Theatre Standards

IDAHO CONTENT STANDARDS ARTS AND HUMANITIES THEATRE

STATE SUPERINTENDENT OF PUBLIC INSTRUCTION SHERRI YBARRA STATE DEPARTMENT OF EDUCATION PO BOX 83720 BOISE, ID 83720-0027 Idaho Fine Arts Standards - Theatre

THEATRE

Anchor Standard 1: Generate and conceptualize artistic ideas and work. Enduring Understanding: Theatre artists rely on intuition, curiosity, and critical inquiry. Essential Question(s): What happens when theatre artists use their imaginations and/or learned theatre skills while engaging in creative exploration and inquiry? Creating K 1 2 3 4 5 6 7 8 HS Proficient HS Accomplished HS Advanced Creating TH:Cr1.1.K. TH:Cr1.1.1. TH:Cr1.1.2. TH:Cr1.1.3. TH:Cr1.1.4. TH:Cr.1.1.5. TH:Cr1.1.6 TH:Cr.1.1.7. TH:Cr1.1.8. TH:Cr1.1.I. TH:Cr1.1.II. TH:Cr1.1.III.

a. With prompting a. Propose potential a. Propose potential a. Create roles, a. Articulate the a. Identify physical a. Identify possible a. Investigate a. Imagine and a. Apply basic a. Investigate a. Synthesize and support, invent choices characters new details to plot imagined worlds, visual details of qualities that might solutions to staging multiple explore multiple research to historical and knowledge from a and inhabit an could make in a and story in a and improvised imagined worlds, reveal a character’s challenges in a perspectives and perspectives and construct ideas cultural conventions variety of dramatic imaginary guided drama guided drama stories in a and improvised inner traits in the drama/theatre solutions to staging solutions to staging about the visual and their impact on forms, theatrical elsewhere in experience (e.g., experience (e.g., drama/theatre stories that support imagined world of a work. challenges in a problems in a composition of a the visual conventions, and dramatic play or a process drama, process drama, work. the given drama/theatre drama/theatre drama/ theatre drama/theatre composition of a technologies to guided drama story drama, story drama, circumstances in a work. work. work. work. drama/theatre create the visual experience (e.g., creative drama). creative drama). drama/theatre work. composition of a process drama, work. drama/ theatre Envision/Conceptualize Envision/Conceptualize story drama, work. creative drama). b. With prompting b. Collaborate with b. Collaborate with b. Imagine and b. Visualize and b. Propose design b. Identify solutions b. Explain and b. Imagine and b. Explore the b. Understand and b. Create a and support, use peers to peers to articulate ideas for design technical ideas that support to design challenges present solutions to explore solutions to impact of apply technology to complete design for non- conceptualize conceptualize costumes, props elements that the story and given in a drama/theatre design challenges in design challenges of technology on design solutions for a drama/theatre representational costumes and props scenery in a guided and sets for the support the story circumstances in a work. a drama/ theatre a performance design choices in a a drama/theatre work that materials to create in a guided drama drama experience environment and and given drama/theatre work. space in a drama/theatre work. incorporates all props, puppets, and experience (e.g., (e.g., process characters in a circumstances in a work. drama/theatre work. elements of costume pieces for process drama, drama, story drama, drama/theatre drama/theatre work. technology. dramatic play or a story drama, creative drama). work. work. guided drama creative drama). experience (e.g., process drama, story drama, creative drama). c. Identify ways in c. Identify ways in c. Collaborate to c. Imagine how a c. Imagine how a c. Explore a scripted c. Envision and c. Develop a c. Use script analysis c. Use personal c. Integrate cultural which gestures and which voice and determine how character might character’s inner or improvised describe a scripted scripted or to generate ideas experiences and and historical movement may be sounds may be used characters might move to support the thoughts impact the character by or improvised improvised about a character knowledge to contexts with used to create or to create or retell a move and speak to story and given story and given imagining the given character’s inner character by that is believable develop a character personal retell a story in story in guided support the story circumstances in a circumstances in a circumstances in a thoughts and articulating the and authentic in a that is believable experiences to guided drama drama experiences and given drama/theatre drama/ theatre drama/theatre objectives in a character’s inner drama/theatre and authentic in a create a character experiences (e.g., (e.g., process circumstances in work. work work. drama/theatre thoughts, work. drama/theatre that is believable process drama, drama, story drama, drama/theatre work. objectives, and work. and authentic, in a story drama, creative drama). work. motivations in a drama/theatre creative drama). drama/theatre work. work.

