Jr. Kindergarten / Kindergarten / First Grade / Second Grade / Third Grade / Fourth Grade / Fifth Grade

 

Grade-by-Grade Curricular Goals

Overview

 

Jr. Kindergarten Drama Students will:

 

I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.

1.)  Imitate physical movement.

2.)  Express moods and concepts through movement.

B.)  Develop sensory awareness.

1.)  Analyze and imitate sounds.

 

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

A.)  Join with and respond to others in group dramatic activities.

1.) Learn control activities.

2.) Interact with puppets.

 

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and contrast performance forms.

1.) View and discuss live theatre performances.

2.)  Recognize and analyze important dramatic concepts.

 

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  ACT/role-play.

1.)  Assume roles and interact in improvisations.

 

V.)  USE DRAMA AS A LEARNING TOOL

A.)  Create theatre based on themes from other subjects.

1.) Participate in narrative pantomime based on monthly themes.

 

Kindergarten Drama Students will:

 

I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.

1.)  Analyze and imitate physical movement.

2.)  Express moods and concepts through movement.

B.)  Develop sensory awareness.

1.)  Analyze and imitate sounds.

2.)  Incorporate sensory information into story.

C.)  Develop personal creativity.

1.) Create original statue performances.

2.) Play charades-based games.

 

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

A.)  Join with and respond to others in group dramatic activities.

1.)  Improvise group scenes and dialogue.

B.)  Cooperate in teams to solve problems.

1.) Master simple mirror techniques.

2.)  Interact within dramatizations.

C.)  Place self in other contexts--walk in others' shoes.

1.)  Draw parallels between drama activities and real life.

 

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and contrast performance forms.

1.) View and discuss live theatre performances.

2.) Describe the aspects of visual art, music and dance that exist in theatre.

3.)  Recognize and analyze important dramatic concepts.

B.)  Analyze and explain personal preferences and personal resources.

1.) Explain how the characters' situation, needs, goals, etc. are similar to or different from their own.

 

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.

1.)  Create very simple improvisations based on personal experience, imagination, literature and history.

B.)  ACT/role-play.

1.)  Assume roles and interact in improvisations.

2.)  Use variations in movement and voice for different characters.

 

V.)  USE DRAMA AS A LEARNING TOOL

A.)  Use role-play to place self into the context of other subjects.

B.) Create theatre based on themes from other subjects.

 

First Grade Drama Students will:

 

I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.

1.)  Develop rhythmic sense.

2.)  Analyze and imitate physical movement.

3.)  Express moods and concepts through movement.

B.)  Develop sensory awareness.

1.)  Analyze and imitate sounds.

2.)  Recall and express personal sensory experiences.

3.)  Incorporate sensory information into story.

C.)  Develop personal creativity.

1.) Create original statue performances.

2.) Play charades-based games.

3.) Begin to create stories from musical and movement sources.

 

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

A.)  Join with and respond to others in group dramatic activities.

1.)  Improvise group scenes and dialogue.

2.)  Observe and criticize one another's work.

B.)  Cooperate in teams to solve problems.

1.) Learn mirror techniques.

2.)  Interact within dramatizations.

C.)  Place self in other contexts--walk in others' shoes.

1.) Draw parallels between drama activities and real life.

 

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and contrast performance forms.

1.) View and discuss live theatre performances.

2.) Describe the aspects of visual art, music and dance that exist in theatre.

3.) Compare the ways ideas and emotions are expressed in theatre, television and film, dance, music, and visual art.

4.)  Recognize important dramatic concepts.

B.)  Analyze and explain personal preferences and personal resources.

1.)  Identify and describe the visual, aural, and kinetic elements of dramatic performances.

2.) Explain how the characters' situation, needs, goals, etc. are similar to or different from their own.

 

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.

1.)  Create improvisations based on personal experience, imagination, literature and history.

2.)  Collaborate to select and create characters, situations, and environments.

B.)  ACT/role-play.

1.)  Assume roles and interact in improvisations.

2.)  Use variations in movement and voice for different characters.

C.)  DESIGN environments for theatre.

1.) Visualize environments and create designs to communicate locale and mood.

2.) Collaborate to create playing spaces for classroom theatre.

