YourStateStandards

Tennessee K–6 theatre standards

Tennessee writes its own theatre standards. They are published as Tennessee Academic Standards for Fine Arts, adopted 2018 and are not a version of a national framework. 148 of 149 are matched to a national standard.

Theatre (T), K-5 from the Theatre K-5 table and grade 6 from the Theatre 6-8 table. CSP held grade 6 alone.

Framework
Tennessee Academic Standards for Fine Arts
Adopted
2018
Source last checked
August 8, 2026
Read the official document

149 standards, kindergarten through 6th grade

  • K.T.Cn1.AK
    With prompting and support, retell a personal experience or story in a guided theatrical experience (e.g., process drama, story drama, creative drama, etc.).
  • K.T.Cn2.AK
    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.).
  • K.T.Cr1.AK
    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.).
  • K.T.Cr1.BK
    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.).
  • K.T.Cr2.AK
    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.).
  • K.T.Cr2.BK
    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.)
  • K.T.Cr3.AK
    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.).
  • K.T.P1.AK
    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.).
  • K.T.P2.AK
    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.).
  • K.T.P2.BK
    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.).
  • K.T.P3.AK
    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.).
  • K.T.R1.AK
    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.).
  • K.T.R2.AK
    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.
  • K.T.R2.BK
    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.).
  • K.T.R3.AK
    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.).
  • 1.T.Cn1.A1
    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.
  • 1.T.Cn2.A1
    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.).
  • 1.T.Cr1.A1
    Develop a character in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 1.T.Cr1.B1
    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.).
  • 1.T.Cr1.C1
    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.).
  • 1.T.Cr2.A1
    Recognize the role of other characters' contributions to the development of a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 1.T.Cr2.B1
    With prompting and support, participate in group character decision making in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 1.T.Cr3.A1
    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.).
  • 1.T.Cr3.B1
    Incorporate different appropriate sounds and movements as characters in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 1.T.Cr3.C1
    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.).
  • 1.T.P1.A1
    Describe a story's character and actions through dialogue in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 1.T.P1.B1
    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.).
  • 1.T.P2.A1
    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.).
  • 1.T.P2.B1
    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.).
  • 1.T.P3.A1
    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.).
  • 1.T.R1.A1
    Recall choices made in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 1.T.R2.A1
    Explain preferences and/or emotions in a guided drama experience (e.g., process drama, story drama, creative drama) or age-appropriate theatre performance.
  • 1.T.R2.B1
    Identify causes of character actions in a guided drama experience (e.g., process drama, story drama, or creative drama, etc.).
  • 1.T.R2.C1
    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.).
  • 1.T.R3.A1
    Build on others' ideas in a guided drama experience e g process drama, story drama, creative drama, etc.).
  • 1.T.R3.B1
    Identify props and/or costumes that might be used in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 1.T.R3.C1
    Compare and contrast the experiences of characters in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 2.T.Cn1.A2
    Relate character experiences to personal experiences, and express them in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 2.T.Cn2.A2
    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.).
  • 2.T.Cr1.A2
    Propose potential new details to plot and story in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 2.T.Cr1.B2
    Collaborate with peers to conceptualize scenery in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 2.T.Cr1.C2
    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.).
  • 2.T.Cr2.A2
    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.).
  • 2.T.Cr2.B2
    With prompting and support, participate in group decision making in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 2.T.Cr3.A2
    Demonstrate basic understanding of various settings to the adaptation of a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 2.T.Cr3.B2
    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.]
  • 2.T.Cr3.C2
    Incorporate a single object through multiple representations in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 2.T.P1.A2
    Interpret story elements in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 2.T.P1.B2
    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.)
  • 2.T.P2.A2
    Demonstrate the relationship between and among body, voice, and mind in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 2.T.P2.B2
