciplinary skills by engaging in unstructured free play and plan setting and/or technical elements for dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Prepare a unified drama/ theatre work for presentation and convey meaning by using basic theatre vocabulary and demonstrating imagination, focus, and concentration.

Use the body to create a vivid character using energy, gestures, shape, body language, and movement and use voice to create a vivid character by manipulating volume, pitch, tone, rate, and clarity.

Integrate technical elements to create an emotional impact or convey meaning in play plans, dramatic play, or guided drama by creating puppets, masks, costume pieces, and sound effects to support the story.

Understand and demonstrate multiple choices for an aspect of drama/ theatre work (e.g., movement, speaking voice, facial expressions) and select the most supportable choice for the moment through identification of essential events.

Assume roles in a variety of dramatic forms, modifying body (energy, body language, etc.) and voice (volume, pitch, etc.) to convey meaning and create an emotional impact.

Identify technical elements that can be used in a guided drama experience to create the most effective emotional impact and to convey meaning.

Perform a non-exhibitional drama/theatre work (dramatic play and guided drama) with characters that are recognizable and part of shared human experiences; use personal and partner space to convey meaning about characters, relationships, and mood.

Demonstrate audience skills of observing attentively and responding appropriately while viewing the work of classmates in guided drama experiences (e.g., process drama, story drama, creative drama) and/ or developmentally appropriate theatrical performances viewed.

Explore, express, and explain personal preferences about the content of dramatic play, guided drama, and/ or developmentally appropriate theatrical performances viewed.

Develop and apply criteria to evaluate a drama/theatre work by describing and analyzing favorite or least favorite parts of a drama/theatre experience.

Describe and recognize technical elements (e.g., costumes, props, sets, sound effects, etc.) and analyze how those elements helped define a character.

Identify, discuss, and demonstrate appropriate audience or performer etiquette for a variety of drama/theatre experiences.

Relate character experiences and emotions to personal experiences and emotions through dramatic play or guided drama experiences, and/or in developmentally appropriate theatrical performances viewed.

Explore drama/theatre works, connecting artistic ideas to personal, societal, cultural, or historical context.

Recognize that the stories and storytelling contributions of Oklahoma American Indian Tribes can influence the creation and understanding of drama/theatre works.

Research and identify gradeappropriate stories and texts as sources for guided drama, devised drama, and theatrical works.

Conceptualize and sequence a unified piece of drama/theatre by imagining variations of classroom literature or creating new, independent stories.

Imagine and collaborate with peers to conceptualize technical elements for a unified drama/theatre concept by using non-representational materials to create props, puppets, etc., and describing, illustrating, and/or physically arranging playing spaces.

Develop characters authentic to the drama/theatre work by demonstrating voice, body language, gestures, movements, and using clear speaking, rate, expression, and appropriate vocabulary to impact the development of characters and story.

Create and communicate ideas, sequence events/plot, propose details, contribute dialogue, and use words and actions to refine characters contributing to a completed story in a guided drama experience.

Demonstrate collaborative and interdisciplinary skills by working with peers and accepting the ideas of others to plan setting and/or technical elements for dramatic play or a guided drama experience.

Prepare a unified drama/ theatre work for presentation and convey meaning by using basic theatre vocabulary and demonstrating imagination, focus, and concentration.

Use the body to create a vivid character using energy, gestures, shape, body language, and movement and use voice to create a vivid character by manipulating volume, pitch, tone, rate, and clarity, and justify character choices.

Integrate technical elements to create an emotional impact or convey meaning by creating puppets, masks, props, scenery, and sound effects to support the story.

Demonstrate multiple choices for an aspect of drama/theatre work (e.g., character, character traits, locomotor/non-locom otor movement, speaking voice, facial expressions, set, props, costumes) and select the most supportable choice for the moment.

Assume roles in a variety of dramatic forms, modifying body (energy, body language, etc.) and voice (volume, pitch, etc.) to convey meaning and create an emotional impact.

Explore the basic technical elements that can be used in a drama/ theatre work to create the most effective emotional impact and to convey meaning.

Present a non-exhibitional drama work with a defined purpose or intent with characters representing various people/cultures; use personal and partner space to convey meaning about characters, relationships, mood, and story.

Demonstrate audience skills of observing attentively, responding appropriately, and sharing personal responses about artistic choices made in classroom dramatizations and developmentally appropriate theatrical performances viewed.