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Anchor Standard 2: Organize and develop artistic ideas and work. Enduring Understanding: Theatre artists work to discover different ways of communicating meaning. Essential Question(s): How, when, and why do theatre artists’ choices change?

Creating Creating K 1 2 3 4 5 6 7 8 HS Proficient HS Accomplished HS Advanced TH:Cr2-K. TH:Cr2-1. TH:Cr2-2. TH:Cr2-3. TH:Cr2-4. TH:Cr2-5. TH:Cr2-6. TH:Cr2-7. TH:Cr2-8. TH:Cr2-I. TH:Cr2-II. TH:Cr2-III.

a. With prompting a. Contribute to the a. Collaborate with a. Participate in a. Collaborate to a. Devise original a. Use critical a. Examine and a. Articulate and a. Explore the a. Refine a dramatic a. Develop and and support, development of a peers to devise methods of devise original ideas ideas for a analysis to improve, justify original ideas apply critical function of history concept to synthesize original interact with peers sequential plot in a meaningful dialogue investigation to for a drama/theatre drama/theatre work refine, and evolve and artistic choices analysis, and culture in the demonstrate a ideas in a Develop and contribute to guided drama in a guided drama devise original ideas work by asking that reflect original ideas and in a drama/theatre background development of a critical drama/theatre work Develop dramatic play or a experience (e.g., experience (e.g., for a drama/theatre questions about collective inquiry artistic choices in a work based on knowledge, dramatic concept understanding of utilizing critical guided drama process drama, process drama, work. characters and about characters devised or scripted critical analysis, research, and through a critical historical and analysis, historical experience (e.g., story drama, story drama, plots. and their given drama/theatre background historical and analysis of original cultural influences and cultural process drama, creative drama). creative drama). circumstances. work. knowledge, and cultural context to ideas in a of original ideas context, research, story drama, historical and the development of drama/theatre applied to a and western or creative drama). cultural context. original ideas for a work. drama/theatre nonwestern theatre drama/theatre work. traditions. work. b. With prompting b. With prompting b. Contribute ideas b. Compare ideas b. Make and discuss b. Participate in b. Contribute ideas b. Demonstrate b. Share leadership b. Investigate the b. Cooperate as a b. Collaborate as a and support, and support, and make decisions with peers and group decisions and defined and accept and mutual respect for and responsibilities collaborative nature creative team to creative team to express original participate in group as a group to make selections identify responsibilities incorporate the self and others and to develop of the actor, make interpretive discover artistic ideas in dramatic decision making in a advance a story in a that will enhance responsibilities required to present ideas of others in their roles in collaborative goals director, playwright, choices for a solutions and make play or a guided guided drama guided drama and deepen group required to present a drama/theatre preparing or preparing or when preparing or and designers and drama/theatre interpretive choices drama experience experience (e.g., experience (e.g., drama/theatre a drama/theatre work informally to devising devising devising explore their work. in a devised or (e.g., creative process drama, process drama, work. work to peers. an audience. drama/theatre drama/theatre drama/theatre interdependent scripted drama, process story drama, story drama, work. work. work. roles in a drama/theatre drama, story creative drama). creative drama). drama/theatre work. drama). work.

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Anchor Standard 3: Refine and complete artistic work. Enduring Understanding: Theatre artists refine their work and practice their craft through rehearsal. Essential Question(s): How do theatre artists transform and edit their initial ideas?

Creating Creating K 1 2 3 4 5 6 7 8 HS Proficient HS Accomplished HS Advanced TH:Cr3.1.K. TH:Cr3.1.1. TH:Cr3.1.2. TH:Cr3.1.3. TH:Cr3.1.4. TH:Cr3.1.5. TH:Cr3.1.6. TH:Cr3.1.7. TH:Cr3.1.8. TH:Cr3.1.I. TH:Cr3.1.II. TH:Cr3.1.III.