 

V.)  RELATE DRAMA TO ITS LARGER CONTEXT

A.)  Use role-play to place self in other contexts.

1.)  Create drama from concepts from social studies, English, science, etc.

2.)  Engage in role drama.

B.)  Recognize the role of theatre, film, television and other media in daily life.

1.)  Identify and compare similar characters and situations in stories and dramas from various cultures.

2.)  Discuss how theatre reflects life.

 

VI.)  USE DRAMA AS A LEARNING TOOL

A.)  Use role-play to place self into the context of other subjects.

B.) Create theatre based on themes from other subjects.

 

Second Grade Drama Students will:

 

I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.

1.)  Develop rhythmic sense.

2.)  Analyze and imitate physical movement.

3.)  Express moods and concepts through movement.

B.)  Develop sensory awareness.

1.)  Analyze and imitate sounds.

2.)  Recall and express personal sensory experiences.

3.)  Incorporate sensory information into story.

C.)  Develop personal creativity.

1.)  Create original dialogue.

2.)  Create original statue performances.

3.)  Create stories from musical and movement sources.

 

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

A.)  Join with and respond to others in group dramatic activities.

1.)  Improvise group scenes and dialogue.

2.)  Observe and criticize one another's work.

B.)  Cooperate in teams to solve problems.

1.)  Master mirror techniques.

2.)  Interact within dramatizations.

C.)  Place self in other contexts--walk in others' shoes.

1.)  Draw parallels between drama activities and real life.

2.)  Use drama as metaphor.

 

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and contrast performance forms.

1.) View and discuss live theatre performances.

2.) Describe the aspects of visual art, music and dance that exist in theatre.

3.) Compare the ways ideas and emotions are expressed in theatre, television and film, dance, music, and visual art.

4.)  Recognize and analyze important dramatic concepts.

B.)  Analyze and explain personal preferences and personal resources.

1.)  Identify and describe the visual, aural, and kinetic elements of dramatic performances.

2.)  Explain how the characters' situation, needs, goals, etc. are similar to or different from their own.

3.) Articulate personal emotional responses to dramatic performances.

4.) Analyze their own and peers' dramatizations and put forth constructive ideas for improving both the product (result) and the process of getting to the product.

5.)  Predict plot resolution in dramatic forms.

 

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.

1.)  Create improvisations based on personal experience, imagination, literature and history.

2.)  Collaborate to select and create characters, situations, and environments.

3.)  Improvise dialogue.

4.)  Formalize improvisations by writing or otherwise recording the dialogue, stage directions, etc.

B.)  ACT/role-play.

1.)  Assume roles and interact in improvisations.

2.)  Imagine and clearly describe characters.

3.)  Use variations in movement and voice for different characters.

4.)  Remain in role while contributing to the furtherance of a story.

5.)  Build and manipulate puppets to create simple characters.

C.)  DIRECT classroom theatre.

1.)  Collaboratively plan and prepare improvisations and other classroom dramatizations.

D.)  DESIGN environments for theatre.

1.)  Visualize environments and create designs to communicate locale and mood.

2.)  Collaborate to create playing spaces for classroom theatre.

3.) Make aesthetic choices in selecting movement, music and other sound, and visual elements to enhance the mood of dramatizations.

 

V.)  RELATE DRAMA TO ITS LARGER CONTEXT

A.)  Use role-play to place self in other contexts.

1.)  Create drama from concepts from social studies, English, science, etc.

2.)  Engage in role drama.

B.)  Recognize the role of theatre, film, television and other media in daily life.

1.)  Identify and compare similar characters and situations in stories and dramas from various cultures.

2.)  Discuss how theatre reflects life.

3.)  Identify and understand the role of the audience in a live theatrical production, and how it differs from the role of the audience at other media.

 

VI.)  USE DRAMA AS A LEARNING TOOL

A.)  Use role-play to place self into the context of other subjects.

B.) Create theatre based on themes from other subjects.

 

Third Grade Drama Students will:

 

I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.

1.)  Develop rhythmic sense.

2.)  Analyze and imitate physical movement.

3.)  Express moods and concepts through movement.

B.)  Develop sensory awareness.

1.)  Analyze and imitate sounds.

