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Theatre

Theatre

Illinois Learning Standards

Theatre

Approved by the Illinois State Board of Education, 2016

IllinoisArtsLearning.org Theatre

CREATING Anchor Standard 1: Generate and conceptualize artistic ideas and work. Enduring Understanding: Theatre artists rely on intuition, curiosity, and critical inquiry. Essential Question: What happens when theatre artists use their imaginations and/or learned theatre skills while engaging in creative exploration and inquiry? Envision, PreK Kindergarten 1st 2nd 3rd 4th Conceptualize TH:Cr1.1.PK TH:Cr1.1.K TH:Cr1.1.1 TH:Cr1.1.2 TH:Cr1.1.3 TH:Cr1.1.4 a. With prompting and a. With prompting and a. Propose potential a. Propose potential a. Create roles, a. Articulate the visual Cr1.a. support, transition support, invent and choices characters could new details to and imagined worlds, and details of imagined between imagination inhabit an imaginary make in a guided story in a guided drama improvised stories in a worlds and improvised Conceptualize and reality in dramatic elsewhere in dramatic experience (for example, experience (for example, drama/theatre work. stories that support the a unified piece or a guided drama play or a guided drama process drama, story process drama, story given circumstances in of theatre. experience (for example, experience (for example, drama, creative drama). drama, creative drama). a drama/theatre work. process drama, story process drama, story drama, creative drama). drama, creative drama).

Cr1.b. b. With prompting b. With prompting b. Collaborate with b. Collaborate with b. Imagine and b. Propose design and support, use and support, use peers to conceptualize peers to conceptualize articulate ideas for ideas that support Imagine nonrepresentational nonrepresentational and props scenery in a guided costumes, props, and the story and given technical materials to create materials to create in a guided drama drama experience sets for the environment circumstances in a elements for a props, , props, puppets, experience (for example, (for example, process and characters in a drama/theatre work. unified drama/ and pieces and costume pieces process drama, story drama, story drama, drama/theatre work. theatre concept. for dramatic play for dramatic play drama, creative drama). creative drama). or a guided drama or a guided drama experience (for example, experience (for example, process drama, story process drama, story drama, creative drama). drama, creative drama).

c. With prompting c. With prompting c. Imagine ways in c. Demonstrate ways c. Imagine how a c. Collaborate to Cr1.c. and support, students and support, students which voice/sound and in which voice/sound might move determine how Develop a transition between transition between gesture/ movement may and gesture/movement and speak to support characters interrelate character imagination and imagination and be used to create or may be used to create the story and given to support the overall reality in dramatic play reality in dramatic play retell a story in guided a character in a drama/ circumstances in a story and given authentic to or a guided drama or a guided drama drama experiences theatre work. drama/theatre work. circumstances in a the work. experience (for example, experience (for example, (for example, process drama/theatre work. process drama, story process drama, story drama, story drama, drama, creative drama). drama, creative drama). creative drama).

2 | Illinois Arts Learning Standards Theatre Approved by the Illinois State Board of Education

5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels TH:Cr1.1.5 TH:Cr1.1.6 TH:Cr1.1.7 TH:Cr1.1.8 TH:Cr1.1.I TH:Cr1.1.II TH:Cr1.1.III a. Identify physical a. Identify possible a. Investigate multiple a. Imagine and explore a. Create a symbol or a. Apply research to a. Synthesize knowledge qualities that might solutions to perspectives and multiple perspectives metaphor to unify the construct ideas about from a variety of reveal a character’s challenges in a drama/ solutions to performance and solutions to concept of a drama/ the unified concept of a dramatic forms, drama/ inner traits in the theatre work. challenges in a drama/ performance problems theatre work. drama/theatre work. theatre conventions, imagined world of a theatre work. in a drama/theatre work. and technologies to drama/theatre work. create the unified concept of a drama/ theatre work.

b. Visualize and design b. Identify solutions to b. Explain and present b. Imagine and explore b. Explore the impact b. Understand and apply b. Create a complete elements that support design challenges in a solutions to design solutions to design of technology on design technology to design design for a drama/ the story and given drama/theatre work. challenges in a drama/ challenges for a specific choices in a drama/ solutions for a drama/ theatre work that circumstances in a theatre work. performance space in a theatre work. theatre work. incorporates multiple drama/theatre work. drama/theatre work. elements of technology.

c. Imagine how a c. Explore a scripted or c. Envision and describe c. Develop a scripted or c. Use script analysis c. Use personal c. Integrate cultural and character’s inner improvised character a scripted or improvised improvised character to generate ideas about experiences and historical contexts with thoughts impact authentic to a drama/ character’s inner by articulating the a character that is knowledge to develop personal experiences the story and given theatre work. thoughts and objectives character’s authentic believable and authentic a character that is to create a character circumstances in a that are authentic to a inner thoughts, in a drama/theatre work. believable and authentic that is believable and drama/theatre work. drama/theatre work. objectives, and in a drama/theatre work. authentic in a drama/ motivations in a drama/ theatre work. theatre work.

Approved by the Illinois State Board of Education Illinois Arts Learning Standards Theatre | 3 Theatre

CREATING Anchor Standard 2: Organize and develop artistic ideas and work. Enduring Understanding: Theatre artists work to discover different ways of communicating meaning. Essential Question: How, when, and why do theatre artists’ choices change? Develop PreK Kindergarten 1st 2nd 3rd 4th TH:Cr2.1.PK TH:Cr2.1.K TH:Cr2.1.1 TH:Cr2.1.2 TH:Cr2.1.3 TH:Cr2.1.4 Cr2.a. a. With prompting and a. With prompting and a. With prompting and a. Collaborate with a. Devise original ideas a. Collaborate to devise support, contribute support, interact with support, contribute peers to contribute focused on character original ideas for a Evolve a through gestures and peers and contribute to a sequential plot to a sequential plot and plot for a drama/ drama/theatre work by unified drama/ words to dramatic play to dramatic play in a guided drama in a guided drama theatre work. asking questions about theatre work. or a guided drama or a guided drama experience (for example, experience (for example, characters and plots. experience (for example, experience (for example, process drama, story process drama, story process drama, story process drama, story drama, creative drama). drama, creative drama). drama, creative drama). drama, creative drama).