Interact with others to compare and contrast personal feelings about the content of dramatic play, guided drama, and/or developmentally appropriate theatrical performances viewed.

Develop and implement a plan for making informed evaluations of a drama/theatre work.

Analyze the appropriateness and effectiveness of the technical elements (e.g., costumes, props, sets, sound effects, etc.) in a drama/ theatre work.

Identify, discuss, and demonstrate appropriate audience or performer etiquette and analyze problems and situations for a variety of drama/ theatre experiences.

Use personal experiences and knowledge to make connections to community by reading, listening to, and performing stories from a variety of cultures through dramatic play or guided drama experiences, and/or in developmentally appropriate theatrical performances viewed.

Identify and explain connections between drama/ theatre works and personal, societal, cultural, and historical context.

Identify and explain connections between the history and culture of others to Oklahoma history and culture, including the stories and storytelling contributions of the Oklahoma American Indian Tribes.

Adapt grade-appropriate stories, texts, pictures, and real people or fictional characters as sources for guided drama, devised drama, and theatrical works.

Conceptualize and sequence a unified piece of drama/ theatre by engaging in guided drama experiences using developmentally appropriate literature and proposing choices to enrich and help unify dramatic play or a guided drama experience.

Imagine and collaborate with peers to conceptualize technical elements for a unified drama/theatre concept; use non-representational materials to create props, puppets, etc., and describe, illustrate, and/or physically arrange playing spaces.

Develop characters authentic to the drama/theatre work by demonstrating voice, body language, gestures, movements and using clear speaking, rate, fluency, expression, and appropriate vocabulary to impact the development of characters and story.

Create and communicate ideas, sequence events/plot, propose details, contribute dialogue, and use words and actions to refine characters contributing to a completed story in a guided drama experience.

Demonstrate collaborative and interdisciplinary skills by working with peers and accepting the ideas of others to plan setting, technical elements, and other details for dramatic play or a guided drama experience.

Prepare a unified drama/ theatre work for presentation and convey meaning by using basic theatre vocabulary and demonstrating imagination, focus, concentration.

Use the body to create and refine a vivid character by manipulating energy, gestures, shape, body language, and movement; use voice to create and refine a vivid character by manipulating volume, pitch, tone, rate, and clarity; and justify character choices.

Integrate technical elements to create an emotional impact or convey meaning by creating puppets, masks, and costume pieces to help define characters and selecting or creating materials to be used for scenery, props, costumes, and sound effects supporting the story.

Demonstrate that there are multiple choices for aspects of drama/theatre work (movement, voice, set, etc.) and select supportable choices for setting, character, and technical elements.

Develop expertise by assuming roles in a variety of dramatic forms (e.g., dramatic play, guided drama, pantomime, tableau, puppetry, story enactment, reader’s theatre, musical theatre, developing and voicing characters using animation).

Identify the basic technical elements used in a drama/theatre work to create the most effective emotional impact and to convey meaning.

Present a non-exhibitional drama/theatre work with a defined purpose or intent.

Demonstrate audience skills of observing attentively, responding appropriately, understanding why artistic choices are made, and sharing personal responses in classroom dramatizations and developmentally appropriate theatrical performances viewed.

Identify the similarities and differences shared about what was enacted, seen, heard, and felt in dramatic play, guided drama, and/or in developmentally appropriate theatrical performances viewed.

Decide as a classroom community what makes a successful performance by developing and applying criteria to evaluate a drama/ theatre work.

Investigate how technical elements (e.g., costumes, props, sets, sound effects, etc.) may support a theme or idea in a drama/ theatre work.

Identify, discuss, and demonstrate appropriate audience or performer etiquette and give/receive constructive feedback for a variety of drama/ theatre experiences.

Identify similarities between story elements and personal experiences, peer experiences, and culture comparisons (e.g., Oklahoma culture compared with other cultures) in dramatic play or guided drama experiences, and/or in developmentally appropriate theatrical performances viewed.

Create drama/theatre works by connecting artistic ideas to personal, societal, cultural, or historical contexts.

Analyze connections between the history and culture of others to Oklahoma history and culture, including the stories and storytelling contributions of the Oklahoma American Indian Tribes.

Adapt grade-appropriate stories, texts, pictures, real people, or fictional characters, and research Oklahoma history and culture as sources for guided drama, devised drama, and theatrical works.

Use developmentally appropriate literature to conceptualize and sequence a unified piece of drama/theatre and demonstrate an understanding of plot, character, and main idea/theme.