a. With prompting a. Contribute to the a. Contribute to the a. Collaborate with a. Revise and a. Revise and a. Articulate and a. Demonstrate a. Use repetition a. Practice and a. Use the rehearsal a. Refine, transform, and support, ask adaptation of the adaptation of peers to revise, improve an improve an examine choices to focus and and analysis in revise a devised or process to analyze and re-imagine a and answer plot in a guided dialogue in a guided refine, and adapt improvised or improvised or refine a devised or concentration in the order to revise scripted the dramatic devised or scripted

Rehearse questions in drama experience drama experience ideas to fit the scripted scripted scripted rehearsal process to devised or scripted drama/theatre work concept and drama/theatre work Rehearse dramatic play or a (e.g., process (e.g., process given parameters of drama/theatre work drama/theatre work drama/theatre analyze and refine drama/theatre using theatrical technical design using the rehearsal guided drama drama, story drama, drama, story drama, a drama theatre through repetition through repetition work. choices in a devised work. staging conventions. elements of a process to invent or experience (e.g., creative drama). creative drama). work. and collaborative and self-review. or scripted devised or scripted re-imagine style, process drama, review. drama/theatre drama/theatre genre, form, and story drama, work. work. conventions. creative drama). b. Identify b. Use and adapt b. Participate and b. Develop physical b. Use physical and b. Identify effective b. Develop effective b. Refine effective b. Explore physical, b. Use research and b. Synthesize ideas similarities and sounds and contribute to and vocal exercise vocal exploration physical and vocal physical and vocal physical, vocal, and vocal and script analysis to from research, differences in movements in a physical and vocal techniques for an for character traits of characters traits of characters physiological traits physiological revise physical, script analysis, and sounds and guided drama exploration in an improvised or development in an in an improvised or in an improvised or of characters in an choices to develop a vocal, and context to create a movements in a experience (e.g., improvised or scripted improvised or scripted scripted improvised or performance that is physiological performance that is guided drama process drama, scripted drama/theatre scripted drama/theatre drama/theatre work scripted drama/ believable, choices impacting believable, experience (e.g., story drama, drama/theatre work. drama/theatre work. theatre work. authentic, and the believability and authentic, and process drama, creative drama). work. work. relevant to a relevance of a relevant in a story drama, drama/theatre drama/ theatre drama/theatre creative drama). work. work. work. c. Collaborate to c. Generate c. Practice and c. Collaborate on c. Create innovative c. Explore a planned c. Consider multiple c. Implement and c. Refine technical c. Re-imagine and c. Apply a high level imagine multiple independently refine design and solutions to design solutions to design technical design planned technical refine a planned design choices to revise technical of technical representations of a multiple technical choices to and technical and technical during the rehearsal design elements technical design support the story design choices proficiencies to the single object in a representations of a support a devised problems that arise problems that arise process for a during the rehearsal using simple and emotional during the course of rehearsal process to guided drama single object in a or scripted in rehearsal for a in rehearsal for a devised or scripted process for a technology during impact of a devised a rehearsal process support the story experience (e.g., guided drama drama/theatre drama/theatre drama/theatre drama/theatre devised or scripted the rehearsal or scripted drama/ to enhance the and emotional process drama, experience (e.g., work. work. work. work. drama/theatre process for devised theatre work. story and emotional impact of a devised story drama, process drama, work. or scripted drama/ impact of a devised or scripted creative drama). story drama, theatre work. or scripted drama/theatre creative drama. drama/theatre work. work.

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THEATRE Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Enduring Understanding: Theatre artists make strong choices to effectively convey meaning. Essential Question(s): Why are strong choices essential to interpreting a drama or theatre piece? K 1 2 3 4 5 6 7 8 HS Proficient HS Accomplished HS Advanced Performing TH:Pr4.1.K. TH:Pr4.1.1. TH:Pr4.1.2. TH:Pr4.1.3. TH:Pr4.1.4. TH:Pr4.1.5. TH:Pr4.1.6. TH:Pr4.1.7. TH:Pr4.1.8. TH:Pr4.1.I. TH:Pr4.1.II. TH:Pr4.1.III. Performing

a. With prompting a. Describe a story’s a. Interpret story a. Apply the a. Modify the a. Describe the a. Identify the a. Consider various a. Explore different a. Examine how a. Discover how a. Apply reliable and support, character actions elements in a elements of dialogue and action underlying thoughts essential events in a staging choices to pacing to better character unique choices research of