Cr2.b. Children should engage Children should engage Children should engage Children should engage b. Contribute ideas b. Demonstrate mutual Demonstrate in developmentally- in developmentally- in developmentally- in developmentally- and accept/incorporate respect for self and collaborative & appropriate play appropriate play appropriate play appropriate play the ideas of others in others and their roles in interdisciplinary to prepare for next to prepare for next to prepare for next to prepare for next preparing or devising a preparing or devising a skills in a standard. standard. standard. standard. drama/theatre work. drama/theatre work. drama/theatre process.

Anchor Standard 3: Revise, refine, and complete artistic work. Enduring Understanding: Theatre artists refine their work and practice their craft through . Essential Question: How do theatre artists transform and edit their initial ideas? Rehearse PreK Kindergarten 1st 2nd 3rd 4th TH:Cr3.1.PK TH:Cr3.1.K TH:Cr3.1.1 TH:Cr3.1.2 TH:Cr3.1.3 TH:Cr3.1.4 Cr3.a. a. With prompting a. With prompting and a. Develop concentration a. Demonstrate a. Contribute to the a. Collaborate with and support, answer support, ask and answer while participating concentration while adaptation of the plot peers to revise, refine, Prepare a questions in dramatic questions in dramatic in a guided drama participating in a guided and dialogue in a and adapt ideas to fit unified drama/ play or a guided drama play or a guided drama experience (for example, drama experience drama/theatre work. the given parameters of theatre work for experience (for example, experience (for example, process drama, story (for example, process a drama/theatre work. performance process drama, story process drama, story drama, creative drama). drama, story drama, that conveys drama, creative drama). drama, creative drama). creative drama). meaning. Children should engage Children should engage b. Identify similarities b. Use and adapt b. Participate and b. Develop physical in developmentally- in developmentally- and differences in sounds and movements contribute to physical and vocal exercise Cr3.b. appropriate play appropriate play sounds and movements in a guided drama and vocal exploration techniques for an Explore the to prepare for next to prepare for next in a guided drama experience (for example, in an improvised or improvised or scripted connection to standard. standard. experience (for example, process drama, story scripted drama/theatre drama/theatre work. process drama, story drama, creative drama). work. a character drama, creative drama). through mind/ body/voice to Children should engage Children should engage c. Collaboratively c. Independently c. Practice and refine c. Collaborate on create a vivid in developmentally- in developmentally- transform the transform the design and technical solutions to design and character. appropriate play appropriate play performance space performance space choices to support a technical problems that to prepare for next to prepare for next into an imagined world into an imagined world devised or scripted arise in rehearsal for a standard. standard. for a guided drama for a guided drama drama/theatre work. drama/theatre work. Cr3.c. experience (for example, experience (for example, Integrate design process drama, story process drama, story elements drama, creative drama). drama, creative drama). that create an emotional impact or convey meaning.

4 | Illinois Arts Learning Standards Theatre Approved by the Illinois State Board of Education

5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels TH:Cr2.1.5 TH:Cr2.1.6 TH:Cr2.1.7 TH:Cr2.1.8 TH:Cr2.1.I TH:Cr2.1.II TH:Cr2.1.III a. Devise original a. Use critical analysis a. Examine and justify a. Articulate and a. Explore the function a. Refine a dramatic a. Develop and ideas for a drama/ to improve, refine, and original ideas and apply critical analysis, of history and concept to demonstrate synthesize original ideas theatre work that reflect evolve original ideas artistic choices in a background knowledge, in the development of a critical understanding in a drama/theatre inquiry about and artistic choices in drama/theatre work research, and historical a dramatic concept of historical and cultural work utilizing critical characters and their a devised or scripted based on critical and cultural context through a critical influences of original analysis, historical given circumstances. drama/theatre work. analysis, background to the development analysis of original ideas applied to a and cultural context, knowledge, and of original ideas for a ideas in a drama/ drama/theatre work. research, and Western historical and cultural drama/theatre work. theatre work. or non-Western theatre context. traditions.

b. Share leadership b. Make and discuss b. Define and b. Participate b. Investigate the b. Cooperate as a b. Collaborate as and responsibilities to group decisions and demonstrate the in collaborative collaborative nature creative team to make a creative team to develop collaborative identify responsibilities collaborative responsibilities required of the , director, interpretive choices for a discover artistic goals when preparing required to present a responsibilities of actor, to present a drama/ , and drama/theatre work. solutions and make or devising a drama/ drama/theatre work. director, and designer theatre work informally designers (creative interpretive choices in theatre work. to present a drama/ to an . team) and explore their a devised or scripted theatre work. interdependent roles in drama/theatre work. a drama/theatre work.

