YourStateStandards

Vermont K–6 theatre standards

Vermont adopted National Core Arts Standards and publishes no theatre standards of its own. The 161 standards below are that document. Every one is matched to a national standard.

NCAS is the adopted framework; CSP carries no Vermont theatre family. The NCAS theatre (TH) anchors ARE Vermont's theatre standards.

Framework
National Core Arts Standards
Adopted
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Source last checked
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Read the official document

161 standards, kindergarten through 6th grade

  • TH:Cn10.1.KaK
    With prompting and support, identify similarities between characters and oneself in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cn11.1.KaK
    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).
  • TH:Cn11.2.KaK
    With prompting and support, identify stories that are different from one another in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cn11.2.KbK
    With prompting and support, tell a short story in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr1.1.KaK
    With prompting and support, invent and inhabit an imaginary elsewhere in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr1.1.KbK
    With prompting and support, use nonrepresentational materials to create props, puppets, and costume pieces for dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr2.1.KaK
    With prompting and support, interact with peers and contribute to dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr2.1.KbK
    With prompting and support, express original ideas in dramatic play or a guided drama experience (e.g., creative drama, process drama, story drama).
  • TH:Cr3.1.KaK
    With prompting and support, ask and answer questions in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Pr4.1.KaK
    With prompting and support, identify characters and setting in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Pr5.1.KaK
    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).
  • TH:Pr5.1.KbK
    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).
  • TH:Pr6.1.KaK
    With prompting and support, use voice and sound in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Re7.1.KaK
    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).
  • TH:Re8.1.KaK
    With prompting and support, identify preferences in dramatic play, a guided drama experience (e.g., process drama, story drama, creative drama), or age-appropriate theatre performance.
  • TH:Re8.1.KbK
    With prompting and support, name and describe settings in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Re9.1.KaK
    With prompting and support, actively engage with others in dramatic play or a guided drama experience ((e.g., process drama, story drama, creative drama).
  • TH:Cn10.1.1a1
    Identify character emotions in a guided drama experience (e.g., process drama, story drama, creative drama) and relate it to personal experience.
  • TH:Cn11.1.1a1
    Apply skills and knowledge from different art forms and content areas in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cn11.2.1a1
    With prompting and support, identify stories that are different from one another in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cn11.2.1b1
    With prompting and support, tell a short story in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr1.1.1a1
    Propose potential choices characters could make in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr1.1.1b1
    Collaborate with peers to conceptualize costumes and props in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr1.1.1c1
    Identify 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).
  • TH:Cr2.1.1a1
    Contribute to the development of a sequential plot in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr2.1.1b1
    With prompting and support, participate in group decision making in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr3.1.1a1
    Contribute to the adaptation of the plot in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr3.1.1b1
    Identify similarities and differences in sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr3.1.1c1
    Collaborate to imagine multiple representations of a single object in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Pr4.1.1a1
    Describe a story’s character actions and dialogue in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Pr4.1.1b1
    Use body, face, gestures, and voice to communicate character traits and emotions in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Pr5.1.1a1
    With prompting and support, identify and understand that physical movement is fundamental to guided drama experiences (e.g., process drama, story drama, creative drama).
  • TH:Pr5.1.1b1
    With prompting and support, identify technical elements that can be used in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Pr6.1.1a1