Imagine and collaborate with peers to conceptualize technical elements for a unified drama/theatre concept; use non-representational materials to create props, puppets, masks, costume pieces, etc., and describe, illustrate, and/or physically arrange playing spaces for drama/ theatre experiences.

Develop characters authentic to the drama/theatre work by demonstrating voice, body language, gestures, movements and using clear speaking, rate, fluency, expression, and appropriate vocabulary to impact the development of characters. Express ideas concerning character through a combination of drawing, writing, and/or discussion.

Create and communicate ideas, sequence events/plot, propose details and design elements, and develop words/dialogue and actions to gradually develop a completed story.

Demonstrate collaborative and interdisciplinary skills by cooperating with others to plan setting, technical elements, and other details for drama/theatre experience by engaging with peers, defining roles/responsibilities, and participating in group decision making.

Prepare a unified drama/ theatre work for presentation and convey meaning by using basic theatre vocabulary and demonstrating imagination, focus, concentration.

Use the body to create and refine a vivid character by manipulating energy, gestures, etc.; use voice to create and refine a vivid character by manipulating volume, pitch, etc.; justify character choices and identify similarities between characters and oneself in a drama/theatre experience.

Integrate technical elements to create an emotional impact or convey meaning by creating puppets, masks, and costume pieces to help define characters, creating scenery, props, sound effects, and multimedia supporting the story.

Demonstrate that there are multiple choices for every drama/theatre work and select supportable choices for story/plot, character, setting, design and technical elements (e.g., playing space, audience space, props, sound).

Assume roles in a variety of dramatic forms of drama/theatre work (e.g., dramatic play, guided drama, pantomime, tableau, puppetry) and manipulate the body and voice to create an emotional impact.

Propose the use of technical elements in a drama/theatre work to create the most effective emotional impact and to convey meaning.

Present a non-exhibitional drama/theatre work with a defined purpose or intent.

Demonstrate audience skills of observing attentively, responding appropriately, identifying artistic choices made, and sharing personal responses in classroom dramatizations and developmentally appropriate theatrical performances.

Compare and contrast characters and events and describe the similarities and differences between them in dramatic play, guided drama, and/or in developmentally appropriate theatrical performances viewed.

Decide as a small group or as an individual what makes a successful performance by exploring the application of criteria for making informed evaluations and dramatic and theatrical choices in a drama/theatre work.

Ask questions about what is seen and heard as a result of the design and execution of technical elements (e.g., costumes, props, sets, sound effects, etc.) in a drama/theatre work.

Observe and discuss how characters’ circumstances and choices impact audience members’ perspectives and reactions in a drama/ theatre work.

Identify and explain similarities between story elements and personal experiences, peer experiences, and culture comparisons (e.g., Oklahoma culture compared with other cultures) in dramatic play or guided drama experiences, and/or in developmentally appropriate theatrical performances viewed.

Create drama/theatre works by connecting artistic ideas to personal, societal, cultural, or historical contexts and incorporating other content areas in drama/theatre work.

Contribute to drama/theatre works to develop connections between the history and culture of others to Oklahoma history and culture, including the stories and storytelling contributions of the Oklahoma American Indian Tribes.

Research societal, historical, and cultural context for a performance by analyzing similarities and differences between stories/ plays set in different cultures in preparation for a drama/theatre work.

Use developmentally appropriate literature to conceptualize and sequence a unified piece of drama/theatre to demonstrate an understanding of plot, character, main idea/theme, action, and dialogue.

Imagine and collaborate with peers to conceptualize detailed technical elements for a unified drama/theatre concept; use non-representational materials to create props, puppets, masks, costume pieces, etc., and describe, illustrate, physically arrange or create playing spaces for drama/theatre experiences.

Develop characters authentic to the drama/theatre work by demonstrating voice, body language, gestures, facial expressions, movements and using clear speaking, rate, fluency, expression, and appropriate vocabulary to impact the development of characters. Express ideas concerning character through a combination of drawing, writing, and/or discussion.

Create and communicate ideas, sequence events/plot and synthesize ideas to create plot points, propose details and design elements, and create words/ dialogue and actions to refine characters and develop a completed story.

Demonstrate collaborative and interdisciplinary skills by cooperating with others to plan setting, technical elements, and other details for drama/theatre experience by engaging with peers, defining roles/responsibilities, and participating in group decision making to develop and practice an original piece of drama/theatre.

