New York State Learning Standards for the Present Together we • Create • Perform • Respond • Connect Produce TheaterAt-A-Glance Standards New York State Learning Standards for the Present Together we • Create • Perform • Respond • Connect Produce TheaterAt-A-Glance Standards NYS Learning Standards for the Arts NYS Arts Standards Coding System Table of Contents Revision Committee Anchor Standard • Artistic Process • Process Component p. Each discipline is assigned an alphabetic abbreviation using uppercase letters DA=Dance MA=Media Arts MU=Music TH=Theatre VA=Visual Arts THEATER Anchor Standard 1 • Creating • Envision 3 * Denotes Committee Chair Each artistic process is assigned an alphabetic abbreviation using an upper and lower case letter Anchor Standard 2 • Creating • Develop 4 James Brannigan Smithtown High School West Cr Creating Pr Performing/Presenting/Producing Anchor Standard 3 • Creating • Rehearse 5 Re Responding Lucy Cerezo-Scully PS 61, Leonardo DaVinci Cn Connecting Anchor Standard 4 • Performing • Select 6 Benjamin Donald Urban Assembly Maker Academy Each anchor standard is assigned a number Creating Anchor Standard 5 • Performing • Prepare 7 1. Generate and conceptualize artistic ideas and work. Kristie Fuller* Indian River Central School District 2. Organize and develop artistic ideas and work. Anchor Standard 6 • Performing • Share 7 3. Refine and complete artistic ideas and work. Anchor Standard 7 • Responding • Reflect 8 Paige Hardison Levittown Public Schools Performing/Presenting/Producing 4. Analyze, interpret and select artistic work for presentation. 5. Develop and refine artistic techniques and work for presentation. Anchor Standard 8 • Responding • Interpret 8 William Ralbovsky Syracuse City School District 6. Convey meaning through the presentation of artistic work. Responding Anchor Standard 9 • Responding • Evaluate 9 Susan Schoonmaker Fabius-Pompey School District 7. Perceive and analyze artistic work. 8. Interpret intent and meaning in artistic work. Anchor Standard 10 • Connecting • Relate 10 9. Apply criteria to evaluate artistic work. Holly Valentine Gates Chili School District Connecting Anchor Standard 11 • Connecting • Interrelate, Research 11 10. Synthesize and relate knowledge and personal experiences to make art. Leslie Yolen, Associate in Visual Arts Education 11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. New York State Education Department NOTE: The Anchor Standards (AS) are the same across all arts disciplines. However, each discipline’s standards have discipline- Theater Example Jennifer Childress, Art Education Consultant (editing, document specific interpretations of the AS, called Enduring Understandings (EU). EUs guide the content of the Performance Indicators. design) Some Anchor Standards in some of the arts disciplines have more than one EU. Example Performance Indicator To create code alignment between all standards and disciplines, AS numbers are always followed by “.1”, “.2”, like this: 1.1, Performance Indicators are coded with a lower case alpha 1.2. “.1” follows the AS number even when there is only one Enduring Understanding. (a, b, c) even when there is only one in a column. Each grade level is indicated by a letter, number, or HS+Roman numeral Bold words indicate discipline specific vocabulary. PK=Pre-Kindergarten K=Kindergarten 1,2,3,4,5,6,7,8 for grades 1– 8 Definitions can be found in the NYS Arts Standards HSI for HS Proficient HSII for HS Accomplished HSIII for HS Advanced Glossary (separate publication). Each Performance Indicator (PI) is assigned a lower case letter even when there is only one. The first performance indicator is “a”, the next “b”, and so on. Ordering First position indicates the discipline. It is always followed by a colon ( : ). Example Second position (following the colon) indicates the Artistic Process. Code Third position indicates the Anchor Standard number and Enduring Understanding number, which are separated by a “.” Fourth position indicates the Grade Level. Fifth position indicates the Performance Indicator. Page 2 of 11, THEATER Copyright 2017 The New York State Education Department THE ATE R~ Cre a t ing ~ Co n c e i v i n g a n d d e v e l o p i n g n e w a r t i s t i c i d e a s a n d w o r k ~ 1 Anchor Standard 1 Generate and conceptualize artistic ideas and work. Enduring Understanding 1.1 Creativity is a foundation of theatrical practice. Artistic Process • CREATING Essential Question • What happens when theater artists use their imaginations and/or learned theater skills while engaged in creative exploration? Process Component • ENVISION Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced TH:Cr1.1.PK TH:Cr1.1.K TH:Cr1.1.1 TH:Cr1.1.2 TH:Cr1.1.3 TH:Cr1.1.4 TH:Cr1.1.5 TH:Cr1.1.6 TH:Cr1.1.7 TH:Cr1.1.8 TH:Cr1.1.HSI TH:Cr1.1.HSII