    With prompting and support, use movement and gestures to communicate emotions in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Re7.1.1a1
    Recall choices made in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Re8.1.1a1
    Explain preferences and emotions in a guided drama experience (e.g., process drama, story drama, creative drama), or age-appropriate theatre performance.
  • TH:Re8.1.1b1
    Identify causes of character actions in a guided drama experience (e.g., process drama, story drama, or creative drama).
  • TH:Re8.1.1c1
    Explain or use text and 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).
  • TH:Re9.1.1a1
    Build on others’ ideas in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Re9.1.1b1
    Identify props and costumes that might be used in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Re9.1.1c1
    Compare and contrast the experiences of characters in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cn10.1.2a2
    Relate character experiences to personal experiences in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cn11.1.2a2
    Determine 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).
  • TH:Cn11.2.2a2
    Identify similarities and differences in stories from multiple cultures in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cn11.2.2b2
    Collaborate on the creation of a short scene based on a non-fiction literary source in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr1.1.2a2
    Propose potential new details to plot and story in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr1.1.2b2
    Collaborate with peers to conceptualize scenery in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr1.1.2c2
    Identify 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).
  • TH:Cr2.1.2a2
    Collaborate with peers to devise meaningful dialogue in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr2.1.2b2
    Contribute ideas and make decisions as a group to advance a story in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr3.1.2a2
    Contribute to the adaptation of dialogue in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr3.1.2b2
    Use and adapt sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr3.1.2c2
    Generate independently multiple representations of a single object in a guided drama experience (e.g., process drama, story drama, creative drama.
  • TH:Pr4.1.2a2
    Interpret story elements in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Pr4.1.2b2
    Alter voice and body to expand and articulate nuances of a character in a guided drama experience (e.g., (e.g., process drama, story drama, creative drama).
  • TH:Pr5.1.2a2
    Demonstrate the relationship between and among body, voice, and mind in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Pr5.1.2b2
    Explore technical elements in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Pr6.1.2a2
    Contribute to group guided drama experiences (e.g., process drama, story drama, creative drama) and informally share with peers.
  • TH:Re7.1.2a2
    Recognize when artistic choices are made in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Re8.1.2a2
    Explain how personal preferences and emotions affect an observer’s response in a guided drama experience (e.g., process drama, story drama, creative drama), or age-appropriate theatre performance.
  • TH:Re8.1.2b2
    Identify causes and consequences of character actions in a guided drama experience (e.g., process drama, story drama, or creative drama).
  • TH:Re8.1.2c2
    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).
  • TH:Re9.1.2a2
    Collaborate on a scene in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Re9.1.2b2
    Use a prop or costume in a guided drama experience (e.g., process drama, story drama, creative drama) to describe characters, settings, or events.
  • TH:Re9.1.2c2
    Describe how characters respond to challenges in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cn10.1.3a3
    Use personal experiences and knowledge to make connections to community and culture in a drama/theatre work.
  • TH:Cn11.1.3a3
    Identify connections to community, social issues and other content areas in drama/theatre work.
  • TH:Cn11.2.3a3
    Explore how stories are adapted from literature to drama/theatre work.
  • TH:Cn11.2.3b3
    Examine how artists have historically presented the same stories using different art forms, genres, or drama/theatre conventions.
  • TH:Cr1.1.3a3
    Create roles, imagined worlds, and improvised stories in a drama/theatre work.
  • TH:Cr1.1.3b3
    Imagine and articulate ideas for costumes, props and sets for the environment and characters in a drama/theatre work.
  • TH:Cr1.1.3c3
    Collaborate to determine how characters might move and speak to support the story and given circumstances in drama/theatre work.
  • TH:Cr2.1.3a3
    Participate in methods of investigation to devise original ideas for a drama/theatre work.
  • TH:Cr2.1.3b3
    Compare ideas with peers and make selections that will enhance and deepen group drama/theatre work.