5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels 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. Revise and improve a. Articulate and a. Analyze and refine a. Use repetition and a. Practice and revise a. Use the rehearsal a. Refine, transform, or an improvised or examine choices to choices in a unified analysis in order to unify a unified devised or process to analyze reimagine the unifying scripted drama/theatre refine a devised or devised or scripted a devised or scripted scripted drama/theatre the dramatic concept concept in a devised or work through repetition scripted drama/theatre drama/theatre work. drama/theatre work work using theatre and technical design scripted drama/theatre and self- and group- work. during the rehearsal conventions. elements of a devised or work using the rehearsal review. process. scripted drama/theatre process. work.

b. Use physical and b. Identify effective b. Develop effective b. Refine effective b. Explore physical, b. Use research and script b. Synthesize ideas vocal exploration for physical and vocal traits physical and vocal traits physical, vocal, and vocal, and psychological analysis to revise physical, from research, script character development of characters in an of characters in an psychological traits choices to develop a vocal, and psychological analysis, and context to in an improvised or improvised or scripted improvised or scripted of characters in an performance that is choices impacting the create a performance scripted drama/theatre theatrical work. drama/theatre work. improvised or scripted believable, authentic, believability and relevance that is believable, work. drama/theatre work. and relevant to a of a drama/theatre work. authentic, and relevant drama/theatre work. to a drama/theatre work. c. Create innovative c. Explore a planned c. Consider multiple c. Implement and refine c. Refine technical c. Reimagine and revise c. Apply a high level of solutions to design and technical design during planned technical a planned technical design choices to technical design choices technical proficiencies technical problems that the rehearsal process design elements during design using simple support the symbols or during the course of a to the rehearsal process arise in rehearsal for a for a devised or scripted the rehearsal process technology during the metaphors to unify the rehearsal process to to enhance the unified drama/theatre work. drama/theatre work. for a devised or scripted rehearsal process for concept in a devised or enhance the concept in a devised or drama/theatre work. a devised or scripted scripted drama/ theatre unified concept in a scripted drama/theatre drama/theatre work. work. devised or scripted work. drama/theatre work.

Approved by the Illinois State Board of Education Illinois Arts Learning Standards Theatre | 5 Theatre

PERFORMING Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Enduring Understanding: Theatre artists make strong choices to convey meaning effectively. Essential Question: Why are strong choices essential to interpreting a drama or theatre piece? Select PreK Kindergarten 1st 2nd 3rd 4th TH:Pr4.1.PK TH:Pr4.1.K TH:Pr4.1.1 TH:Pr4.1.2 TH:Pr4.1.3 TH:Pr4.1.4 Pr4.a. a. With prompting a. With prompting a. Suggest original story a. Apply original story a. Identify major a. Describe the and support, identify and support, identify elements in a guided elements in a guided dramatic elements in a underlying thoughts and Demonstrate characters in dramatic characters and setting drama experience drama experience drama/theatre work. emotions that impact that there are play or a guided drama in dramatic play (for example, process (for example, process the multiple choices experience (for example, or a guided drama drama, story drama, drama, story drama, in a drama/theatre work. for every drama/ process drama, story experience (for example, creative drama). creative drama). theatre work drama, creative drama). process drama, story drama, creative drama). and select the most supportable choice for the Children should engage Children should engage b. Investigate how b. Make physical and b. Use body, face, b. Alter voice and body moment. in developmentally- in developmentally- movement and voice vocal choices to develop gestures, and voice to to expand and articulate appropriate play appropriate play are incorporated a character in a guided communicate character nuances of a character to prepare for next to prepare for next into a guided drama drama experience traits and emotions in in a scene. Pr4.b. standard. standard. experience (for example, (for example, process a scene. Understand process drama, story drama, story drama, that there drama, creative drama). creative drama). are multiple choices for each character and select the most supportable choice for the moment.

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: What can I do to fully prepare a performance or technical design? Prepare PreK Kindergarten 1st 2nd 3rd 4th TH:Pr5.1.PK TH:Pr5.1.K TH:Pr5.1.1 TH:Pr5.1.2 TH:Pr5.1.3 TH:Pr5.1.4 Pr5.a. Children should engage Children should engage Children should engage Children should engage a. Participate a. Recognize how in developmentally- in developmentally- in developmentally- in developmentally- in a variety of exercises and Theatre artists appropriate play appropriate play appropriate play appropriate play improvisational techniques can be work to develop to prepare for next to prepare for next to prepare for next to prepare for next exercises. applied to a drama/ expertise standard. standard. standard. standard. theatre work. through a personalization of techniques. b. Explore and b. Explore and b. With prompting b. Explore technical b. Identify the basic b. Propose the use of experiment with various experiment with various and support, identify elements (costumes, technical elements technical elements in a Pr5.b. technical elements technical elements technical elements lights, props, set, (costumes, lights, props, drama/theatre work. Integrate design (costumes, props, set) (costumes, props, set) (costumes, lights, props, sound) in a guided set, sound) that can be elements through dramatic/ through dramatic/ set, sound) that can be drama experience. used in a drama/theatre that create creative play. creative play. used in a guided drama work. an emotional experience (for example, process drama, story impact or drama, creative drama). convey meaning.

6 | Illinois Arts Learning Standards Theatre Approved by the Illinois State Board of Education

5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels 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 a. Describe the a. Identify the dramatic a. Analyze the dramatic a. Identify various a. Apply choices to a. Explore various a. Apply reliable underlying thoughts and arc of a scene. arc of a drama/theatre choices to enhance the interpretation of a choices to the research of directors’ emotions that create work. the interpretation of a drama/theatre work. interpretation of a styles to form unique dialogue and action in a drama/theatre work. drama/theatre work. choices for a directorial drama/theatre work. concept in a drama/ theatre work.

b. Explore physical & b. Identify character b. Use a variety of b. Use various character b. Shape character b. Identify essential text b. Apply a variety of vocal choices to create objectives and motives character objectives and objectives, motives, and choices using given information, research researched acting meaning in a scene. in a scene. motives in a scene. tactics in a scene to circumstances in a from various sources, techniques as an overcome obstacles. drama/theatre work. and the director’s approach to character concept that influence choices in a drama/ character choices in a theatre work. drama/theatre work.