Select identify characters and dialogue in a guided drama dramatic structure to change the story and emotions that story or script that enhance the story in communicate the relationships assist shape believable directors’ styles to Select and setting in guided drama experience (e.g., to a story and in a drama/theatre create dialogue and make up the a drama/theatre story in a in telling the story and sustainable form unique choices dramatic play or a experience (e.g., process drama, create a work. action in a dramatic structure work. drama/theatre of a drama/theatre drama/ theatre for a directorial guided drama process drama, story drama, drama/theatre drama/theatre in a drama/theatre work. work. work. concept in a experience (e.g., story drama, creative drama). work. work. work. drama/theatre process drama, creative drama). work. story drama, creative drama). b. Use body, face, b. Alter voice and b. Investigate how b. Make physical b. Use physical b. Experiment with b. Use various b. Use various b. Shape character b. Identify essential b. Apply a variety of gestures, and voice body to expand and movement and choices to develop a choices to create various physical character objectives character objectives choices using given text information, researched acting to communicate articulate nuances voice are character in a meaning in a choices to in a drama/theatre and tactics in a circumstances in a research from techniques as an character traits of a character in a incorporated into drama/theatre drama/theatre communicate work. drama/theatre work drama/theatre various sources, and approach to and emotions in a guided drama drama/theatre work. work. character in a to overcome an work. the director’s character choices in guided drama experience (e.g., work. drama/theatre obstacle. concept that a drama/theatre experience (e.g., (e.g., process work. influence character work. process drama, drama, story drama, choices in a story drama, creative drama). drama/theatre creative drama). work.

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Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Enduring Understanding: Theatre artists develop personal processes and skills for a performance or design. Essential Question(s): What can I do to fully prepare a performance or technical design? K 1 2 3 4 5 6 7 8 HS Proficient HS Accomplished HS Advanced

Performing Performing TH:Pr5.1.K. TH:Pr5.1.1. TH:Pr5.1.2. TH:Pr5.1.3. TH:Pr5.1.4. TH:Pr5.1.5. TH:Pr5.1.6. TH:Pr5.1.7. TH:Pr5.1.8. TH:Pr5.1.I. TH:Pr5.1.II. TH:Pr5.1.III.

a. With prompting a. With prompting a. Demonstrate the a. Participate in a a. Practice selected a. Choose acting a. Recognize how a. Participate in a a. Use a variety of a. Practice various a. Refine a range of a. Use and justify a and support, and support, relationship variety of physical, exercises that can exercises that can acting exercises and variety of acting acting techniques to acting techniques to acting skills to build collection of acting understand that identify and between and vocal, and cognitive be used in a group be applied to a techniques can be exercises and increase skills in a expand skills in a a believable and exercises from voice and sound are understand that among body, voice, exercises that can setting for drama/theatre applied to a techniques that can rehearsal or rehearsal or sustainable reliable resources to

Preparing Preparing fundamental to physical movement and mind in a be used in a group drama/theatre work. drama/theatre be applied in a drama/theatre drama/theatre drama/theatre prepare a believable dramatic play and is fundamental to guided drama setting for work. work. rehearsal or performance. performance. performance. and sustainable guided drama guided drama experience (e.g., drama/theatre drama/theatre performance. experiences (e.g., experiences (e.g., process drama, work. performance. process drama, process drama, story drama, story drama, story drama, creative drama). creative drama). creative drama). b. With prompting b. With prompting b. Explore technical b. Identify the basic b. Propose the use b. Demonstrate the b. Articulate how b. Choose a variety b. Use a variety of b. Use researched b. Apply technical b. Explain and and support, and support, elements in a technical elements of technical use of technical technical elements of technical technical elements technical elements elements and justify the selection explore and identify technical guided drama that can be used in elements in a elements in a are integrated into a elements that can to create a design to increase the research to create a of technical experiment with elements that can experience (e.g., drama/theatre drama/theatre drama/theatre drama/ theatre be applied to a for a rehearsal or impact of design for design that elements used to various technical be used in a guided process drama, work. work. work. work. design in a drama/theatre a drama/theatre communicates the build a design that elements in drama experience story drama, drama/theatre production. production. concept of a communicates the dramatic play or a (e.g., process creative drama). work. drama/theatre concept of a guided drama drama, story drama, production. drama/theatre experience (e.g., creative drama). production. process drama, story drama, creative drama).