  • TH:Cr3.1.3a3
    Collaborate with peers to revise, refine, and adapt ideas to fit the given parameters of a drama theatre work.
  • TH:Cr3.1.3b3
    Participate and contribute to physical and vocal exploration in an improvised or scripted drama/theatre work.
  • TH:Cr3.1.3c3
    Practice and refine design and technical choices to support a devised or scripted drama/theatre work.
  • TH:Pr4.1.3a3
    Apply the elements of dramatic structure to a story and create a drama/theatre work.
  • TH:Pr4.1.3b3
    Investigate how movement and voice are incorporated into drama/theatre work.
  • TH:Pr5.1.3a3
    Participate in a variety of physical, vocal, and cognitive exercises that can be used in a group setting for drama/theatre work.
  • TH:Pr5.1.3b3
    Identify the basic technical elements that can be used in drama/theatre work.
  • TH:Pr6.1.3a3
    Practice drama/theatre work and share reflections individually and in small groups.
  • TH:Re7.1.3a3
    Understand why artistic choices are made in a drama/theatre work.
  • TH:Re8.1.3a3
    Consider multiple personal experiences when participating in or observing a drama/theatre work.
  • TH:Re8.1.3b3
    Consider multiple ways to develop a character using physical characteristics and prop or costume design choices that reflect cultural perspectives in drama/theatre work.
  • TH:Re8.1.3c3
    Examine how connections are made between oneself and a character’s emotions in drama/theatre work.
  • TH:Re9.1.3a3
    Understand how and why groups evaluate drama/theatre work.
  • TH:Re9.1.3b3
    Consider and analyze technical elements from multiple drama/theatre works.
  • TH:Re9.1.3c3
    Evaluate and analyze problems and situations in a drama/theatre work from an audience perspective.
  • TH:Cn10.1.4a4
    Identify the ways drama/theatre work reflects the perspectives of a community or culture.
  • TH:Cn11.1.4a4
    Respond to community and social issues and incorporate other content areas in drama/theatre work.
  • TH:Cn11.2.4a4
    Investigate cross-cultural approaches to storytelling in drama/theatre work.
  • TH:Cn11.2.4b4
    Compare the drama/theatre conventions of a given time period with those of the present.
  • TH:Cr1.1.4a4
    Articulate the visual details of imagined worlds, and improvised stories that support the given circumstances in a drama/theatre work.
  • TH:Cr1.1.4b4
    Visualize and design technical elements that support the story and given circumstances in a drama/theatre work.
  • TH:Cr1.1.4c4
    Imagine how a character might move to support the story and given circumstances in a drama/theatre work.
  • TH:Cr2.1.4a4
    Collaborate to devise original ideas for a drama/theatre work by asking questions about characters and plots.
  • TH:Cr2.1.4b4
    Make and discuss group decisions and identify responsibilities required to present a drama/theatre work to peers.
  • TH:Cr3.1.4a4
    Revise and improve an improvised or scripted drama/theatre work through repetition and collaborative review.
  • TH:Cr3.1.4b4
    Develop physical and vocal exercise techniques for an improvised or scripted drama/theatre work.
  • TH:Cr3.1.4c4
    Collaborate on solutions to design and technical problems that arise in rehearsal for a drama/theatre work.
  • TH:Pr4.1.4a4
    Modify the dialogue and action to change the story in a drama/theatre work.
  • TH:Pr4.1.4b4
    Make physical choices to develop a character in a drama/theatre work.
  • TH:Pr5.1.4a4
    Practice selected exercises that can be used in a group setting for drama/theatre work.
  • TH:Pr5.1.4b4
    Propose the use of technical elements in a drama/theatre work.
  • TH:Pr6.1.4a4
    Share small-group drama/theatre work, with peers as audience.
  • TH:Re7.1.4a4
    Identify artistic choices made in a drama/theatre work through participation and observation.
  • TH:Re8.1.4a4
    Compare and contrast multiple personal experiences when participating in or observing a drama/theatre work.
  • TH:Re8.1.4b4
    Compare and contrast the qualities of characters in a drama/theatre work through physical characteristics and prop or costume design choices that reflect cultural perspectives.
  • TH:Re8.1.4c4
    Identify and discuss physiological changes connected to emotions in drama/ theatre work.
  • TH:Re9.1.4a4
    Propose a plan to evaluate drama/theatre work.
  • TH:Re9.1.4b4
    Investigate how technical elements may support a theme or idea in a drama/theatre work.
  • TH:Re9.1.4c4
    Observe how a character’s choices impact an audience’s perspective in a drama/theatre work.
  • TH:Cn10.1.5a5
    Explain how drama/theatre connects oneself to a community or culture.
  • TH:Cn11.1.5a5
    Investigate historical, global and social issues expressed in drama/theatre work.
  • TH:Cn11.2.5a5
    Analyze commonalities and differences between stories set in different cultures in preparation for a drama/theatre work.
  • TH:Cn11.2.5b5
    Identify historical sources that explain drama/theatre terminology and conventions.
