Submitted by drupaladmin on Thu, 05/29/2014 - 11:54
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PK:
a. With prompting and support, actively engage in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
K:
a. With prompting and support, actively engage with others in dramatic play or a guided drama experience ((e.g., process drama, story drama, creative drama).
1:
a. Build on others’ ideas in a guided drama experience (e.g., process drama, story drama, creative drama).
b. Identify props and costumes that might be used in a guided drama experience (e.g., process drama, story drama, creative drama).
c. Compare and contrast the experiences of characters in a guided drama experience (e.g., process drama, story drama, creative drama).
2:
a. Collaborate on a scene in a guided drama experience (e.g., process drama, story drama, creative drama).
b. Use a prop or costume in a guided drama experience (e.g., process drama, story drama, creative drama) to describe characters, settings, or events.
c. Describe how characters respond to challenges in a guided drama experience (e.g., process drama, story drama, creative drama).
3:
a. Understand how and why groups evaluate drama/theatre work.
b. Consider and analyze technical elements from multiple drama/theatre works.
c. Evaluate and analyze problems and situations in a drama/theatre work from an audience perspective.
4:
a. Propose a plan to evaluate drama/theatre work.
b. Investigate how technical elements may support a theme or idea in a drama/theatre work.
c. Observe how a character’s choices impact an audience’s perspective in a drama/theatre work.
5:
a. Develop and implement a plan to evaluate drama/theatre work.
b. Assess how technical elements represent the theme of a drama/theatre work.
c. Recognize how a character’s circumstances impact an audience’s perspective in a drama/theatre work.
6:
a. Use supporting evidence and criteria to evaluate
b. Apply the production elements used in a drama/theatre work to assess aesthetic choices.
c. Identify a specific audience or purpose for a drama/theatre work.
7:
a. Explain preferences, using supporting evidence and criteria to evaluate drama/theatre work.
b. Consider the aesthetics of the production elements in a drama/theatre work.
c. Identify how the intended purpose of a drama/theatre work appeals to a specific audience.
8:
a. Respond to a drama/ theatre work using supporting evidence, personal aesthetics, and artistic criteria.
b. Apply the production elements used in a drama/theatre work to assess aesthetic choices.
c. Assess the impact of a drama/theatre work on a specific audience.
HS Proficient:
a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
b. Consider the aesthetics of the production elements in a drama/theatre work.
c. Formulate a deeper understanding and appreciation of a drama/ theatre work by considering its specific purpose or intended audience.
HS Accomplished:
a. Analyze and assess a drama/theatre work by connecting it to art forms, history, culture, and other disciplines using supporting evidence and criteria.
b. Construct meaning in a drama/theatre work, considering personal aesthetics and knowledge of production elements while respecting others’ interpretations.
c. Verify how a drama/theatre work communicates for a specific purpose and audience.
HS Advanced:
a. Research and synthesize cultural and historical information related to a drama/theatre work to support or evaluate artistic choices.
b. Analyze and evaluate varied aesthetic interpretations of production elements for the same drama/theatre work.
c. Compare and debate the connection between a drama/theatre work and contemporary issues that may impact audiences.