Anchor Standard 6: Convey meaning through the presentation of artistic work. Enduring Understanding: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience. Essential Question(s): What happens when theatre artists and audiences share a creative experience? K 1 2 3 4 5 6 7 8 HS Proficient HS Accomplished HS Advanced

Performing Performing TH:Pr6.1.K. TH:Pr6.1.1. TH:Pr6.1.2. TH:Pr6.1.3. TH:Pr6.1.4. TH:Pr6.1.5. TH:Pr6.1.6. TH:Pr6.1.7. TH:Pr6.1.8. TH:Pr6.1.I. TH:Pr6.1.II. TH:Pr6.1.III.

a. With prompting a. With prompting a. Contribute to a. Practice a. Share small-group a. Present a. Adapt a a. Participate in a. Perform a a. Perform a a. Present a a. Present a and support, use and support, use group guided drama drama/theatre work drama/theatre drama/theatre work drama/theatre work rehearsals for a rehearsed scripted drama/theatre work drama/theatre voice and sound in movement and experiences (e.g., and share work, with peers as informally to an and present it drama/theatre work drama/theatre work drama/theatre work using creative production for a dramatic play or a gestures to process drama, reflections audience. audience. informally for an that will be shared for an audience. for a specific processes that specific audience guided drama communicate story drama, individually and in audience. with an audience. audience. shape the that employs

Share, Present Share, experience (e.g., emotions in a creative drama) and small groups. production for a research and Present Share, process drama, guided drama informally share specific audience. analysis grounded in story drama, experience (e.g., with peers. the creative creative drama). process drama, perspectives of the story drama, playwright, director, creative drama). designer, and dramaturg.

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THEATRE

Anchor Standard 7: Perceive and analyze artistic work Enduring Understanding: Theatre artists reflect to understand the impact of drama processes and theatre experiences. Essential Question(s): How do theatre artists comprehend the essence of drama processes and theatre experiences? K 1 2 3 4 5 6 7 8 HS Proficient HS Accomplished HS Advanced

Responding Responding TH:Re7.1.K. TH:Re7.1.1. TH:Re7.1.2. TH:Re7.1.3. TH:Re7.1.4. TH:Re7.1.5. TH:Re7.1.6. TH:Re7.1.7. TH:Re7.1.8. TH:Re7.1.I. TH: Re7.1.II. TH: Re7.1.-III.

a. With prompting a. Recall choices a. Recognize when a. Understand why a. Identify artistic a. Explain personal a. Describe and a. Compare a. Apply criteria to a. Respond to what a. Demonstrate an a. Use historical and and support, made in a guided artistic choices are artistic choices are choices made in a reactions to artistic record personal recorded personal the evaluation of is seen, felt, and understanding of cultural context to express an drama experience made in a guided made in a drama/theatre work choices made in a reactions to artistic and peer reactions artistic choices in a heard in a multiple structure and justify

Reflect Reflect emotional response (e.g., process drama experience drama/theatre through drama/theatre work choices in a to artistic choices in drama/theatre drama/theatre work interpretations of personal responses to characters in drama, story drama, (e.g., process work. participation and through drama/theatre a drama/ theatre work. to develop criteria artistic criteria and to a drama/theatre dramatic play or a creative drama). drama, story drama, observation. participation and work. work. for artistic choices. how each might be work. guided drama creative drama). observation. used to influence experience (e.g., future artistic process drama, choices of a story drama, drama/theatre creative drama). work.

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Anchor Standard 8: Interpret intent and meaning in artistic work. Enduring Understanding: Theatre artists’ interpretations of drama/theatre work are influenced by personal experiences and aesthetics. Essential Question(s): How can the same work of art communicate different messages to different people? K 1 2 3 4 5 6 7 8 HS Proficient HS Accomplished HS Advanced

Responding Responding TH:Re8.1.K. TH:Re8.1.1. TH:Re8.1.2. TH:Re8.1.3. TH:Re8.1.4. TH:Re8.1.5. TH:Re8.1.6. TH:Re8.1.7. TH:Re8.1.8. TH:Re8.1.I. TH:Re8.1.II. TH:Re8.1.III.