  • TH:Cr1.1.5a5
    Identify physical qualities that might reveal a character’s inner traits in the imagined world of a drama/theatre work.
  • TH:Cr1.1.5b5
    Propose design ideas that support the story and given circumstances in a drama/theatre work.
  • TH:Cr1.1.5c5
    Imagine how a character’s inner thoughts impact the story and given circumstances in a drama/ theatre work
  • TH:Cr2.1.5a5
    Devise original ideas for a drama/theatre work that reflect collective inquiry about characters and their given circumstances.
  • TH:Cr2.1.5b5
    Participate in defined responsibilities required to present a drama/theatre work informally to an audience.
  • TH:Cr3.1.5a5
    Revise and improve an improvised or scripted drama/theatre work through repetition and self-review.
  • TH:Cr3.1.5b5
    Use physical and vocal exploration for character development in an improvised or scripted drama/theatre work.
  • TH:Cr3.1.5c5
    Create innovative solutions to design and technical problems that arise in rehearsal for a drama/theatre work.
  • TH:Pr4.1.5a5
    Describe the underlying thoughts and emotions that create dialogue and action in a drama/theatre work.
  • TH:Pr4.1.5b5
    Use physical choices to create meaning in a drama/theatre work.
  • TH:Pr5.1.5a5
    Choose acting exercises that can be applied to a drama/theatre work.
  • TH:Pr5.1.5b5
    Demonstrate the use of technical elements in a drama/theatre work.
  • TH:Pr6.1.5a5
    Present drama/theatre work informally to an audience.
  • TH:Re7.1.5a5
    Explain personal reactions to artistic choices made in a drama/theatre work through participation and observation.
  • TH:Re8.1.5a5
    Justify responses based on personal experiences when participating in or observing a drama/theatre work.
  • TH:Re8.1.5b5
    Explain responses to characters based on cultural perspectives when participating in or observing drama/theatre work.
  • TH:Re8.1.5c5
    Investigate the effects of emotions on posture, gesture, breathing, and vocal intonation in a drama/theatre work.
  • TH:Re9.1.5a5
    Develop and implement a plan to evaluate drama/theatre work.
  • TH:Re9.1.5b5
    Assess how technical elements represent the theme of a drama/theatre work.
  • TH:Re9.1.5c5
    Recognize how a character’s circumstances impact an audience’s perspective in a drama/theatre work.
  • TH:Cn10.1.6a6
    Explain how the actions and motivations of characters in a drama/theatre work impact perspectives of a community or culture.
  • TH:Cn11.1.6a6
    Identify universal themes or common social issues and express them through a drama/theatre work.
  • TH:Cn11.2.6a6
    Research and analyze two different versions of the same drama/theatre story to determine differences and similarities in the visual and aural world of each story.
  • TH:Cn11.2.6b6
    Investigate the time period and place of a drama/theatre work to better understand performance and design choices.
  • TH:Cr1.1.6a6
    Identify possible solutions to staging challenges in a drama/theatre work.
  • TH:Cr1.1.6b6
    Identify solutions to design challenges in a drama/theatre work.
  • TH:Cr1.1.6c6
    Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
  • TH:Cr2.1.6a6
    Use critical analysis to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work.
  • TH:Cr2.1.6b6
    Contribute ideas and accept and incorporate the ideas of others in preparing or devising drama/theatre work.
  • TH:Cr3.1.6a6
    Articulate and examine choices to refine a devised or scripted drama/theatre work.
  • TH:Cr3.1.6b6
    Identify effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.
  • TH:Cr3.1.6c6
    Explore a planned technical design during the rehearsal process for a devised or scripted drama/theatre work.
  • TH:Pr4.1.6a6
    Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work.
  • TH:Pr4.1.6b6
    Experiment with various physical choices to communicate character in a drama/theatre work.
  • TH:Pr5.1.6a6
    Recognize how acting exercises and techniques can be applied to a drama/theatre work.
  • TH:Pr5.1.6b6
    Articulate how technical elements are integrated into a drama/ theatre work.
  • TH:Pr6.1.6a6
    Adapt a drama/theatre work and present it informally for an audience.
  • TH:Re7.1.6a6
    Describe and record personal reactions to artistic choices in a drama/theatre work.
  • TH:Re8.1.6a6
    Explain how artists make choices based on personal experience in a drama/theatre work.
  • TH:Re8.1.6b6
    Identify cultural perspectives that may influence the evaluation of a drama/theatre work.
  • TH:Re8.1.6c6
    Identify personal aesthetics, preferences, and beliefs through participation in or observation of drama/ theatre work.
  • TH:Re9.1.6a6
    Use supporting evidence and criteria to evaluate drama/theatre work.
  • TH:Re9.1.6b6
    Apply the production elements used in a drama/theatre work to assess aesthetic choices.
  • TH:Re9.1.6c6
    Identify a specific audience or purpose for a drama/theatre work.

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