2.)  Recall and express personal sensory experiences.

3.)  Incorporate sensory information into story.

C.)  Develop personal creativity.

1.)  Create original dialogue.

2.)  Create original statue performances.

3.)  Learn and play charades-based games.

4.) Create stories from musical and movement sources.

5.) Create stories from sensory information.

 

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

A.)  Join with and respond to others in group dramatic activities.

1.)  Improvise group scenes and dialogue.

2.) Observe and criticize one another's work.

B.)  Cooperate in teams to solve problems.

1.)  Master mirror techniques.

2.)  Interact within dramatizations.

C.)  Place self in other contexts--walk in others' shoes.

1.)  Draw parallels between drama activities and real life.

2.)  Use and understand metaphor.

3.)  Use drama as metaphor.

 

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and contrast performance forms.

1.) View and discuss live theatre performances.

2.) Describe the aspects of visual art, music and dance that exist in theatre.

3.) Compare the ways ideas and emotions are expressed in theatre, television and film, dance, music, and visual art.

4.) Recognize and analyze important dramatic concepts.

5.) Understand the relationship between audience and performer.

B.)  Analyze and explain personal preferences and personal resources.

1.)  Identify and describe the visual, aural, and kinetic elements of dramatic performances.

2.) Explain how the characters' situation, needs, goals, etc. are similar to or different from their own.

3.) Articulate personal emotional responses to dramatic performances.

4.)  Analyze their own and peers' dramatizations and put forth constructive ideas for improving both the product (result) and the process of getting to the product.

5.)  Predict plot resolution in dramatic forms.

 

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.

1.) Plan and record improvisations based on personal experience, imagination, literature and history.

2.) Collaborate to select and create characters, situations, and environments.

3.) Improvise dialogue.

4.) Formalize improvisations by writing or otherwise recording the dialogue, stage directions, etc..

B.)  ACT/role-play.

1.)  Assume roles and interact in improvisations.

2.)  Imagine and clearly describe characters.

3.)  Use variations in movement and voice for different characters.

4.)  Remain in role while contributing to the furtherance of a story.

5.)  Build and manipulate puppets to create fully realized characters.

C.)  DIRECT classroom theatre.

1.)  Collaboratively plan and prepare improvisations and other classroom dramatizations.

D.)  DESIGN environments for theatre.

1.) Visualize environments and create designs to communicate locale and mood.

2.) Collaborate to create playing spaces for classroom theatre.

3.)  Organize materials for costumes, sets, props and lighting.

4.)  Make aesthetic choices in selecting movement, music and other sound, and visual elements to enhance the mood of dramatizations.

 

V.)  RELATE DRAMA TO ITS LARGER CONTEXT

A.)  Use role-play to place self in other contexts.

1.)  Continue role drama.

2.)  Create drama from concepts from social studies, English, science, etc.

B.)  Recognize the role of theatre, film, television and other media in daily life.

1.)  Identify and compare similar characters and situations in stories and dramas from various cultures.

2.)  Discuss how theatre reflects life.

3.)  Identify and discuss reasons for creating dramas.

4.)  Identify and discuss reasons for attending theatrical performances, and for viewing other media.

5.)  Identify and understand the role of the audience in a live theatrical production, and how it differs from the role of the audience at other media.

 

VI.)  USE DRAMA AS A LEARNING TOOL

A.)  Use role-play to place self into the context of other subjects.

B.)  Create theatre based on themes from other subjects.

C.)  Do research.

1.)  Communicate information to peers about people, places, times, and events related to dramatizations.

2.) Answer questions necessary for the creation of theatre by researching characters, history, etc.

 

Fourth Grade Students will:

 

I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.

1.) Develop rhythmic sense.

2.)  Analyze and imitate physical movement.

3.)  Express moods and concepts through movement.

4.)  Build story from movement ideas.

5.)  Create clear movement forms to express specific concepts and ideas.

B.)  Develop sensory awareness.

1.)  Analyze and imitate sounds..

2.)  Recall and express personal sensory experiences.

3.)  Incorporate sensory information into story.

C.)  Develop personal creativity.

1.)  Create original dialogue.

2.)  Create stories from musical and movement sources.