Prepare a unified drama/ theatre work for presentation and convey meaning by using theatre vocabulary, creating, revising, and appropriately adding to ideas, and demonstrating imagination, focus, concentration.

Use the body to create and refine a vivid character by manipulating energy, gestures, etc.; use voice to create and refine a vivid character by manipulating volume, pitch, etc.; justify character choices and identify similarities between characters and oneself in a drama/theatre experience.

Integrate technical elements to create an emotional impact or convey meaning by working creatively and collaborating with others to conceptualize and create drama/theatre experiences.

Select and demonstrate supportable choices for plot, character, setting, design and technical elements, and listen to, accept, and build on the ideas of others to incorporate the most supportable choices for each aspect of drama/theatre work.

Assume roles in a variety of dramatic forms and manipulate the body and voice while developing and defending choices for multiple aspects of drama/theatre work to convey meaning and create an emotional impact.

Demonstrate the use of technical elements in a drama/theatre work to create the most effective emotional impact and to convey meaning.

Present a drama/theatre work informally to an audience with a defined purpose or intent.

Demonstrate audience skills of observing attentively, responding appropriately, and explaining personal reactions to artistic choices in classroom dramatizations and developmentally appropriate theatrical performances, clearly stating opinions supported with details.

Apply critical thinking and examine multiple perspectives to explain why different people enacted, saw, heard, and felt similar/different things in dramatic play, guided drama, and/or in developmentally appropriate theatrical performances viewed.

Make informed evaluations of and recommendations for drama/theatre work by applying criteria to evaluate dramatic and theatrical choices.

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

Observe, discuss, and assess how characters’ circumstances and choices impact audience members’ perspectives and reactions in a drama/ theatre work.

Read plays/stories from a variety of cultures and historical periods and identify the characters, settings, plots, themes, and conflicts to understand how these connect to oneself, community, and world at large.

Analyze how drama/theatre works, plays, and characters relate to real life.

Create drama/theatre works to connect the history and culture of Oklahoma (including the stories and storytelling contributions of the Oklahoma American Indian Tribes) and other cultures.

Analyze commonalities and uniqueness between stories/plays set in different cultures/historical contexts in preparation for drama/theatre work.

Research visual elements from a societal, historical, and cultural context to create a unified drama/theatre design.

Conceptualize a unified piece of drama/theatre by articulating creative ideas in playwriting, improvisation, and staging.

Conceptualize and craft technical elements for a unified drama/theatre concept and use theatre vocabulary to describe the most appropriate and meaningful choices.

Develop characters authentic to the drama/theatre work by: developing physical and vocal character traits; exploring characters’ inner thoughts and their impact on character traits, relationships, and story development; and formulating dialogue and actions.

Imagine and refine ideas and artistic choices through exploration and critical analysis in an original or scripted drama/theatre work.

Demonstrate collaborative skills by working effectively and respectfully with a diverse team to incorporate a variety of artistic ideas in an original or scripted drama/theatre work.

Examine choices (performance, design, tech) contributing to a unified drama/ theatre work.

Develop characters through imagination, research, observation, physical movement, gesture, sound, word choice, dialogue, rate, pitch, volume, etc.

Integrate technical elements to create emotional impact or convey meaning by working creatively and collaboratively to conceptualize and create settings, costumes, and props for drama/theatre experiences.

Demonstrate that there are multiple technical and performance choices for every drama/theatre work and select the most supportable choice for the moment.

Experiment with meaningful, effective, and appropriate physical and vocal traits of characters in improvised, original, or scripted drama/theatre work and select the most supportable choices.

Develop expertise by participating in a variety of dramatic and theatre forms (e.g., pantomime, tableau, puppetry, story enactment, reader’s theatre, musical theatre, documentary theatre, etc.).

Through script analysis, determine the technical elements necessary for a drama/ theatre work.

Present a rehearsed original or scripted drama/theatre work for a classroom or community audience and engage in shared reflection.

Model audience skills of observing attentively; analyze reactions to a read, live, or recorded performance; and develop criteria necessary to analyze a drama/theatre work.

Discuss related personal experiences relevant to plot events in a performance.

Discuss responses to character and technical elements based on cultural perspectives when participating in, contributing to, or observing drama/theatre.

Recognize and share artistic and aesthetic preferences when contributing to or observing drama/theatre works.

Collaboratively develop criteria to evaluate a variety of aspects of drama/theatre work.

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

Observe and analyze formal and informal audience response.

Develop respect for theatre, its practitioners, and conventions such as copyright law.