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

 

Grade-by-Grade Curricular Goals

Detailed Outline

 

Jr. K Drama Students will:

 

I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.

1.)  Imitate physical movement.

a.) Begin very simple mirroring.

b.) Imitate one another's hand animals.

c.) Imitate one another's frozen poses.

2.)  Express moods and concepts through movement.

a.)  Create emotion faces.

b.)  Participate in very simple narrative pantomime.

B.)  Develop sensory awareness.

1.)  Analyze and imitate sounds.

a.) Create sound stories.

b.) Create soundtracks for picture books.

 

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

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

1.) Learn control activities.

a.)  Learn to freeze.

b.) Learn "Mirrors" command.

c.)  Learn the "acting area."

2.) Interact with puppets.

a.)  Watch to see if puppet follows directions.

b.)  Imitate puppet's movements.

 

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and contrast performance forms.

1.) View and discuss live theatre performances.

a.)  View Upper School Children's Play.

b.)  View performances by outside children's theatre groups.

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

a.)  Real vs. theatre.

 

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  ACT/role-play.

1.)  Assume roles and interact in improvisations.

a.)  Participate in simple narrative pantomime.

b.)  Engage in rudimentary role drama.

 

V.)  USE DRAMA AS A LEARNING TOOL

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

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

 

Kindergarten Drama Students will:

 

I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.

1.)  Analyze and imitate physical movement.

a.) Begin simple mirroring.

b.) Imitate one another's hand animals.

c.) Imitate one another's frozen statues.

2.)  Express moods and concepts through movement.

a.)  Learn emotion faces.

b.)  Perform in narrative pantomime.

c.)  Create body statues.

B.)  Develop sensory awareness.

1.)  Analyze and imitate sounds.

a.)  Create sound stories.

b.)  Use sound effects in dramatizations.

2.)  Incorporate sensory information into story.

a.)  Build story from musical sources.

b.)  Use five senses in narrative pantomime.

C.)  Develop personal creativity.

1.) Create original statue performances.

a.)  Make solo statues.

b.)  Make whole-class group statues.

2.) Play charades-based games.

a.)  Play "No, You Can't Take Me" with whole group together.

 

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

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

1.)  Improvise group scenes and dialogue.

a.)  Learn control activities.

b.)  Watch and imitate movement.

c.)  Imitate sounds.

d.)  Interact with puppets.

B.)  Cooperate in teams to solve problems.

1.) Master simple mirror techniques.

a.)  Mirror as a whole group.

2.)  Interact within dramatizations.

a.)  Role Drama.

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

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

a.)  Participate in guided enactment of concepts from monthly themes.

 

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and contrast performance forms.

1.) View and discuss live theatre performances.

a.)  View Upper School Children's Play

b.)  View performances by outside children's theatre groups.

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

a.)  Discuss scenery and costumes.

b.)  Discuss other aspects of performances as appropriate.

3.)  Recognize and analyze important dramatic concepts including:

a.)  Character.

b.)  Real vs. theatre.

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

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

a.)  Talk about the main characters and their problems.

 

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.

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

a.)  Dramatize literary selections.

b.)  Dramatize real events and concepts.

B.)  ACT/role-play.

1.)  Assume roles and interact in improvisations.

a.) Participate in guided enactment of concepts from monthly themes.

b.) Create very simple improvised scenes.

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

a.) Create body statues.

b.) Create simple moving statues.

c.)  Explore rudimentary pantomime skills.

 

V.)  USE DRAMA AS A LEARNING TOOL

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

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

 

First Grade Drama Students will:

 

I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.

1.)  Develop rhythmic sense.

a.) Create motion stories.

b.) Play "Rhythm Names."

2.)  Analyze and imitate physical movement.

a.) Learn simple pair mirroring.

b.) Imitate one another's statue performances.

3.)  Express moods and concepts through movement.

a.)  Create emotion faces.

b.)  Perform in narrative pantomime.

c.) Create body statues.

d.) Create moving emotion statues.

B.)  Develop sensory awareness.

1.)  Analyze and imitate sounds.

a.) Create sound stories.

b.) Use sound effects in dramatizations.

c.) Create soundtracks for picture books.

2.)  Recall and express personal sensory experiences.

a.)  Enact vacation activities, etc.