3.)  Create complex dramatic forms, involving movement, sound and text.

4.)  Create stories from sensory information, especially visual and sonic.

 

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

A.)  Join with and respond to others in group dramatic activities.

1.)  Improvise group scenes and dialogue.

2.)  Observe and criticize one another's work.

B.)  Cooperate in teams to solve problems.

1.)  Master mirror techniques.

2.)  Interact within dramatizations.

3.)  Plan and execute complex scenes.

C.)  Place self in other contexts--walk in others' shoes.

1.)  Draw parallels between drama activities and real life.

2.)  Use and understand metaphor.

3.)  Use drama as metaphor.

 

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and contrast performance forms.

1.)  View and discuss live theatre performances.

2.) Describe the aspects of visual art, music and dance that exist in theatre.

3.) Compare the ways ideas and emotions are expressed in theatre, television and film, dance, music, and visual art.

4.)  Recognize and analyze important dramatic concepts, including:

5.)  Understand the relationship between audience and performer.

B.)  Analyze and explain personal preferences and personal resources.

1.)  Identify and describe the visual, aural, and kinetic elements of dramatic performances.

2.)  Explain how the characters' situation, needs, goals, etc. are similar to or different from their own.

3.)  Articulate personal emotional responses to dramatic performances.

4.)  Analyze their own and peers' dramatizations and put forth constructive ideas for improving both the product (result) and the process of getting to the product.

5.)  Learn formal criticism techniques.

6.)  Predict plot resolution in dramatic forms.

7.)  Analyze plot and narrative through-line.

 

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.

1.)  Plan and record improvisations based on personal experience, imagination, literature and history.

2.)  Collaborate to select and create characters, situations, and environments.

3.)  Improvise dialogue.

4.)  Improvise monologue.

5.)  Formalize improvisations by writing or otherwise recording the dialogue, stage directions, etc.

B.)  ACT/role-play.

1.)  Assume roles and interact in improvisations.

2.)  Perform theatrical literature.

3.)  Imagine and clearly describe characters.

4.)  Use variations in movement and voice for different characters.

5.)  Remain in role while contributing to the furtherance of a story.

C.)  DIRECT classroom theatre.

1.)  Collaboratively plan and prepare improvisations and other classroom dramatizations.

2.)  Direct a partner in monologue performance.

D.)  DESIGN environments for theatre.

1.) Visualize environments and create designs to communicate locale and mood.

2.) Collaborate to create playing spaces for classroom theatre.

3.)  Organize materials for costumes, sets, props and lighting.

4.)  Make aesthetic choices in selecting movement, music and other sound, and visual elements to enhance the mood of dramatizations.

 

V.)  RELATE DRAMA TO ITS LARGER CONTEXT

A.)  Use role-play to place self in other contexts.

1.)  Create drama from concepts from social studies, English, science, etc.

2.)  Engage in role drama.

B.)  Recognize the role of theatre, film, television and other media in daily life.

1.)  Identify and compare similar characters and situations in stories and dramas from various cultures.

2.)  Discuss how theatre reflects life.

3.)  Identify and discuss reasons for creating dramas, including:

4.)  Identify and discuss reasons for attending theatrical performances, and for viewing other media, including:

5.)  Identify and understand the role of the audience in a live theatrical production, and how it differs from the role of the audience at other media.

 

VI.)  USE DRAMA AS A LEARNING TOOL

A.)  Use role-play to place self into the context of other subjects.

B.)  Create theatre based on themes from other subjects.

C.)  Do research.

1.)  Communicate information to peers about people, places, times, and events related to dramatizations.

2.)  Answer questions necessary for the creation of theatre by researching characters, history, etc.

 

Fifth Grade Students will:

 

I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.

1.) Develop rhythmic sense.

2.)  Analyze and imitate physical movement.

3.)  Express moods and concepts through movement.

4.)  Build story from movement ideas.

5.)  Create clear movement forms to express specific concepts and ideas.

B.)  Develop sensory awareness.

1.)  Analyze and imitate sounds.

2.)  Recall and express personal sensory experiences.

3.)  Incorporate sensory information into story.

C.)  Develop personal creativity.

1.)  Create original dialogue.