TH:Cr1.1.HSIII a. With prompting 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, and support, invent choices that new details to plot imagined worlds, visual details of qualities that might solutions to staging multiple perspectives explore multiple research to construct historical and cultural knowledge from a transition between and inhabit an characters could and story in a and improvised imagined worlds reveal a character’s challenges. and solutions to perspectives and ideas about the conventions and variety of dramatic imagination and imaginary make in a guided guided drama stories. and improvised inner traits in an staging challenges. solutions to staging visual their effect on the forms, theatrical reality in dramatic elsewhere in drama experience. experience. stories that support imagined world. problems. composition of a visual conventions, and play. dramatic play. given drama or theater composition of a technologies to circumstances. work. drama or theater create the visual work. composition of a drama or theater work. b. With prompting 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. Explore and b. Explore the effect b. Understand and b. Create a complete and support, use and support, use peers to peers to articulate ideas for design technical ideas that support a to design challenges present solutions to collaborate to of technology on apply technology to design for a drama non-representa- non-representa- conceptualize conceptualize costumes, props, and elements that story and given in a drama or theater design challenges design solutions for design choices. design solutions for or theater work that tional materials to tional materials to costumes and props scenery in a guided sets. support a story and circumstances. work. in a drama or theater a drama or theater a drama or theater incorporates create props, create props, in a guided drama drama experience. given work. work. work. technical puppets, and puppets, and experience. circumstances. elements. costume pieces for costume pieces for dramatic play. dramatic play. c. With prompting c. With prompting c. Identify ways in c. Identify ways in c. Collaborate to c. Imagine how a c. Identify how the c. Explore the c. Envision and c. Develop a c. Use script c. Use personal c. Integrate cultural and support, use and support, use which gestures and which voice and determine how character might inner thoughts of a relationship between describe the inner scripted or analysis to generate experiences and and historical gestures to tell a gestures to tell a movement may be sounds may be used characters might move to support a character affect a scripted or thoughts and improvised ideas about a knowledge to contexts with story in dramatic story in dramatic used to create or to create or retell a move and speak to story and given story and given improvised objectives of a character by character who is develop a character personal experiences play. play. retell a story in a story in a guided support a story and circumstances. circumstances. characters and their character. articulating their believable and who is believable to create a character guided drama drama experience. given given inner thoughts, authentic. and authentic. who is believable experience. circumstances. circumstances. objectives, and and authentic. motivations. Page 3 of 11, THEATER Copyright 2017 The New York State Education Department THE ATE R~ Cre a t ing ~ Co n c e i v i n g a n d d e v e l o p i n g n e w a r t i s t i c i d e a s a n d w o r k ~ 2 Anchor Standard 2 Organize and develop artistic ideas and work. Enduring Understanding 2.1 Theater artists work to discover different ways of communicating meaning. Artistic Process • CREATING Essential Question • What are the challenges to making artistic choices? Process Component • DEVELOP Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced TH:Cr2.1.PK TH:Cr2.1.K TH:Cr2.1.1 TH:Cr2.1.2 TH:Cr2.1.3 TH:Cr2.1.4 TH:Cr2.1.5 TH:Cr2.1.6 TH:Cr2.1.7 TH:Cr2.1.8 TH:Cr2.1.HSI TH:Cr2.1.HSII TH:Cr2.1.HSIII a. With prompting a. With prompting a. Contribute to the a. Collaborate with a. Participate in a. Collaborate to a. Devise original a. Use critical analysis a. Examine and a. Articulate and a. Explore the a. Refine a dramatic a. Develop and and support, and support, interact development of a peers to devise methods of devise original ideas ideas that reflect to improve, refine, justify original ideas apply critical analysis, function of history concept to synthesize original contribute through with peers and sequential plot in a meaningful investigation to by asking questions collective inquiry and evolve original and artistic choices, background and culture in the demonstrate a critical ideas in a drama or gestures and words contribute to guided drama dialogue.