South Carolina K–6 theatre standards

I can apply concepts from other arts disciplines and content areas to work in theatre.

I can research topics about careers in theatre that interest me.

I can utilize credible sources to extract information about a theatre topic.

I can express my own opinions about a theatrical topic while citing information from multiple credible sources.

I can apply theatre concepts to other arts disciplines and content areas.

I can identify specific skills required for various careers in theatre.

I can collect available print and non-print resources for a topic.

I can examine resources for information about a particular theatre topic.

I can use resources to answer my questions about a theatre topic.

I can examine the relationship between theatre and specific content from another arts discipline and content area.

I can demonstrate and describe the skills needed for careers in theatre.

I can design effective marketing and informational materials for a dramatic production.

I can examine available resources to find those with the most pertinent information.

I can identify what makes a source credible.

I can examine sources of collected research information for their credibility.

I can demonstrate and describe the relationship between theatre and a concept from another subject.

I can identify specific careers in theatre.

I can describe how professional theatre artists work together.

I can examine how the research of a theatre topic improves my knowledge.

I can research and analyze information from electronic and/or non-electronic sources for use in theatre activities.

I can identify non-arts concepts in a theatrical work.

I can identify topics in theatre that interest me.

I can identify familiar historical elements in a theatrical work.

I can identify familiar cultural elements in a theatrical work.

I can demonstrate a relationship between theatre and another subject.

I can identify and demonstrate the skills in theatre that interest me.

I can collect sources to justify my theatre choices.

I can ask and answer questions to clarify my understanding of a particular theatre topic.

I can write a short scene or monologue using proper script format.

I can revise the script structure of a short scene or monologue.

I can collaborate with actors to bring my short scene or monologue to life.

I can create a design from a technical element inspired by a professional designer.

I can connect dramatic texts to reference materials in order to justify my designs.

I can classify additional elements of dramatic structure (i.e. exposition, inciting incident, rising action, conflict, climax, falling action, resolution, and denouement).

I can describe how conflict is the essence of drama.

I can demonstrate my knowledge of proper script format.

I can determine the technical elements necessary for a theatrical work.

I can examine the work of professional technical theatre artists.

I can outline specific elements in my dramatic text.

I can draft specific elements in a dramatic text.

I can revise specific elements in a dramatic text.

I can identify design challenges in production for a dramatic text.

I can explain and present solutions to design challenges in a theatrical work.

I can collaborate with peers to create dialogues in a scene.

I can collaborate with peers to improvise multiple dialogue choices.

I can demonstrate how to responsibly use basic technical elements.

I can use basic technical elements safely in a small project.

I can identify basic plot elements from a prompt.

I can identify basic character qualities from a prompt.

I can identify details about the setting of a simple play or script.

I can identify technical elements such as scenery, costumes, makeup, props, lighting and sound in a prompt.

I can explain the relationship between technical elements.

I can make choices about how to tell a story non-verbally.

I can change elements of the story through movement.

I can explain the function of technical elements such as scenery, costumes, makeup, props, lighting, and sound.

I can recognize the function of a designer in the theatre.

I can analyze a script to determine given circumstances.

I can define my character's motivation, objective, obstacles and tactics.

I can connect character motivation, objective, obstacles and tactics to a perform-ance.

I can apply a director's vision to a simple scene.

I can make and explain directing choices in small groups

I can portray a character within the context of a story using my body (i.e. pantomime) and voice (i.e. projection, tone, diction, rate, pitch).

I can examine the work of a professional actor or theatre theorist to learn their technique.

I can identify stage geography.

I can identify between parts of a stage.

I can distinguish between different types of performance spaces used by directors.

I can identify various acting techniques (i.e. sensory recall) used to make bold choices.

I can research and observe people to create characters.

I can apply different acting techniques in improvised and scripted scenes.

I can explore levels in the stage picture.

I can explore movement patterns to block a simple scene.

I can experiment with a number of character choices in relation to other characters and conditions.

I can adjust my acting choices based on feedback and side-coaching.

I can describe the function of the director in the theatre.

I can explore the basic history of directing.

I can identify that the tools of the actor are the body, mind, voice, and collaboration.

I can recognize that pretend play is dramatic acting.

I can participate collaboratively in guided drama experiences.

I can demonstrate cooperation and support as a member of an ensemble.

I can show the difference between performance and audience spaces.

I can define the purpose of different performance and audience spaces.

I can make choices about using my, body and/or voice to imitate a variety of characters, conditions and emotions.

I can demonstrate ways that characters change in a guided dramatic experience.

I can respond appropriately to directions and side coaching given to the group as well as myself.

I can demonstrate simple blocking techniques.

I can communicate my own aesthetic and artistic preferences.

I can express my opinion about a live or recorded performance, based on my own aesthetic and artistic preferences.

I can describe choices that did and did not contribute to the rehearsal process.

I can plan the next step in my rehearsal process.

I can create a simple scene/project using another historical period as an inspiration.

I can make cultural and personal connections between myself and my classmates.

I can identify what I like or dislike in a live or recorded performance.

I can share my own likes and dislikes of artistic choices within a theatrical work with others.

I can use rehearsal time effectively.

I can prepare for rehearsal.

I can use theatre equipment safely.

I can create simple scenes/projects using my knowledge of a specific culture or historical time period.

I can examine the role of theatre within my own culture and time period.

I can evaluate artistic choices and their effect on the audience in a live or recorded performance.

I can evaluate and justify artistic choices.

I can describe how my performance choices contributed to the production process.

I can describe how choices in stagecraft contributed to the production process.

I can read a visual or aural text from another culture to create a simple scene or project.

I can participate in theatre games to explore characters from other cultures and historical periods.

I can recognize that a performance is made of many different artistic choices.

I can justify why an artistic choice was made in a theatrical performance.

I can describe the responsibilities of the theatre artist through his artistic choices within the context of a live or recorded production.

I can evaluate why theatre artist professionalism is necessary.

I can alter a story based on a specific time period.

I can alter a story based on an historical time period.

I can model appropriate audience behaviors for the specific performance type.

I can explain why audience etiquette is necessary.

I can recognize that the performer/theatre artist has a separate job from the audience.

I can recognize that the performer has a responsibility to the audience.

I can recognize that all cultures explore theatrical elements.

I can participate in theatre games to explore characters from other cultures and historical periods.

I can recognize that a performance is made of many different production elements.

I can recognize that a performance is made of many different theatre conventions.

I can justify why the performer/theatre artist has a separate job from the audience.

I can recognize how the relationship between the theatre artist and the audience can affect one another.

I can recognize how a specific culture explores theatrical elements.

I can make cultural and personal connections between myself and my classmates.