Tennessee K–6 theatre standards

With prompting and support, retell a personal experience or story in a guided theatrical experience (e.g., process drama, story drama, creative drama, etc.).

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

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

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

With prompting and support, appropriately interact with peers and contribute to dramatic play/theatrical work or a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

With prompting and support, express original ideas in dramatic play/theatrical work or a guided drama experience (e.g., creative drama, process drama, story drama, etc.)

With prompting and support, identify the who, what, and where of a story in order to ask and answer questions in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

With prompting and support, identify characters, setting, and/or plot in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

With prompting and support, understand that voice and sound are fundamental to dramatic play and guided drama experiences (e.g., process drama, story drama, creative drama, etc.).

With prompting and support, explore and experiment with various technical elements in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Use body, face, gestures, and /or voice to communicate character traits and emotions in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

With prompting and support, express an emotional response to characters in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

With prompting and support, explore and identify preferences in dramatic play, a guided drama experience (e.g., process drama, story drama, creative drama, etc.), or age-appropriate theatre performance.

With prompting and support, name and describe characters, settings, and/or plot in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

With prompting and support, actively engage with others in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Identify and express character emotions in a guided drama experience (e.g., process drama, story drama, creative drama, etc.), and relate it to personal experience.

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

Develop a character in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Collaborate with peers to incorporate safe and appropriate use of costumes and props in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Identify and demonstrate ways in which gestures and movement may be used to create or retell a story in guided drama experiences (e.g., process drama, story drama, creative drama, etc.).

Recognize the role of other characters' contributions to the development of a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

With prompting and support, participate in group character decision making in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Adapt a character from literature or other source in order to contribute to the development of a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Incorporate different appropriate sounds and movements as characters in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Imagine multiple representations of a single object in a guided drama experience in an ensemble environment (e.g., process drama, story drama, creative drama, etc.).

Describe a story's character and actions through dialogue in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

With prompting and support, use voice and sound in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

With prompting and support, identify and understand that physical movement is fundamental to guided drama experiences (e.g., process drama, story drama, creative drama, etc.).

With prompting and support, identify technical elements that can be used in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

With prompting and support, use movement and gestures to communicate emotions in a guided drama experienc e (e.g., process drama, story drama, creative drama, etc.).

Recall choices made in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Explain preferences and/or emotions in a guided drama experience (e.g., process drama, story drama, creative drama) or age-appropriate theatre performance.

Identify causes of character actions in a guided drama experience (e.g., process drama, story drama, or creative drama, etc.).

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

Build on others' ideas in a guided drama experience e g process drama, story drama, creative drama, etc.).

Identify props and/or costumes that might be used in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Compare and contrast the experiences of characters in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Relate character experiences to personal experiences, and express them in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Identify appropriate skills and knowledge from different art forms and content areas to apply in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Propose potential new details to plot and story in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Collaborate with peers to conceptualize scenery in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Identify and/or demonstrate ways in which voice and sounds may be used to create or retell a story in guided drama experiences (e.g., process drama, story drama, creative drama, etc.).

Demonstrate basic understanding of setting in order to contribute to the development of a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

With prompting and support, participate in group decision making in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Demonstrate basic understanding of various settings to the adaptation of a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Incorporate different appropriate sounds and movements to create setting in a guided drama experience (e.g., process drama, story drama, creative drama, etc.). [Note appropriate and safe are developmentally important and reflect current standards.]

Incorporate a single object through multiple representations in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Interpret story elements in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Alter voice and/or body to expand and articulate nuances of a character in a guided drama experience (e.g., process drama, story drama, creative drama, etc.)

Demonstrate the relationship between and among body, voice, and mind in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Explore technical elements in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Contribute to group guided drama experiences (e.g., process drama, story drama, creative drama, etc.) and informally share with peers.

Recognize when artistic choices are made in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Explain how personal preferences and emotions affect an observer's response in D guided drama experience e.g., process drama, story drama, creative drama, etc.) or age-appropriate theatre performance.

Identify causes and consequences of character actions in a guided drama experience (e.g., process drama, story drama, or creative drama, etc.).

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 (e.g., process drama, story drama, creative drama, etc.).

Contribute to a scene in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

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

Describe how characters respond to challenges in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Use personal experiences and knowledge to make connections to community and culture in a theatrical work.

Identify connections to community, social issues, and other content areas in theatrical work.

Create roles, imagined worlds, and improvised stories in a theatrical work.

Imagine articulate and/or artistically express ideas for costumes, props, and sets for the environment and characters in a theatrical work.

Discuss and/or demonstrate how characters might move and speak to support a story.

Demonstrate basic understanding of plot structure in order to contribute to the development of a sequential plot in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

With prompting and support, participate in group decision making in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Demonstrate basic understanding of a specific plot in order to contribute to the adaptation of the plot in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Incorporate different appropriate sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Incorporate the use of objects through multiple representations in a guided drama experience in an ensemble environment (e.g., process drama, story drama, creative drama, etc.).

Apply the elements of dramatic structure to a story and create a theatrical work.

Investigate how movement and voice are incorporated into theatrical work.

Participate in a variety of physical, vocal, and cognitive exercises that can be used in a group setting for theatrical work.

Identify the basic technical elements that can be used in theatrical work.