5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels 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. Practice selected a. Apply acting exercises a. Participate in a a. Choose a variety a. Practice various a. Refine a range of a. Use and justify a exercises that can be to a drama/theatre work. variety of acting of acting techniques acting techniques acting skills to build collection of acting used in a group setting exercises and to increase skills in a to expand skills in a a believable and exercises from for a drama/theatre techniques that can be rehearsal or drama/ rehearsal or drama/ sustainable drama/ reliable resources to work. applied in a rehearsal theatre performance. theatre performance. theatre performance. prepare a believable or drama/theatre and sustainable performance. performance.

b. Demonstrate the use b. Articulate how b. Experiment with a b. Incorporate a variety b. Research technical b. Apply technical b. Explain and justify of technical elements in technical elements variety of technical of technical elements elements to increase elements and research the selection of a drama/theatre work. (costumes, lights, elements that can be to create a design for the impact of a design to create a design that technical elements props, set, sound) applied to a design in a a rehearsal or drama/ for a drama/theatre communicates the used to build a design are integrated into a drama/theatre work. theatre production. production. concept of a drama/ that communicates the drama/theatre work. theatre production. concept of a drama/ theatre production.

Approved by the Illinois State Board of Education Illinois Arts Learning Standards Theatre | 7 Theatre

PERFORMING 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 experience. Essential Question: What happens when theatre artists and share a creative experience? Share, PreK Kindergarten 1st 2nd 3rd 4th Present TH:Pr6.1.PK TH:Pr6.1.K TH:Pr6.1.1 TH:Pr6.1.2 TH:Pr6.1.3 TH:Pr6.1.4 Children should engage Children should engage a. With prompting a. Contribute to a. Communicate a. Communicate for Pr6.a. in developmentally- in developmentally- and support, use group-guided drama through a drama/theatre a specific purpose Perform a appropriate play appropriate play movement and gestures experiences (for work with peers as an through a drama/theatre to prepare for next to prepare for next to communicate in an example, process audience. work with peers as an drama/theatre standard. standard. informal drama. drama, story drama, audience. work with a creative drama) and defined purpose informally share or intent. with peers.

RESPONDING 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: How do theatre artists comprehend the essence of drama processes and theatre experiences? Reflect PreK Kindergarten 1st 2nd 3rd 4th TH:Re7.1.PK TH:Re7.1.K TH:Re7.1.1 TH:Re7.1.2 TH:Re7.1.3 TH:Re7.1.4 Re7.a. Children should engage Children should engage a. Recall choices made a. Recognize when a. Describe without a. Identify artistic Identify choices in developmentally- in developmentally- in a guided drama artistic choices are judgement what is seen, choices made in a appropriate play appropriate play experience (for example, made in a guided drama felt, and heard in a drama/theatre work in a drama/ to prepare for next to prepare for next process drama, story experience (for example, drama/theatre work. through participation theatre work standard. standard. drama, creative drama). process drama, story and observation. to understand drama, creative drama). personal reactions as a participant in a drama/theatre event.

8 | Illinois Arts Learning Standards Theatre Approved by the Illinois State Board of Education

5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels 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. Communicate for a a. Explore a a. Demonstrate a a. Explore multiple a. Express a theme a. Express a theme a. Express a theme specific purpose through through a drama/theatre primary theme in themes within a drama/ through the unified through the unified through the unified a drama/theatre work to performance for an a drama/theatre theatre performance. concept in the concept in the concept in the an invited audience. informal audience. performance. performance of a performance of a performance of a drama/theatre work. drama/theatre work for drama/theatre work for a specific purpose. a specific purpose to a specific audience.

5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels 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. Describe why artistic a. Explain and justify a. Articulate personal a. Compare personal a. Justify personal a. Recognize the a. Demonstrate an choices are made in a artistic choices made in reactions to artistic and peer reactions to reactions to artistic validity of multiple understanding of drama/theatre work. a drama/theatre work. choices in a drama/ artistic choices in a choices made in a interpretations of multiple interpretations theatre work. drama/theatre work. drama/theatre work. artistic choices in a and how each might be drama/theatre work. used to influence artistic choices in a drama/theatre work.

Approved by the Illinois State Board of Education Illinois Arts Learning Standards Theatre | 9 Theatre

RESPONDING Anchor Standard 8: Construct meaningful interpretations of artistic work. Enduring Understanding: Theatre artists’ interpretations of drama/theatre work are influenced by personal experiences and aesthetics. Essential Question: How can the same work of communicate different messages to different people? Interpret PreK Kindergarten 1st 2nd 3rd 4th TH:Re8.1.PK TH:Re8.1.K TH:Re8.1.1 TH:Re8.1.2 TH:Re8.1.3 TH:Re8.1.4 Re8.a. Children should engage Children should engage a. Explore personal a. Explain personal a. Describe a personal a. Consider personal Use personal in developmentally- in developmentally- feelings and emotions feelings and emotions experience that relates experiences when appropriate play appropriate play in a guided drama in a guided drama to a moment in a participating in a experience and to prepare for next to prepare for next experience. experience. drama/theatre work. drama/theatre work. background standard. standard. knowledge to create or interpret a drama/theatre work. b. With prompting and b. With prompting and b. Investigate a folk tale b. Compare a folk b. Explore folk tales or b. Identify different support, explore the support, explore the or story from a culture tale or story from a stories from multiple cultural elements that student’s own culture student’s own culture other than the student’s culture other than the through drama/ contribute to a drama/ Re8.b. through dramatic play through dramatic play through a guided drama student’s to a story from theatre experience. theatre experience. Interpret or a guided drama or a guided drama experience (for example, the student’s culture how culture experience (for example, experience (for example, process drama, story through a guided drama process drama, story process drama, story drama, or creative experience (for example, influences a drama, creative drama). drama, creative drama). drama). process drama, story performance. drama, or creative drama). Children should engage Children should engage c. Explain or use text c. Explain or use c. Examine characters’ c. Investigate the text Re8.c. in developmentally- in developmentally- and pictures to describe text and pictures to feelings and make and make connections Identify appropriate play appropriate play how personal emotions describe how others’ connections to personal to personal feelings in a personal to prepare for next to prepare for next and choices compare emotions and choices feelings in a drama/ drama/theatre work. aesthetics to standard. standard. to the emotions and may compare to the theatre work. choices of characters emotions and choices of create and in a guided drama characters in a guided interpret a experience (for example, drama experience drama/theatre process drama, story (for example, process work. drama, creative drama). drama, story drama, creative drama).