    Explore technical elements in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 2.T.P3.A2
    Contribute to group guided drama experiences (e.g., process drama, story drama, creative drama, etc.) and informally share with peers.
  • 2.T.R1.A2
    Recognize when artistic choices are made in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 2.T.R2.A2
    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.
  • 2.T.R2.B2
    Identify causes and consequences of character actions in a guided drama experience (e.g., process drama, story drama, or creative drama, etc.).
  • 2.T.R2.C2
    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.).
  • 2.T.R3.A2
    Contribute to a scene in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 2.T.R3.B2
    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.
  • 2.T.R3.C2
    Describe how characters respond to challenges in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 3.T.Cn1.A3
    Use personal experiences and knowledge to make connections to community and culture in a theatrical work.
  • 3.T.Cn2.A3
    Identify connections to community, social issues, and other content areas in theatrical work.
  • 3.T.Cr1.A3
    Create roles, imagined worlds, and improvised stories in a theatrical work.
  • 3.T.Cr1.B3
    Imagine articulate and/or artistically express ideas for costumes, props, and sets for the environment and characters in a theatrical work.
  • 3.T.Cr1.C3
    Discuss and/or demonstrate how characters might move and speak to support a story.
  • 3.T.Cr2.A3
    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.).
  • 3.T.Cr2.B3
    With prompting and support, participate in group decision making in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 3.T.Cr3.A3
    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.).
  • 3.T.Cr3.B3
    Incorporate different appropriate sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 3.T.Cr3.C3
    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.).
  • 3.T.P1.A3
    Apply the elements of dramatic structure to a story and create a theatrical work.
  • 3.T.P1.B3
    Investigate how movement and voice are incorporated into theatrical work.
  • 3.T.P2.A3
    Participate in a variety of physical, vocal, and cognitive exercises that can be used in a group setting for theatrical work.
  • 3.T.P2.B3
    Identify the basic technical elements that can be used in theatrical work.
  • 3.T.P3.A3
    Practice theatrical work, and share reflections individually and in small groups.
  • 3.T.R1.A3
    Understand why artistic choices are made in a theatrical work.
  • 3.T.R2.A3
    Consider multiple personal experiences when participating in or observing a theatrical work.
  • 3.T.R2.B3
    Consider multiple ways to develop a character using physical characteristics and prop and/ or costume design choices that reflect cultural perspectives in theatrical work.
  • 3.T.R2.C3
    Examine how connections are made between oneself and a character's emotions in theatrical work.
  • 3.T.R3.A3
    Understand how and why groups evaluate theatrical work.
  • 3.T.R3.B3
    Consider and analyze technical elements from multiple theatrical works.
  • 3.T.R3.C3
    Evaluate and analyze problems and situations in a theatrical work from an audience perspective.
  • 4.T.Cn1.A4
    Identify the ways theatrical work reflects the perspectives of a community or culture.
  • 4.T.Cn2.A4
    Respond to community and social issues, and incorporate other content areas in theatrical work.
  • 4.T.Cr1.A4
    Articulate and/or demonstrate the visual details of imagined worlds and improvised stories that support the given circumstances in a theatrical work.
  • 4.T.Cr1.B4
    Visualize and design technical elements that support the story and given circumstances in a theatrical work.
  • 4.T.Cr1.C4
    imagine and articulate and/or demonstrate how a character might move to support the story and given circumstances in theatre work.
  • 4.T.Cr2.A4
    With peers, contribute to the development of meaningful dialogue in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 4.T.Cr2.B4
    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.).
  • 4.T.Cr3.A4
    Contribute to the adaptation of dialogue in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 4.T.Cr3.B4
    Use and/or adapt sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 4.T.Cr3.C4
    Generate independently multiple representations of a single object in a guided drama experience (e.g., process drama, story drama, creative drama, etc.).
  • 4.T.P1.A4
    Modify the dialogue and action to change the story in a theatrical work.
  • 4.T.P1.B4
    Replicate a character based upon physical attributes presented in a theatrical work.
  • 4.T.P2.A4
    Practice selected exercises that can be used in a group setting for theatrical work.
  • 4.T.P2.B4
    Propose the use of technical elements in a theatrical work.
  • 4.T.P3.A4
    Share small-group theatrical work, with peers as audience.
  • 4.T.R1.A4
    Identify artistic choices made in a theatrical work through participation and observation.
  • 4.T.R2.A4
    Compare and contrast multiple personal experiences when participating in or observing a theatrical work.
  • 4.T.R2.B4
    Compare and contrast the qualities of characters in a theatrical work through physical characteristics and prop or costume design choices that reflect cultural perspectives.
  • 4.T.R2.C4
    Identify and discuss physiological changes connected to emotions in theatrical work.
