Vermont K–6 theatre standards

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).

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).

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).

With prompting and support, tell a short story in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

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).

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).

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).

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

With prompting and support, ask and answer questions in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

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

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).

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).

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

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).

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.

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

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

Identify character emotions in a guided drama experience (e.g., process drama, story drama, creative drama) 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).

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).

With prompting and support, tell a short story in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Propose potential choices characters could make in a guided drama experience (e.g., process drama, story drama, creative drama).

Collaborate with peers to conceptualize costumes and props in a guided drama experience (e.g., process drama, story drama, creative drama).

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).

Contribute to the development of a sequential plot in a guided drama experience (e.g., process drama, story drama, creative drama).

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

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

Identify similarities and differences in sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama).

Collaborate to imagine multiple representations of a single object in a guided drama experience (e.g., process drama, story drama, creative drama).

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

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).

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

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

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

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

Explain preferences and 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).

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).

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

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

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

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

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).

Identify similarities and differences in stories from multiple cultures in a guided drama experience (e.g., process drama, story drama, creative drama).

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).

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

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

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).

Collaborate with peers to devise meaningful dialogue in a guided drama experience (e.g., process drama, story drama, creative drama).

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).

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

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

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

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

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).

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

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

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

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

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.

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

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).

Collaborate on a scene in a guided drama experience (e.g., process drama, story drama, creative drama).

Use a prop or costume in a guided drama experience (e.g., process drama, story drama, creative drama) 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).

Use personal experiences and knowledge to make connections to community and culture in a drama/theatre work.

Identify connections to community, social issues and other content areas in drama/theatre work.

Explore how stories are adapted from literature to drama/theatre work.

Examine how artists have historically presented the same stories using different art forms, genres, or drama/theatre conventions.

Create roles, imagined worlds, and improvised stories in a drama/theatre work.

Imagine and articulate ideas for costumes, props and sets for the environment and characters in a drama/theatre work.

Collaborate to determine how characters might move and speak to support the story and given circumstances in drama/theatre work.

Participate in methods of investigation to devise original ideas for a drama/theatre work.

Compare ideas with peers and make selections that will enhance and deepen group drama/theatre work.

Collaborate with peers to revise, refine, and adapt ideas to fit the given parameters of a drama theatre work.

Participate and contribute to physical and vocal exploration in an improvised or scripted drama/theatre work.

Practice and refine design and technical choices to support a devised or scripted drama/theatre work.

Apply the elements of dramatic structure to a story and create a drama/theatre work.

Investigate how movement and voice are incorporated into drama/theatre work.

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

Identify the basic technical elements that can be used in drama/theatre work.

Practice drama/theatre work and share reflections individually and in small groups.

Understand why artistic choices are made in a drama/theatre work.

Consider multiple personal experiences when participating in or observing a drama/theatre work.

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

Examine how connections are made between oneself and a character’s emotions in drama/theatre work.

Understand how and why groups evaluate drama/theatre work.

Consider and analyze technical elements from multiple drama/theatre works.

Evaluate and analyze problems and situations in a drama/theatre work from an audience perspective.

Identify the ways drama/theatre work reflects the perspectives of a community or culture.

Respond to community and social issues and incorporate other content areas in drama/theatre work.

Investigate cross-cultural approaches to storytelling in drama/theatre work.

Compare the drama/theatre conventions of a given time period with those of the present.

Articulate the visual details of imagined worlds, and improvised stories that support the given circumstances in a drama/theatre work.

Visualize and design technical elements that support the story and given circumstances in a drama/theatre work.

Imagine how a character might move to support the story and given circumstances in a drama/theatre work.

Collaborate to devise original ideas for a drama/theatre work by asking questions about characters and plots.

Make and discuss group decisions and identify responsibilities required to present a drama/theatre work to peers.

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

Develop physical and vocal exercise techniques for an improvised or scripted drama/theatre work.

Collaborate on solutions to design and technical problems that arise in rehearsal for a drama/theatre work.

Modify the dialogue and action to change the story in a drama/theatre work.

Make physical choices to develop a character in a drama/theatre work.

Practice selected exercises that can be used in a group setting for drama/theatre work.

Propose the use of technical elements in a drama/theatre work.

Share small-group drama/theatre work, with peers as audience.

Identify artistic choices made in a drama/theatre work through participation and observation.

Compare and contrast multiple personal experiences when participating in or observing a drama/theatre work.

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.

Identify and discuss physiological changes connected to emotions in drama/ theatre work.

Propose a plan to evaluate drama/theatre work.

Investigate how technical elements may support a theme or idea in a drama/theatre work.

Observe how a character’s choices impact an audience’s perspective in a drama/theatre work.

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

Investigate historical, global and social issues expressed in drama/theatre work.

Analyze commonalities and differences between stories set in different cultures in preparation for a drama/theatre work.

Identify historical sources that explain drama/theatre terminology and conventions.

Identify physical qualities that might reveal a character’s inner traits in the imagined world of a drama/theatre work.

Propose design ideas that support the story and given circumstances in a drama/theatre work.

Imagine how a character’s inner thoughts impact the story and given circumstances in a drama/ theatre work

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

Participate in defined responsibilities required to present a drama/theatre work informally to an audience.

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

Use physical and vocal exploration for character development in an improvised or scripted drama/theatre work.

Create innovative solutions to design and technical problems that arise in rehearsal for a drama/theatre work.

Describe the underlying thoughts and emotions that create dialogue and action in a drama/theatre work.

Use physical choices to create meaning in a drama/theatre work.

Choose acting exercises that can be applied to a drama/theatre work.

Demonstrate the use of technical elements in a drama/theatre work.

Present drama/theatre work informally to an audience.

Explain personal reactions to artistic choices made in a drama/theatre work through participation and observation.

Justify responses based on personal experiences when participating in or observing a drama/theatre work.

Explain responses to characters based on cultural perspectives when participating in or observing drama/theatre work.

Investigate the effects of emotions on posture, gesture, breathing, and vocal intonation in a drama/theatre work.

Develop and implement a plan to evaluate drama/theatre work.

Assess how technical elements represent the theme of a drama/theatre work.

Recognize how a character’s circumstances impact an audience’s perspective in a drama/theatre work.

Explain how the actions and motivations of characters in a drama/theatre work impact perspectives of a community or culture.

Identify universal themes or common social issues and express them through a drama/theatre work.

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.

Investigate the time period and place of a drama/theatre work to better understand performance and design choices.

Identify possible solutions to staging challenges in a drama/theatre work.

Identify solutions to design challenges in a drama/theatre work.

Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.

Use critical analysis to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work.

Contribute ideas and accept and incorporate the ideas of others in preparing or devising drama/theatre work.

Articulate and examine choices to refine a devised or scripted drama/theatre work.

Identify effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.

Explore a planned technical design during the rehearsal process for a devised or scripted drama/theatre work.

Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work.

Experiment with various physical choices to communicate character in a drama/theatre work.

Recognize how acting exercises and techniques can be applied to a drama/theatre work.

Articulate how technical elements are integrated into a drama/ theatre work.

Adapt a drama/theatre work and present it informally for an audience.

Describe and record personal reactions to artistic choices in a drama/theatre work.

Explain how artists make choices based on personal experience in a drama/theatre work.

Identify cultural perspectives that may influence the evaluation of a drama/theatre work.

Identify personal aesthetics, preferences, and beliefs through participation in or observation of drama/ theatre work.

Use supporting evidence and criteria to evaluate drama/theatre work.

Apply the production elements used in a drama/theatre work to assess aesthetic choices.

Identify a specific audience or purpose for a drama/theatre work.