Wisconsin K–6 theatre standards

Wisconsin writes its own theatre standards. They are published as WISCONSIN STANDARDS FOR Theatre Education, adopted 2017 and are not a version of a national framework. 58 of 66 are matched to a national standard.

Framework: WISCONSIN STANDARDS FOR Theatre Education
Adopted: 2017
Source last checked: August 2, 2026

Read the official document

66 standards, kindergarten through 6th grade

TD.Cn.1.eK–2
Cultural Social Context: Express how theatre relates to self and others.
TD.Cn.2.eK–2
Research: Identify parts of a story (characters, setting, and plot).
TD.Cn.3.eK–2
Career Connections: Identify a production profession in theatre.
TD.Cn.4.eK–2
Cross Disciplinary: Describe how theatre connects to art and music.
TD.Cr.1.eK–2
Design: Assemble, draw, or describe a character's costume for a story.
TD.Cr.2.eK–2
Text/Script: Tell a story to a teacher or a peer that includes ideas for production elements.
TD.Cr.3.eK–2
Management Plan: Watch a live or recorded production and identify responsibilities of some of those involved in creating the work.
TD.Cr.4.eK–2
Collaboration: Contribute ideas and make decisions as a group to advance a story.
TD.P.1.eK–2
Design Execution: Arrange available furniture and props in a classroom for a show.
TD.P.2.eK–2
Tools & Technology Use: Use arts/crafts in the creation of props, costumes, or scenery.
TD.P.3.eK–2
Design & Management Documentation: Share production element(s) created.
TD.P.4.eK–2
Public Presentation: Perform in a production role within a classroom presentation.
TD.P.5.eK–2
Protocol: Exercise developmentally appropriate stage etiquette for school or public performances.
TD.R.1.eK–2
Analysis: Respond to a theatrical work by sharing what is seen, heard, and/or felt.
TD.R.2.eK–2
Reflection: Assess personal participation in a production.
TD.R.3.eK–2
View Performance: Demonstrate developmentally appropriate audience etiquette.
TP.Cn.1.eK–2
Cultural Social Context: Express how theatre relates to self and others.
TP.Cn.2.eK–2
Research: Identify parts of a story (characters, setting, and plot).
TP.Cn.3.eK–2
Career Connections: Identify a profession in theatre.
TP.Cn.4.eK–2
Cross Disciplinary: Describe how theatre connects to art and music.
TP.Cr.1.eK–2
Characterization: Portray feelings of a known or imagined character.
TP.Cr.2.eK–2
Improvisation: Play imaginatively within a scenario.
TP.Cr.3.eK–2
Text/Script: Tell a story to a teacher or a peer using known or imagined dialogue.
TP.Cr.4.eK–2
Direction: Listen to and follow direction given by a teacher or a student leader.
TP.Cr.5.eK–2
Collaboration: Contribute ideas and make decisions as a group to advance a story.
TP.P.1.eK–2
Oral Communication: Use vocalizations and spoken language to communicate.
TP.P.2.eK–2
Nonverbal Communication: Use gestures, movement, and facial expressions to communicate.
TP.P.3.eK–2
Spatial Awareness: Use objects in an imaginative manner.
TP.P.4.eK–2
Public Presentation: Portray a character for a classroom presentation.
TP.P.5.eK–2
Protocol: Exercise developmentally appropriate stage etiquette for school or public performances.
TP.R.1.eK–2
Analysis: Respond to a theatrical work by sharing what is seen, heard, and/or felt.
TP.R.2.eK–2
Reflection: Assess personal participation in a performance.
TP.R.3.eK–2
View Performance: Demonstrate developmentally appropriate audience etiquette.
TD.Cn.5.i3–5
Cultural Social Context: Explain how theatre relates to self, others, and the world.
TD.Cn.6.i3–5
Research: Identify the “given circumstances,” environmental and situational conditions that influence a theatrical work.
TD.Cn.7.i3–5
Career Connections: Describe a production profession in theatre.
TD.Cn.8.i3–5
Cross Disciplinary: Identify how theatre connects to literature and social studies.
TD.Cr.5.i3–5
Design: Assemble, draw, or describe multiple ideas for costumes, props, and/or scenery used for a story.
TD.Cr.6.i3–5
Text/Script: Create a scenario for an existing or imagined story that includes production elements.
TD.Cr.7.i3–5
Management Plan: Read a script or watch a live or recorded production and list responsibilities of executing a show.
TD.Cr.8.i3–5
Collaboration: Execute a defined role within an ensemble.
TD.P.6.i3–5
Design Execution: Explore technical elements in a guided drama experience.
TD.P.7.i3–5
Tools & Technology: Use Use basic hand tools safely in the creation of props, costumes, and set elements under direction of a teacher.
TD.P.8.i3–5
Design & Management Documentation: Collect artifacts to highlight two or more production elements created or utilized.
TD.P.9.i3–5
Public Presentation: Exercise developmentally appropriate stage etiquette for school or public performances.
TD.P.10.i3–5
Protocol: Exercise appropriate conduct for school or public performances.
TD.R.4.i3–5
Analysis: Identify separate production elements in a theatrical work.
TD.R.5.i3–5
Reflection Assess personal participation in a production with examples from experiences.
TD.R.6.i3–5
View Performance: Demonstrate developmentally appropriate audience etiquette.
TP.Cn.5.i3–5
Cultural Social Context: Explain how theatre relates to self, others, and the world.
TP.Cn.6.i3–5
Research: Identify the “given circumstances,” environmental and situational conditions that influence a theatrical work.
TP.Cn.7.i3–5
Career Connections: Describe a profession in theatre
TP.Cn.8.i3–5
Cross Disciplinary: Identify how theatre connects to literature and social studies
TP.Cr.6.i3–5
Characterization: Use written or improvised dialogue to portray feelings and movement of a character in a known or imagined story.
TP.Cr.7.i3–5
Improvisation: Play a character in a story through improvisation.
TP.Cr.8.i3–5
Text/Script: Create a scenario for two characters based on an existing or imagined story.
TP.Cr.9.i3–5
Direction: Plan staging within a small group setting while utilizing stage vocabulary.
TP.Cr.10.i3–5
Collaboration: Execute a defined role within an ensemble.
TP.P.6.i3–5
Oral Communication: Explore vocal choices to support an improvised or scripted work.
TP.P.7.i3–5
Nonverbal Communication: Use gestures, facial expressions, and movement to develop a character in an improvised or scripted work.
TP.P.8.i3–5
Spatial Awareness: Use a hand prop or set piece appropriate to the character while being mindful of the stage environment.
TP.P.9.i3–5
Public Presentation: Recite the text/script in classroom presentation.
TP.P.10.i3–5
Protocol: Exercise developmentally appropriate stage etiquette for school or public performances.
TP.R.4.i3–5
Analysis: Identify separate elements in a theatrical work such as characters, plot, and performance elements.
TP.R.5.i3–5
Reflection: Assess personal participation in a performance with examples from experiences.
TP.R.6.i3–5
View Performance: Demonstrate developmentally appropriate audience etiquette.

Wisconsin K–6 theatre standards

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