10 | Illinois Arts Learning Standards Theatre Approved by the Illinois State Board of Education

5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels 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. Justify responses a. Contrast multiple a. Contrast multiple a. Contrast multiple a. Identify and a. Analyze personal a. Apply personal based on personal personal experiences personal experiences personal experiences compare artistic experience, textual experience, textual experiences when when participating in a and choose the most and choose the most choices developed from evidence, and evidence, and participating in or drama/theatre work. appropriate when appropriate based on personal experience, appropriate criteria to appropriate criteria to observing a drama/ participating in a textual evidence when textual evidence, and reinforce artistic choices revise personal work theatre work. drama/theatre work. participating in a appropriate criteria in a when participating in and/or interpret the drama/theatre work. drama/theatre work. or observing a drama/ work of others in a theatre work. drama/theatre work.

b. Compare and contrast b. Identify cultural b. Describe how b. Analyze how cultural b. Identify and compare b. Apply cultural b. Demonstrate/ thematically similar perspectives that cultural perspectives perspectives influence cultural perspectives perspectives and articulate new folk tales and stories may influence the can influence the the interpretation of a and contexts that understandings to understandings of from multiple cultures interpretation of a interpretation of a drama/theatre work. may influence the interpret a drama/ cultures and contexts through drama/theatre drama/theatre work. drama/theatre work. interpretation of a theatre work. to interpret a drama/ experience. drama/theatre work. theatre work.

c. Examine aesthetics in c. Identify personal c. Interpret how the use c. Apply personal c. Support and explain c. Justify how aesthetics c. Debate and a drama/theatre work. aesthetics through of personal aesthetics aesthetics to interpret a personal aesthetics inform artistic decisions distinguish multiple participation in, or can be used to discuss a drama/theatre work. through participation in a drama/theatre work. aesthetics through observation of, a drama/ drama/theatre work. in, and observation of, a participation in, and theatre work. drama/theatre work. observation of, drama/ theatre work.

Approved by the Illinois State Board of Education Illinois Arts Learning Standards Theatre | 11 Theatre

RESPONDING 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: How are the theatre artist’s processes and the audience’s perspectives impacted by analysis and synthesis? Evaluate PreK Kindergarten 1st 2nd 3rd 4th TH:Re9.1.PK TH:Re9.1.K TH:Re9.1.1 TH:Re9.1.2 TH:Re9.1.3 TH:Re9.1.4 Re9.a. a. With prompting and a. With prompting and a. With prompting and a. Understand how and a. Apply ideas about a. Propose criteria as Develop and support, identify favorite support, identify favorite support, identify favorite why groups evaluate evaluation to a drama/ a class or group to or least favorite parts or least favorite parts or least favorite parts drama/theatre work. theatre work. evaluate drama/theatre apply criteria of a drama/theatre of a drama/theatre of a drama/theatre work. to evaluate a experience. experience. experience. drama/theatre work.

Re9.b. Children should engage Children should engage b. Identify props and b. Use a prop or costume b. Identify the b. Investigate how Evaluate the in developmentally- in developmentally- costumes that are used in a guided drama contributions of each technical elements may effectiveness appropriate play appropriate play in a guided drama experience (for example, design artist in the support a theme or idea of the technical to prepare for next to prepare for next experience (for example, process drama, story whole design of a in a drama/theatre work. standard. standard. process drama, story drama, creative drama) drama/theatre work. elements. drama, creative drama). to describe characters, settings, or events. Re9.c. Establish Children should engage Children should engage c. Demonstrate c. Investigate how c. Compare and contrast c. Observe how a an active in developmentally- in developmentally- appropriate audience audience behavior the roles of audience character’s choices relationship appropriate play appropriate play behavior during impacts a performance. and performer in a impact an audience’s between to prepare for next to prepare for next a drama/theatre drama/theatre work. perspective in a drama/ standard. standard. performance. theatre work. audience and performer.

CONNECTING 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: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy? Empathize PreK Kindergarten 1st 2nd 3rd 4th TH:Cn10.1.PK TH:Cn10.1.K TH:Cn10.1.1 TH:Cn10.1.2 TH:Cn10.1.3 TH:Cn10 .1.4 Cn10.a. a. With prompting a. With prompting a. Identify character a. Relate character a. Use personal a. Identify the ways Explore the and support, identify and support, identify emotions in a guided experiences to personal experiences and drama/theatre work similarities between similarities between drama experience experiences in a guided knowledge to make reflects the perspectives connections of a story and personal characters and oneself (for example, process drama experience connections to of a community or theatre artists to experience in dramatic in dramatic play drama, story drama, (for example, process community and culture culture. their community play or a guided drama or a guided drama creative drama) and drama, story drama, in a drama/theatre work. and the world at experience (for example, experience (for example, relate it to personal creative drama). large. process drama, story process drama, story experience. drama, creative drama). drama, creative drama).