2.)  Create complex dramatic forms, involving movement, sound and text.

3.)  Create stories from musical and movement sources, and from other sensory information.

4.)  Write original short plays.

5.)  Write letters and other artifacts for role drama.

 

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

A.)  Join with and respond to others in group dramatic activities.

1.)  Improvise group scenes and dialogue.

2.)  Observe and criticize one another's work.

B.)  Cooperate in teams to solve problems.

1.)  Master mirror techniques.

2.)  Interact within dramatizations.

3.)  Plan and execute complex scenes.

C.)  Place self in other contexts--walk in others' shoes.

1.)  Draw parallels between drama activities and real life.

2.)  Use and understand metaphor.

3.)  Use drama as metaphor.

 

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and contrast performance forms.

1.)  View and discuss live theatre performances.

2.) Describe the aspects of visual art, music and dance that exist in theatre.

3.) Compare the ways ideas and emotions are expressed in theatre, television and film, dance, music, and visual art.

4.)  Recognize and analyze important dramatic concepts, including:

5.)  Understand the relationship between audience and performer.

B.)  Analyze and explain personal preferences and personal resources.

1.)  Identify and describe the visual, aural, and kinetic elements of dramatic performances.

2.)  Explain how the characters' situation, needs, goals, etc. are similar to or different from their own.

3.)  Articulate personal emotional responses to dramatic performances.

4.)  Analyze their own and peers' dramatizations and put forth constructive ideas for improving both the product (result) and the process of getting to the product.

5.)  Predict plot resolution in dramatic forms.

6.)  Analyze plot and narrative through-line.

 

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.

1.)  Plan and record improvisations based on personal experience, imagination, literature and history.

2.)  Collaborate to select and create characters, situations, and environments.

3.)  Improvise dialogue.

4.)  Improvise monologue.

5.)  Formalize improvisations by writing or otherwise recording the dialogue, stage directions, etc.

6.)  Create situations involving tension and dramatic action.

B.)  ACT/role-play.

1.)  Assume roles and interact in improvisations.

2.)  Perform theatrical literature.

3.)  Imagine and clearly describe characters.

4.)  Make clear choices in creating and presenting characters and actions.

5.)  Use variations in movement and voice for different characters.

6.)  Remain in role while contributing to the furtherance of a story.

C.)  DIRECT classroom theatre.

1.)  Collaboratively plan and prepare improvisations and other classroom dramatizations.

2.)  Direct a partner in monologue performance.

3.)  Make clear choices in honing performances.

4.)  Organize rehearsals and performances independently.

D.)  DESIGN environments for theatre.

1.) Visualize environments and create designs to communicate locale and mood.

2.) Collaborate to create playing spaces for classroom theatre.

3.)  Organize materials for costumes, sets, props and lighting.

4.)  Make aesthetic choices in selecting movement, music and other sound, and visual elements to enhance the mood of dramatizations.

5.)  Explore rhythm, balance, emphasis, contrast, and unity in created environments.

6.)  Make clear choices in selecting scenic and other elements.

 

V.)  RELATE DRAMA TO ITS LARGER CONTEXT

A.)  Use role-play to place self in other contexts.

1.)  Create drama from concepts from social studies, English, science, etc.

2.)  Participate in role drama.

B.)  Recognize the role of theatre, film, television and other media in daily life.

1.)  Identify and compare similar characters and situations in stories and dramas from various cultures.

2.)  Discuss how theatre reflects life.

3.)  Identify and discuss reasons for creating dramas, including:

4.)  Identify and discuss reasons for attending theatrical performances, and for viewing other media, including:

5.)  Identify and understand the role of the audience in a live theatrical production, and how it differs from the role of the audience at other media.

 

VI.)  USE DRAMA AS A LEARNING TOOL

A.)  Use role-play to place self into the context of other subjects.

B.)  Create theatre based on themes from other subjects.

C.)  Do research.

1.)  Communicate information to peers about people, places, times, and events related to dramatizations.

2.)  Answer questions necessary for the creation of theatre by researching characters, history, etc.

3.) Relate specific information learned through research to specific choices in design, acting, writing or directing.

 

NEXT:  GRADE-BY-GRADE DETAILED OUTLINE