3.)  Incorporate sensory information into story.

a.)  Build story from sound or musical sources.

b.)  Use five senses in narrative pantomime.

C.)  Develop personal creativity.

1.) Create original statue performances.

a.)  Create solo statues.

b.)  Create group statues.

2.) Play charades-based games.

a.)  Play "Rhyme Charades."

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

a.)  Begin music and movement exercises.

 

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

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

1.)  Improvise group scenes and dialogue.

a.)  Learn control activities.

b.)  Watch and imitate movement.

c.)  Imitate sounds.

d.)  Interact with puppets.

e.)  Engage in group storytelling.

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

a.) Play charades-based games.

b.) Play guessing games.

c.) Play "No, You Can't Take Me."

B.)  Cooperate in teams to solve problems.

1.) Learn mirror techniques.

a.)  Learn group mirrors.

b.)  Learn very simple pairs mirroring.

2.)  Interact within dramatizations.

a.)  Engage in role drama.

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

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

a.) Begin simple conflict resolution improvisations.

b.) Enact stories from literature and history.

 

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and contrast performance forms.

1.) View and discuss live theatre performances.

a.)  View Upper School Children's Play.

b.)  View performances by outside children's theatre groups.

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

a.)  Discuss scenery and costumes.

b.)  Discuss problem-solving as it applies to productions seen.

c.)  Discuss other aspects of performances as appropriate.

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

a.)  Discuss the performances of leading actors in productions.

b.)  Compare theatre to film and television.

4.)  Recognize important dramatic concepts, including:

a.)  Character.

b.)  Conflict.

c.)  Resolution.

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

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

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

a.)  Talk about the main characters and their journeys.

b.)  Talk about supporting characters where appropriate.

 

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.

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

a.)  Dramatize literary selections.

b.)  Dramatize original stories.

c.)  Dramatize real events and concepts.

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

a.) Play simple team improvisation games.

b.) Where appropriate, create class assembly presentations.

B.)  ACT/role-play.

1.)  Assume roles and interact in improvisations.

a.)  Perform in narrative pantomime.

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

c.)  Participate in role drama.

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

a.)  Create statues, still and moving.

b.)  Explore simple pantomime skills.

C.)  DESIGN environments for theatre.

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

a.)  Arrange room furniture to assist in improvisations.

b.)  Create visual art to support presentations.

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

a.)  As appropriate, brainstorm ideas for class presentations.

 

V.)  RELATE DRAMA TO ITS LARGER CONTEXT

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

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

2.)  Engage in role drama.

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

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

2.)  Discuss how theatre reflects life.

 

VI.)  USE DRAMA AS A LEARNING TOOL

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

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

 

Second Grade Drama Students will:

 

I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.

1.)  Develop rhythmic sense.

a.)  Create motion stories.

b.)  Learn emotion walk.

c.)  Play "Rhythm Names."

2.)  Analyze and imitate physical movement.

a.)  Learn simple pair and group mirroring.

b.)  Explore body language.

c.) Explore locomotor movement.

d.) Imitate one another's still and moving statues.

3.)  Express moods and concepts through movement.

a.)  Act in narrative pantomime.

b.)  Create body statues.

c.)  Build story from movement ideas.

B.)  Develop sensory awareness.

1.)  Analyze and imitate sounds.

a.)  Create sound stories.

b.)  Use sound effects in dramatizations.

c.)  Create original sounds.

2.)  Recall and express personal sensory experiences.

a.) Enact vacation activities, etc.

b.) Begin simple guided imagery exercises.

3.)  Incorporate sensory information into story.

a.)  Build story from sound or musical sources.

b.)  Use five senses in narrative pantomime.

c.)  Discuss and make decisions about sensory information in stories and improvisations.

C.)  Develop personal creativity.

1.)  Create original dialogue.

2.)  Create original statue performances.

a.)  Create still and moving solo and group statues.

3.)  Create stories from musical and movement sources.

a.) Play "Musical Freeze Improvisations."

b.) Discuss stories created during movement exercises.

 

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

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

1.)  Improvise group scenes and dialogue.

a.)  Watch and imitate movement.

b.)  Engage in group storytelling.

c.)  Engage in group playwriting.

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

a.)  Play charades-based games.

b.)  Play other guessing games.

c.)  Play "No, You Can't Take Me."