12 | Illinois Arts Learning Standards Theatre Approved by the Illinois State Board of Education

5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels 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 a. Develop and a. Apply criteria to a. Explain preferences, a. Respond to a drama/ a. Examine a drama/ a. Analyze and assess a. Research and implement criteria as a evaluate drama/theatre using supporting theatre work using theatre work using a drama/theatre work synthesize cultural and small group to evaluate work as an individual. evidence and criteria to supporting evidence, supporting evidence by connecting it to art historical information drama/theatre work. evaluate drama/theatre personal aesthetics, and and criteria, while forms, history, culture, related to a drama/ work. artistic criteria. considering art forms, and other disciplines theatre work to support history, culture, and using supporting or evaluate artistic other disciplines. evidence and criteria. choices.

b. Evaluate the b. Consider the b. Evaluate the b. Assess how the b. Judge the b. Citing evidence, b. Analyze and evaluate effectiveness of the aesthetics of the production elements production elements effectiveness of evaluate the production varied aesthetic technical elements in production elements in a used in a drama/theatre present the theme of a production elements in elements in conveying interpretations of supporting mood and drama/theatre work. work to assess aesthetic drama/theatre work. conveying the theme of the theme of a drama/ production elements environment in a drama/ choices. the drama/theatre work theatre work. for the same drama/ theatre work. while respecting others’ theatre work. interpretations.

c. Recognize how c. Evaluate and analyze c. Identify a specific c. Identify how the c. Assess the impact of c. Articulate how a c. Compare and debate a character’s problems and situations audience or purpose for intended purpose of a drama/theatre work on drama/theatre work the connection between circumstances in a drama/theatre work a drama/theatre work. a drama/theatre work a specific audience. communicates for a a drama/theatre work impact an audience’s from an audience’s appeals to a specific specific purpose and and contemporary perspective in a drama/ perspective. audience. audience. issues that may impact theatre work. audiences.

5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels 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 a. Explain how drama/ a. Explain how the a. Incorporate multiple a. Examine a community a. Choose and interpret a. Investigate how a. Collaborate on a theatre connects oneself actions and motivations perspectives and diverse issue through multiple a drama/theatre work community ideas and drama/theatre work to a community or of characters in a community ideas in a perspectives in a to reflect or question personal beliefs impact that examines a critical culture. drama/theatre work drama/theatre work. drama/theatre work. personal beliefs. a drama/theatre work. global issue using demonstrate the multiple personal, perspective of a community, and cultural community or culture. perspectives.

Approved by the Illinois State Board of Education Illinois Arts Learning Standards Theatre | 13 Theatre

CONNECTING 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: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work? Interrelate PreK Kindergarten 1st 2nd 3rd 4th TH:Cn11.1.PK TH:Cn11.1.K TH:Cn11.1.1 TH:Cn11.1.2 TH:Cn11.1.3 TH:Cn11 .1.4 Cn11.1.a. a. With prompting and a. With prompting and a. Apply skills and a. Integrate skills a. Identify connections a. Respond to Create works support, use skills and support, identify skills knowledge from and knowledge from to community, social community and social knowledge from other and knowledge from different art forms different art forms issues, and other issues and incorporate that express/ areas in dramatic play other areas in dramatic and content areas and content areas to content areas in drama/ other content areas in connect or a guided drama play or a guided drama in a guided drama make connections with theatre work. drama/theatre work. historical experience (for example, experience (for example, experience (for example, community and social context to a process drama, story process drama, story process drama, story issues in a guided community, drama, creative drama). drama, creative drama). drama, creative drama). drama experience. social, or global concern.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Enduring Understanding: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work. Essential Question: In what ways can research into theatre histories, , , and alter the way a drama process or production is understood? Research PreK Kindergarten 1st 2nd 3rd 4th TH:Cn11.2.PK TH:Cn11.2.K TH:Cn11.2.1 TH:Cn11.2.2 TH:Cn11.2.3 TH:Cn11 .2.4 Cn11.2.a. a. With prompting and a. With prompting a. Identify similarities a. Identify similarities a. Explore how stories a. Investigate cross- Research support, identify stories and support, identify and differences in and differences in are adapted from cultural approaches to that are similar to one stories that are similar stories from one’s own stories from multiple literature to drama/ in drama/ societal, another in dramatic and different from one community in a guided cultures in a guided theatre work. theatre work. historical, play or a guided drama another in dramatic drama experience drama experience and cultural experience (for example, play or a guided drama (for example, process (for example, process context for a process drama, story experience (for example, drama, story drama, drama, story drama, performance. drama, creative drama). process drama, story creative drama). creative drama). drama, creative drama.

Cn11.2.b. b. With prompting and b. With prompting and b. Collaborate on the b. Collaborate on the b. Research how b. Identify historical Research support, research visual support, tell a short creation of visual and creation of a short artists have historically sources that explain elements for a dramatic story in dramatic play aural elements in a scene based on a presented the same drama/theatre societal, play or a guided drama or a guided drama literary-based guided nonfiction literary source stories using different terminology and design historical, and experience (for example, experience (for example, drama experience based in a guided drama art forms, , conventions. cultural context process drama, story process drama, story on research. experience based on or drama/theatre to create a drama, creative drama). drama, creative drama). research. conventions. unified drama/ theatre design.

14 | Illinois Arts Learning Standards Theatre Approved by the Illinois State Board of Education

5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels 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. Investigate a. Identify universal a. Examine a. Incorporate different a. Explore how cultural, a. Develop a drama/ a. Integrate conventions community, historical, themes or common contemporary social, forms of theatre to global, and historic theatre work that and knowledge from and social issues social issues and cultural, or global issues strengthen the meaning belief systems affect identifies and questions different art forms and and incorporate other express them through a by using , , and conflict in a drama/ creative choices in a cultural, global, and other disciplines to content areas in drama/ drama/theatre work. art, and/or media in a theatre work with a drama/theatre work. historic belief systems. develop a cross-cultural theatre work. drama/theatre work. particular cultural, drama/theatre work. global, or historic context.