a. With prompting a. Explain a. Explain how a. Consider multiple a. Compare and a. Justify responses a. Explain how a. Identify the a. Recognize and a. Analyze and a. Develop detailed a. Use detailed and support, preferences and personal personal contrast multiple based on personal artists make choices artistic choices share artistic compare artistic supporting evidence supporting evidence identify preferences emotions in a preferences and experiences when personal experiences when based on personal made based on choices when choices developed and criteria to and appropriate

Interpret in dramatic play, a guided drama emotions affect an participating in or experiences when participating in or experience in a personal experience participating in or from personal reinforce artistic criteria to revise Interpret guided drama experience (e.g., observer’s response observing a participating in or observing a drama/theatre in a drama/theatre observing a experiences in choices, when personal work and experience (e.g., process drama, in a guided drama drama/theatre observing a drama/theatre work. work. drama/theatre multiple participating in or interpret the work process drama, story drama, experience (e.g., work. drama/theatre work. work. drama/theatre observing a of others when story drama, creative drama), or process drama, work. works. drama/theatre participating in or creative drama), or age-appropriate story drama, work. observing a drama/ age-appropriate theatre creative drama), or theatre work. theatre performance. age-appropriate performance. theatre performance. b. With prompting b. Identify causes of b. Identify causes b. Consider multiple b. Compare and b. Explain responses b. Identify cultural b. Describe how b. Analyze how b. Identify and b. Apply concepts b. Use new and support, name character actions in and consequences ways to develop a contrast the to characters based perspectives that cultural cultural compare cultural from a understandings of and describe a guided drama of character actions character using qualities of on cultural may influence the perspectives can perspectives perspectives and drama/theatre work cultures and settings in dramatic experience (e.g., in a guided drama physical characters in a perspectives when evaluation of a influence the influence the contexts that may for personal contexts to shape play or a guided process drama, experience (e.g., characteristics and drama/theatre work participating in or drama/theatre evaluation of evaluation of a influence the realization about personal responses drama experience story drama, or process drama, prop or costume through physical observing work. drama/theatre drama/theatre evaluation of a cultural to drama/theatre (e.g., process creative drama). story drama, or design choices that characteristics and drama/theatre work. work. drama/theatre perspectives and work. drama, story drama, creative drama). reflect cultural prop or costume work. work. understanding. creative drama). perspectives in design choices that drama/theatre reflect cultural work. perspectives. c. Explain or use c. Explain or use c. Examine how c. Identify and c. Investigate the c. Identify personal c. Interpret how the c. Apply personal c. Justify personal c. Debate and c. Support and text and pictures to text and pictures to connections are discuss physiological effects of emotions aesthetics, use of personal aesthetics, aesthetics, distinguish multiple explain aesthetics, describe how describe how made between changes connected on posture, gesture, preferences, and aesthetics, preferences, and preferences, and aesthetics, preferences, and personal emotions others’ emotions oneself and a to emotions in breathing, and vocal beliefs through preferences, and beliefs to evaluate a beliefs through preferences, and beliefs to create a and choices and choices may character’s drama/ theatre intonation in a participation in or beliefs can be used drama/theatre participation in and beliefs through context for critical compare to the compare to the emotions in work. drama/theatre observation of to discuss work. observation of a participation in and research that emotions and emotions and drama/theatre work. drama/ theatre drama/theatre drama/theatre observation of informs artistic choices of choices of work. work. work. work. drama/theatre decisions in a characters in a characters in a work. drama/theatre guided drama guided drama work. experience (e.g., experience (e.g., process drama, process drama, story drama, story drama, creative drama). creative drama).

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Anchor Standard 9: Apply criteria to evaluate artistic work. Enduring Understanding: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work. Essential Question(s): How are the theatre artist’s processes and the audience’s perspectives impacted by analysis and synthesis? K 1 2 3 4 5 6 7 8 HS Proficient HS Accomplished HS Advanced Responding TH:Re9.1.K. TH:Re9.1.1. TH:Re9.1.2. TH:Re9.1.3. TH:Re9.1.4. TH:Re9.1.5. TH:Re9.1.6. TH:Re9.1.7. TH:Re9.1.8. TH:Re9.1.I. TH:Re9.1.II. TH:Re9.1.III. Responding

a. With prompting a. Build on others’ a. Collaborate on a a. Understand how a. Propose a plan to a. Develop and a. Use supporting a. Explain a. Respond to a a. Examine a a. Analyze and a. Research and and support, ideas in a guided scene in a guided and why groups evaluate implement a plan to evidence and preferences, using drama/ theatre drama/ theatre assess a synthesize cultural actively engage with drama experience drama experience evaluate drama/theatre evaluate criteria to evaluate supporting evidence work using work using drama/theatre work and historical