  • 4.T.R3.A4
    Propose a plan to evaluate theatrical work.
  • 4.T.R3.B4
    Investigate how technical elements may support a theme or idea in a theatrical work.
  • 4.T.R3.C4
    Observe how a character's choices impact an audience's perspective in a theatrical work.
  • 5.T.Cn1.A5
    Explain how drama/theatre connects oneself to a community or culture.
  • 5.T.Cn2.A5
    Investigate historical, global, and social issues expressed in theatrical work.
  • 5.T.Cr1.A5
    Identify physical qualities that might reveal a character's inner traits in the imagined world of a theatrical work.
  • 5.T.Cr1.B5
    Propose design ideas that support the story and given circumstances in a theatrical work.
  • 5.T.Cr1.C5
    Imagine and explain how a character's inner thoughts impact the story and given circumstances in a theatrical work
  • 5.T.Cr2.A5
    Devise original ideas for a theatrical work that reflect collective inquiry about characters and their given circumstances.
  • 5.T.Cr2.B5
    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.
  • 5.T.Cr3.A5
    Revise and improve an improvised or scripted theatre work through repetition and collaborative and/or self-review.
  • 5.T.Cr3.B5
    Participate in and contribute to physical and vocal exercise techniques for an improvised or scripted theatrical work.
  • 5.T.Cr3.C5
    Create innovative solutions to design and resolve technical problems that arise in rehearsal for a theatrical work.
  • 5.T.P1.A5
    Describe the underlying thoughts and emotions that create dialogue and action in a theatrical work.
  • 5.T.P1.B5
    Use physical choices to create meaning in a theatrical work
  • 5.T.P2.A5
    With support, choose acting exercises that can be applied to a theatrical work.
  • 5.T.P2.B5
    Demonstrate the use of technical elements in a theatrical work.
  • 5.T.P3.A5
    Present theatrical work informally to an audience.
  • 5.T.R1.A5
    Explain personal reactions to artistic choices made in a theatrical work through participation and observation.
  • 5.T.R2.A5
    Justify responses based on personal experiences when participating in or observing a theatrical work.
  • 5.T.R2.B5
    Explain responses to characters based on cultural perspectives when pa rticipating in or observing theatrical work.
  • 5.T.R2.C5
    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.
  • 5.T.R3.A5
    Develop and implement a plan to evaluate theatrical work.
  • 5.T.R3.B5
    Assess how technical elements represent the theme of a theatrical work.
  • 5.T.R3.C5
    Recognize how a character's circumstances impact an audience's perspective in a theatrical work.
  • 6.T.Cn1.A6
    Explain how the actions and motivations of characters in a theatrical work may impact D community or culture's understanding.
  • 6.T.Cn1.B6
    Identify universal themes or common social issues, and express them through a theatrical work.
  • 6.T.Cn2.A6
    Analyze two different versions of the same theatrical work to determine differences and similarities in each story.
  • 6.T.Cn2.B6
    Investigate the time period and place of a theatrical work to understand performance and design choices.
  • 6.T.Cr1.A6
    Identify solutions to staging challenges in a theatrical work.
  • 6.T.Cr1.B6
    Identify solutions to design challenges in a theatrical work.
  • 6.T.Cr1.C6
    Explore a scripted or improvised character by imagining possible given circumstances in a theatrical work.
  • 6.T.Cr2.A6
    Analyze original ideas and artistic choices, and incorporate the ideas of others to improve, refine, and edit a devised or scripted theatrical work.
  • 6.T.Cr2.B6
    Demonstrate appropriate theatre etiquette during a theatrical work.
  • 6.T.Cr3.A6
    Discuss and identify artistic choices in order to refine a devised or scripted theatrical work.
  • 6.T.Cr3.B6
    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.).
  • 6.T.Cr3.C6
    Explore various physical and vocal techniques for character development in an improvised or scripted theatrical work.
  • 6.T.P1.A6
    Describe the underlying thoughts and emotions that create dialogue and action in a theatrical work.
  • 6.T.P1.B6
    Demonstrate physical choices which help create meaning in a theatrical work.
  • 6.T.P2.A6
    Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or theatrical work.
  • 6.T.P2.B6
    Choose multiple technical elements that can be applied to a design in a theatrical work.
  • 6.T.P3.A6
    Incorporate voice, movement, and gestures to communicate emotions in a guided theatrical experience (e.g., process drama, story drama, creative drama, etc.).
  • 6.T.R1.A6
    Describe and record personal reactions to artistic choices in a theatrical work.
  • 6.T.R2.A6
    Make personal character choices based on other artists' ideas and/or personal experiences in a theatrical work.
  • 6.T.R2.B6
    Identify multiple cultural perspectives that may influence a theatrical work.
  • 6.T.R2.C6
    Identify and discuss personal aesthetics, preferences, and beliefs through participation in or observation of theatrical work.
  • 6.T.R3.A6
    Use supporting evidence and artistic criteria to evaluate a theatrical work.
  • 6.T.R3.B6
    Use knowledge of multiple production elements to assess aesthetic choices in a theatrical work.
  • 6.T.R3.C6
    Identify and evaluate issues and situations in a theatrical work from an audience member's perspective.

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