5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels TH:Cn11.2.5 TH:Cn11.2.6 TH:Cn11.2.7 TH:Cn11.2.8 TH:Cn11.2.I TH:Cn11.2.II TH:Cn11.2.III a. Analyze a. Research and analyze a. Research the story a. Research and discuss a. Research how other a. Discuss creative a. Justify the commonalities and two different versions elements of a staged how a playwright might theatre artists apply choices for a devised or performance choices differences of the same drama/ drama/ theatre work have intended a drama/ creative processes to tell scripted drama/theatre made in a devised or between stories set in theatre story or plot to and compare them to theatre work to be stories in a devised or work based on research scripted drama/theatre different cultures in determine differences another production of produced. scripted drama/theatre about selected topics. work, based on a critical preparation for a drama/ and similarities in the the same work. work. interpretation of specific theatre work. visual and aural world information from of each story. theatrical research.

b. Examine artifacts b. Identify and use b. Compare the drama/ b. Investigate the time b. Use basic theatre b. Present and b. Synthesize and apply from a time period and artifacts from a time theatre conventions of period and place of a research methods support an opinion critical research on a geographic location period and place to a given time period with theatrical work to better to better understand about the social, historical time period to better understand develop choices in a those of the present. understand design the social and cultural cultural, and historical to create a design for a design choices in a drama/theatre design. choices. background of a drama/ understandings of a modern drama/theatre drama/theatre design. theatre work. drama/theatre design, space. based on critical research.

Approved by the Illinois State Board of Education Illinois Arts Learning Standards Theatre | 15 Theatre Glossary

Acting technique: Specific skills, pedagogies, theories, or Cultural context: An examination of how culture affects all : Relating to a specific kind or type of drama and methods of investigation used by an actor to prepare for a aspects of a devised or scripted drama/theatre work. theatre, such as a , drama, , , theatre performance. or . Designer: The person or people responsible for the creative Adaptation: Transformation of a literary source (for example, a process of envisioning, developing, and executing aesthetic or Gesture: An expressive and planned movement of the body novel, short story, poem) to another genre or medium, such as functional choices about the visual or aural world of the play. or limbs. a or a play. Design elements: The elements of spectacle, such as sets, Given circumstances: The underlying actions and events that Artistic choices: Aesthetic decisions made by a theatre artist sound, costume, lights, music, props, and makeup, used to have happened before the play, story, or devised piece begins. about a situation, action, direction, and design in order to create a unified and meaningful design. convey meaning and purpose. Guided drama: A leader guides participants during a process Devised drama: The creation of an original experience or drama, story drama, or creative drama experience (see the Audience: Observers of, or participants in, a performing art, performance piece by an ensemble. definitions) through side-coaching, narration, and prompting; either presented informally or formally. the action of the drama does not stop in order for the leader to Dialogue: A conversation between two or more characters support the students; a facilitator may guide participants in Authentic: Thought to be “true” based upon an understanding spoken by the characters in a play to communicate their or out of role. of a given fictional moment, interpretation of text, and/or thoughts, feelings, and actions. human interaction. Historical context: The influence of the time period on the Director: (a) The individual responsible for developing and characters, plot, or setting in a play or scene; in scripted Believable: Theatrical choices thought to be “true” carrying out the overarching artistic vision and interpretation theatre, the time period in which the play was written is an or realistic. of a particular production of a play or devised piece; (b) the important consideration for , technicians, and directors. person who integrates an entire production, from the basic Character: A person, animal, or entity in a story, scene, interpretation of the text, through all the acting and technical Imaginary elsewhere: An imagined location, which can be process drama, or play with specific distinguishing physical, phases, and up to the time of performance. historical, fictional, or realistic. mental and attitudinal attributes. Director’s concept: The overarching artistic vision and Imagined worlds: An imaginary world created collectively by Characterization: Embodiment of the physical, vocal, social, interpretation of a particular a play or devised piece. participants in a drama experience. and/or psychological attributes of a character. Drama: (a) An art form that uses the body, voice, and : The spontaneous use of movement and speech Character traits: Identifiable embodied actions that illustrate imagination to convey meaning; (b) educational approach to create a character or object in a particular situation. a character’s personality, values, beliefs, and history. to explore pre-text strategies; a drama may or may not lead to a performance; (c) a representation of life improvised Improvise: The spontaneous, intuitive, and immediate Collaborators: The personnel required to realize a production, in dramatic activities or portrayed on a stage by actors response of movement and speech; a distinction could improvisation, or devised piece, including the , set, before an audience; (d) a piece of writing intended for stage be made between spontaneous improvisation, which is costumes, props, sound, and makeup designers, dramaturges, presentation; (e) conflict, tension, or emotional intensity. immediate and unrehearsed, and prepared improvisation, managers, directors, actors, musicians, and . which is shaped and rehearsed. Dramatic arc: The emotional journey and events characters go Commitment: Engagement in a role, with focus that is central through created by the structure of the play or devised piece. Inner thoughts: The underlying and implied meaning or to the character’s needs and intentions. intentions in the character’s dialogue or actions; also known Dramatic play: Spontaneous free play in which children as subtext. Concentration: The ability to focus and maintain attention explore their universe, imitating the actions and character upon an object, image, idea, action or experience while traits of others; make believe and fantasy may be part of the Lighting: The illumination of the stage by means of excluding distracting factors. experience; it is play for the child’s own enjoyment and not artificial light. for performance. Conventions: Practices and/or devices unique to theatre that Metaphor: The nonliteral or symbolic comparison of one thing the audience and actors accept in the world of the play, such Dramatic forms: The many different methods of structuring a to another through words or images. as a narrator, flashback, or an aside. drama work. Mood: To create the emotional tone of the play or Costumes: Clothing, accessories, or materials worn by Dramatic structure: (a) The exposition, conflict, rising action, devised piece. an actor that can express the personality or status of the climax, falling action, and resolution of a play or devised character, the time period, and the style of the play. piece; (b) linear or nonlinear plots. Motivation/motives: The reasons why a character behaves or reacts in a particular way in a scene or play. Creative drama: A process-centered, nonexhibitional Drama work: Improvisational, process-centered work in which approach to drama intended to benefit the performers participants are guided by a leader to imagine, enact, and Nonrepresentational materials: Objects that can be themselves; story drama and process drama are two types of reflect upon human experiences. transformed into specific props through the imagination. creative drama. Empathy: (a) The of the actors or audience identifying Non-Western drama: Any form of drama outside the traditions Creative team: All of the collaborators in a drama/theatre closely with the characters and/or action of the play or devised of Europe and America. work including the actors, director, playwright, and designers. piece; (b) to empathize is to “walk in the shoes” of another. Objective: A goal or particular need or want that a character Cross-cultural drama: The blending of Western and non- Evaluation: Appraising personal efforts as well as reflecting has within a scene or play. Western theatre forms to create a new form (for example, on, and making judgments about, the efforts of others. Macbeth).