Evaluate others in dramatic (e.g., process (e.g., process drama/theatre work. drama/theatre drama/theatre and criteria to supporting supporting by connecting it to information related Evaluate play or a guided drama, story drama, drama, story drama, work. work. work. evaluate evidence, evidence and art forms, history, to a drama/theatre drama experience creative drama). creative drama). drama/theatre personal criteria, while culture, and other work to support or ((e.g., process work. aesthetics, and considering art disciplines using evaluate artistic drama, story drama, artistic criteria. forms, history, supporting evidence choices. creative drama). culture, and other and criteria. disciplines. b. Identify props b. Use a prop or b. Consider and b. Investigate how b. Assess how b. Apply the b. Consider the b. Apply the b. Consider the b. Construct b. Analyze and and costumes that costume in a guided analyze technical technical elements technical elements production aesthetics of the production aesthetics of the meaning in a evaluate varied might be used in a drama experience elements from may support a represent the elements used in a production elements used in a production drama/theatre aesthetic guided drama (e.g., process multiple theme or idea in a theme of a drama/theatre work elements in a drama/theatre work elements in a work, considering interpretations of experience (e.g., drama, story drama, drama/theatre drama/theatre drama/theatre to assess aesthetic drama/theatre to assess aesthetic drama/theatre personal aesthetics production process drama, creative drama) to works. work. work. choices. work. choices. work. and knowledge of elements for the story drama, describe characters, production same creative drama). settings, or events. elements while drama/theatre respecting others’ work. interpretations. c. Compare and c. Describe how c. Evaluate and c. Observe how a c. Recognize how a c. Identify a specific c. Identify how the c. Assess the impact c. Formulate a c. Verify how a c. Compare and contrast the characters respond analyze problems character’s choices character’s audience or intended purpose of of a drama/theatre deeper drama/theatre work debate the experiences of to challenges in a and situations in a impact an circumstances purpose for a a drama/theatre work on a specific understanding and communicates for a connection characters in a guided drama drama/theatre work audience’s impact an drama/theatre work appeals to a audience. appreciation of a specific purpose and between a guided drama experience (e.g., from an audience perspective in a audience’s work. specific audience. drama/ theatre audience. drama/theatre work experience (e.g., process drama, perspective. drama/theatre perspective in a work by considering and contemporary process drama, story drama, work. drama/theatre its specific purpose issues that may story drama, creative drama). work. or intended impact audiences. creative drama). audience.

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THEATRE

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Enduring Understanding: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work. Essential Question(s): What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy? K 1 2 3 4 5 6 7 8 HS Proficient HS Accomplished HS Advanced Connecting TH:Cn10.1.K. TH:Cn10.1.1. TH:Cn10.1.2. TH:Cn10.1.3. TH:Cn10.1.4. TH:Cn10.1.5. TH:Cn10.1.6. TH:Cn10.1.7. TH:Cn10.1.8. TH:Cn10.1.I. TH:Cn10.1.II. TH:Cn10.1.III. Connecting

a. With prompting a. Identify character a. Relate character a. Use personal a.Identify the ways a. Explain how a. Explain how the a. Incorporate a. Examine a a. Investigate how a. Choose and a. Collaborate on a and support, emotions in a experiences to experiences and drama/theatre work drama/theatre actions and multiple community issue cultural interpret a drama/theatre work identify similarities guided drama personal knowledge to make reflects the connects oneself motivations of perspectives and through multiple perspectives, drama/theatre work that examines a between characters experience (e.g., experiences in a connections to perspectives of a to a community or characters in a diverse community perspectives in a community ideas to reflect or critical global issue Empathize and oneself in process drama, guided drama community and community or culture. drama/theatre work ideas in a drama/theatre and personal beliefs question personal using multiple Empathize dramatic play or a story drama, experience (e.g., culture in a culture. impact perspectives drama/theatre work. impact a beliefs. personal, guided drama creative drama) and process drama, drama/theatre of a community or work. drama/theatre community, and experience (e.g., relate it to personal story drama, work. culture. work. cultural process drama, experience. creative drama). perspectives. story drama, creative drama).