Practice theatrical work, and share reflections individually and in small groups.

Understand why artistic choices are made in a theatrical work.

Consider multiple personal experiences when participating in or observing a theatrical work.

Consider multiple ways to develop a character using physical characteristics and prop and/ or costume design choices that reflect cultural perspectives in theatrical work.

Examine how connections are made between oneself and a character's emotions in theatrical work.

Understand how and why groups evaluate theatrical work.

Consider and analyze technical elements from multiple theatrical works.

Evaluate and analyze problems and situations in a theatrical work from an audience perspective.

Identify the ways theatrical work reflects the perspectives of a community or culture.

Respond to community and social issues, and incorporate other content areas in theatrical work.

Articulate and/or demonstrate the visual details of imagined worlds and improvised stories that support the given circumstances in a theatrical work.

Visualize and design technical elements that support the story and given circumstances in a theatrical work.

imagine and articulate and/or demonstrate how a character might move to support the story and given circumstances in theatre work.

With peers, contribute to the development of meaningful dialogue in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Contribute ideas and compare ideas with peers to make selections that will enhance and deepen a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Contribute to the adaptation of dialogue in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Use and/or adapt sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Generate independently multiple representations of a single object in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).

Modify the dialogue and action to change the story in a theatrical work.

Replicate a character based upon physical attributes presented in a theatrical work.

Practice selected exercises that can be used in a group setting for theatrical work.

Propose the use of technical elements in a theatrical work.

Share small-group theatrical work, with peers as audience.

Identify artistic choices made in a theatrical work through participation and observation.

Compare and contrast multiple personal experiences when participating in or observing a theatrical work.

Compare and contrast the qualities of characters in a theatrical work through physical characteristics and prop or costume design choices that reflect cultural perspectives.

Identify and discuss physiological changes connected to emotions in theatrical work.

Propose a plan to evaluate theatrical work.

Investigate how technical elements may support a theme or idea in a theatrical work.

Observe how a character's choices impact an audience's perspective in a theatrical work.

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

Investigate historical, global, and social issues expressed in theatrical work.

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

Propose design ideas that support the story and given circumstances in a theatrical work.

Imagine and explain how a character's inner thoughts impact the story and given circumstances in a theatrical work

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

Pa rtici pate in defi ne d roles required to present a theatrical work i n f o rm all y to a n aud i en c e.

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

Participate in and contribute to physical and vocal exercise techniques for an improvised or scripted theatrical work.

Create innovative solutions to design and resolve technical problems that arise in rehearsal for a theatrical work.

Describe the underlying thoughts and emotions that create dialogue and action in a theatrical work.

Use physical choices to create meaning in a theatrical work

With support, choose acting exercises that can be applied to a theatrical work.

Demonstrate the use of technical elements in a theatrical work.

Present theatrical work informally to an audience.

Explain personal reactions to artistic choices made in a theatrical work through participation and observation.

Justify responses based on personal experiences when participating in or observing a theatrical work.

Explain responses to characters based on cultural perspectives when pa rticipating in or observing theatrical work.

Investig at e the effec ts of em oti ons on posture, gest ur e, breathi ng, an d v oca l i ntonatio n in a t hea t r ical work.

Develop and implement a plan to evaluate theatrical work.

Assess how technical elements represent the theme of a theatrical work.

Recognize how a character's circumstances impact an audience's perspective in a theatrical work.

Explain how the actions and motivations of characters in a theatrical work may impact D community or culture's understanding.

Identify universal themes or common social issues, and express them through a theatrical work.

Analyze two different versions of the same theatrical work to determine differences and similarities in each story.

Investigate the time period and place of a theatrical work to understand performance and design choices.

Identify solutions to staging challenges in a theatrical work.

Identify solutions to design challenges in a theatrical work.

Explore a scripted or improvised character by imagining possible given circumstances in a theatrical work.

Analyze original ideas and artistic choices, and incorporate the ideas of others to improve, refine, and edit a devised or scripted theatrical work.

Demonstrate appropriate theatre etiquette during a theatrical work.

Discuss and identify artistic choices in order to refine a devised or scripted theatrical work.

Identify the elements of a planned technical design during the rehearsal process for a devised or scripted theatrical work (e.g., lighting, sound, scenery, props, costumes, makeup, etc.).

Explore various physical and vocal techniques for character development in an improvised or scripted theatrical work.

Describe the underlying thoughts and emotions that create dialogue and action in a theatrical work.

Demonstrate physical choices which help create meaning in a theatrical work.

Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or theatrical work.

Choose multiple technical elements that can be applied to a design in a theatrical work.

Incorporate voice, movement, and gestures to communicate emotions in a guided theatrical experience (e.g., process drama, story drama, creative drama, etc.).

Describe and record personal reactions to artistic choices in a theatrical work.

Make personal character choices based on other artists' ideas and/or personal experiences in a theatrical work.

Identify multiple cultural perspectives that may influence a theatrical work.

Identify and discuss personal aesthetics, preferences, and beliefs through participation in or observation of theatrical work.

Use supporting evidence and artistic criteria to evaluate a theatrical work.

Use knowledge of multiple production elements to assess aesthetic choices in a theatrical work.

Identify and evaluate issues and situations in a theatrical work from an audience member's perspective.