16 | Illinois Arts Learning Standards Theatre Approved by the Illinois State Board of Education Obstacles: A character or event that creates conflict and Rehearsal: Steps in preparation for a performance or Technical elements: The specific materials and type of keeps or delays a character from achieving an objective. presentation that can include character development, technology used to create a technical design; the elements of analysis, /staging, and refining and modifying the spectacle such as sets, sound, costume, lights, music, props, Performance: The imitation of life in front of at least one work of theatre or drama to convey meaning. and makeup used to create a unified and meaningful design other person; in a broad sense, the presentation of any kind for a theatrical production. of – from play to rock concert, from solo Role-play: To take on the particular perspective or point of presentation to ensemble collaboration. view of another person. Text: The script of a play or the inspiration for a devised piece, which could include photos, lyrics, newspaper clippings, Personal aesthetics: Personal belief about what makes a Scene: The subdivision of an act in a play or process drama, or historical documents. piece of art or performance emotionally effective, meaningful, identified by place and time. pleasing, or beautiful. Textual evidence: The use of the text to support decisions that Scenery/set: The arrangement of scenery (for example, are made about a scripted or devised drama/theatre work. Physical characterization: The process of communicating curtains, flats, drops, platforms), properties, and lights to a character’s emotions, ideas, and temperament through represent the locale in a dramatic performance. Theatre work: Theatrical activity that is focused on movement, which may include expression, gesture, posture, participants creating an event that will be observed by others. movement quality and tempo, entrances and exits, and Scripted drama: A piece of writing for the theatre that position within the performance space. explores the human experience and that includes a description Theme: The aspect of the human condition under of the setting, a list of the characters, the dialogue, and the investigation in the drama; it can be drawn from unifying Performance space: An area for dramatic activities; for action of the characters. topics or questions across content areas. informal drama, this may simply be the space in a classroom without a designated place for observation by an audience; Script analysis: The study of a script to understand the Transformation: The internal or external changing of a person in formal , it is a stage or clearly established acting underlying structure and themes of the play’s story and the or object into another through imagination. area and a designated audience area: proscenium (one side), motives and objectives of its characters. thrust (three sides), or arena (four sides). Unified concept: The metaphor, theme, or idea that is Setting: The time and place of a story, scene, or play. identified as central to a work of theatre. Playwright: The creator of the plot, theme, characters, dialogue, spectacle, and structure of a play and the organizer Sound: Any aural event that adds to the mood atmosphere or Vocal characterization: The use of techniques such as rate, of the material into a script form; involves the ability to meaning of a devised or scripted drama/theatre work. pitch, volume, intensity, clarity, and accent to create the imagine the entire production scene by scene and to put it into unique voice of the character. written form so that others may interpret it for the stage. Story elements: A linear or nonlinear series of events that includes such things as character, setting, and plot. Western theatre tradition: Includes the elements of drama Plot: A narrative as revealed through the action and/or created by , which include thought (theme), music dialogue; traditionally, contains the elements of exposition, (sound), spectacle, diction, character, and plot. inciting incident, conflict, rising action, climax, and resolution Story drama: An episodic, process-centered, improvised form or falling action. of drama that uses existing literature as a starting point for drama exploration; the drama explores implied moments (before, after, or within) that may not exist in the story and Process drama: A nonlinear, episodic, process-centered, is presented in a nonexhibitional format that is intended to improvised form of drama in which teacher and students benefit the performers themselves. are in-role exploring and reflecting on an issue, story, theme, problem, or idea in a nonexhibitional format that is intended to benefit the performers themselves. Story dramatization: The process of using improvisation to make an informal play based on a story. Production elements: Technical elements selected for use in a specific production; may include design elements such as Style: The use of a specific set of characteristic or distinctive set, sound, costume, lights, music, props, and make-up but techniques such as , , , also include elements specific to the production, like puppets, documentary theatre, or classical drama; the unique artistic , special effects, or other storytelling devices/concepts. choices of a particular playwright, director, or actor.

Props (properties): Objects used in drama or theatre that Subtext: The unspoken meaning or intention behind the express information about the story, theme, character, and actions and dialogue of a text or performance, which is time period. implied by paralinguistic and nonverbal behavior.

Protagonist: A main character with whom the drama Symbol: The nonliteral representation of an idea, visual participants or the audience identifies most strongly; the image, belief, or action. protagonist is opposed by the antagonist who provides an obstacle to the protagonist’s goal or objective; in process Tactic: The means by which a character seeks to achieve an drama, students often take on the role of the protagonist. objective; the selection of tactics is based on the obstacle The Illinois Arts Learning presented; in acting and directing, refers to a specific action verb. Standards Initiative was Psychological character traits: The aspects of a character’s coordinated by personality that an actor embodies to create a vivid character. Technical design: Unifying visual or aural aspects, including Arts Alliance Illinois Puppets: Any object brought to life by human hands to create design and creation of sets, lighting, sound, properties a performance. (props), costumes, and makeup. IllinoisArtsLearning.org

Approved by the Illinois State Board of Education Illinois Arts Learning Standards Theatre | 17