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding Enduring Understanding: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood. Essential Question(s): What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work? K 1 2 3 4 5 6 7 8 HS Proficient HS Accomplished HS Advanced

Connecting Connecting TH:Cn11.1.K. TH:Cn11.1.1. TH:Cn11.1.2. TH:Cn11.1.3. TH:Cn11.1.4. TH:Cn11.1.5. TH:Cn11.1.6. TH:Cn11.1.7. TH:Cn11.1.8. TH:Cn11.1.I. TH:Cn11.1.II. TH:Cn11.1.III.

a. With a. Apply skills and a. Determine a. Identify a. Respond to a. Investigate a. Identify universal a. Incorporate a. Use different a. Explore how a. Integrate a. Develop a prompting and knowledge from appropriate skills connections to community and historical, global themes or common music, dance, art, forms of cultural, global, and conventions and drama/theatre work support, identify different art forms and knowledge community, social social issues and and social issues social issues and and/or media to drama/theatre work historic belief knowledge from that identifies and skills and and content areas from different art issues and other incorporate other expressed in express them strengthen the to examine systems affect different art forms questions cultural, knowledge from in a guided drama forms and content areas in content areas in drama/theatre through a meaning and contemporary creative choices in a and other global, and historic Interrelate other areas in experience (e.g., content areas to drama/theatre drama/theatre work. drama/theatre conflict in a social, cultural, or drama/theatre disciplines to belief systems. dramatic play or process drama, apply in a guided work. work. work. drama/theatre work global issues. work. develop a a guided drama story drama, drama experience with a particular crosscultural experience (e.g., creative drama). (e.g., process cultural, global, or drama/theatre process drama, drama, story historic context. work. story drama, drama, creative creative drama). drama). a. With prompting a. Identify a. Identify a. Explore how a. Investigate a. Analyze a. Research and a. Research and a. Research the a. Research how a. Formulate a. Justify the and support, similarities and similarities and stories are adapted crosscultural commonalities and analyze two discuss how a story elements of a other theatre artists creative choices for creative choices identify stories that differences in differences in from literature to approaches differences different versions of playwright might staged apply creative a devised or made in a devised are different from stories from one’s stories from drama/theatre to storytelling in between stories set the same have intended a drama/theatre work processes to tell scripted or scripted one another in own community in multiple cultures work. drama/theatre in different cultures drama/theatre story drama/theatre work and compare them stories in a devised drama/theatre work drama/theatre dramatic play or a a guided drama in a guided drama work. in preparation for a to determine to be produced. to another or scripted based on theatre work, based on a guided drama experience (e.g., experience (e.g., drama/theatre differences and production of the drama/theatre research about the critical experience (e.g., process drama, process drama, work. similarities in the same work. work, using theatre selected topic. interpretation of process drama, story drama, story drama, visual and aural research methods. specific data from story drama, creative drama). creative drama). world of each story. theatre research. creative drama).

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Idaho Fine Arts Standards - Theatre b. With prompting b. Collaborate on b. Collaborate on b. Examine how b. Compare the b. Identify historical b. Investigate the b. Examine artifacts b. Identify and use b. Use basic theatre b. Explore how b. Present and and support, tell a the creation of a the creation of a artists have drama/theatre sources that explain time period and from a time period artifacts from a time research methods personal beliefs and support an opinion short story in short scene based short scene based historically conventions of a drama/theatre place of a and geographic period and place to to better biases can affect the about the social, dramatic play or a on a fictional on a non-fiction presented the same given time period terminology and drama/theatre work location to better develop understand the interpretation of cultural, and guided drama literary source in literary source in stories using with those of the conventions. to better understand performance and social and cultural research data historical experience (e.g., a guided drama a guided drama different art forms, present. understand performance and design choices in a background of a applied in understandings of a process drama, experience (e.g., experience (e.g., genres, or performance and design choices in a drama/theatre drama/theatre drama/theatre drama/theatre story drama, process drama, process drama, drama/theatre design choices. drama/theatre work. work. work. work, based on creative drama). story drama, story drama, conventions. work. critical research. creative drama). creative drama).

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