B.)  Cooperate in teams to solve problems.

1.)  Master mirror techniques.

a.)  Learn pairs mirrors.

b.)  Begin group mirror exercises.

2.)  Interact within dramatizations.

a.)  Plan and execute scenes and skits.

b.)  Participate in role drama.

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

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

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

b.) Work on conflict resolution improvisations.

2.)  Use drama as metaphor.

 

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and contrast performance forms.

1.) View and discuss live theatre performances.

a.) View Upper School Children's Play.

b.) View performances by outside children's theatre groups.

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

a.) Discuss scenery and costumes.

b.) Discuss problem-solving as it applies to productions seen.

c.) Discuss movement and rhythm onstage.

d.) Discuss other aspects of performances as appropriate.

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

a.) Discuss the performances of leading actors in production.

b.) Compare theatre to film and television.

c.) Compare theatre to books.

4.)  Recognize and analyze important dramatic concepts including:

a.)  Character.

b.)  Conflict.

c.)  Resolution.

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

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

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

a.)  Discuss any and all characters as appropriate.

3.) Articulate personal emotional responses to dramatic performances.

a.) Discuss favorite moments in productions, and why they were so.

b.) Discuss parts that were hard to believe or hard to enjoy.

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

a.)  Brainstorm solutions to specific problems.

5.)  Predict plot resolution in dramatic forms.

 

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.

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

a.)  Dramatize literary selections.

b.)  Dramatize original stories.

c.)  Dramatize real events and concepts.

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

a.)  Engage in group playwriting.

b.)  Learn Protagonist/Antagonist activities.

c.) Play simple team improvisation games.

d.) Where appropriate, create class assembly presentations.

3.)  Improvise dialogue.

a.) Try out ideas from group playwriting projects.

b.) Play improvisation games.

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

a.)  Create group playwriting projects.

B.)  ACT/role-play.

1.)  Assume roles and interact in improvisations.

a.)  Perform in narrative pantomime.

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

c.)  Engage in role drama.

2.)  Imagine and clearly describe characters.

a.)  Play protagonist/antagonist games.

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

a.)  Create changing statues.

b.)  Explore pantomime skills.

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

a.)  Improvise stories for group playwriting.

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

a.) Build Lunchbag Puppets.

b.) Make puppets talk to each other and identify characters.

C.)  DIRECT classroom theatre.

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

a.)  Rehearse scenes in small groups.

b.)  Learn sculpture gallery exercises.

D.)  DESIGN environments for theatre.

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

a.) Arrange room furniture to assist in improvisations.

b.) Create visual art to support presentations.

c.) Create backdrops for puppet performances.

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

a.)  Brainstorm ideas for group playwriting and class presentations.

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

 

V.)  RELATE DRAMA TO ITS LARGER CONTEXT

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

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

2.)  Engage in role drama.

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

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

2.)  Discuss how theatre reflects life.

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

 

VI.)  USE DRAMA AS A LEARNING TOOL

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

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

 

Third Grade Drama Students will:

 

I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.

1.)  Develop rhythmic sense.

a.)  Create motion stories.

b.)  Play "Rhythm names."

c.)  Learn "Emotion walk."

2.)  Analyze and imitate physical movement.

a.)  Explore mirror variations.

b.)  Explore body language.

c.)  Explore locomotor movement.

d.)  Imitate one another's still and moving statues.

3.)  Express moods and concepts through movement.

a.)  Create still and moving statues.

b.)  Build story from movement ideas.

c.)  Continue narrative pantomime.

B.)  Develop sensory awareness.

1.)  Analyze and imitate sounds.

a.)  Create sound stories.

b.)  Use sound effects in dramatizations.

c.)  Create original sounds.

d.)  Create stories from prerecorded soundscapes.

2.)  Recall and express personal sensory experiences.

a.)  Enact vacation activities, etc.

b.)  Engage in guided imagery exercises.

3.)  Incorporate sensory information into story.

a.)  Build story from sound or musical sources.

b.)  Use five senses in narrative pantomime.

c.)  Create sensory environments through pantomime and dialogue.

C.)  Develop personal creativity.

1.)  Create original dialogue.

2.)  Create original statue performances.

3.)  Learn and play charades-based games.

4.) Create stories from musical and movement sources.

a.) Play "Musical Freeze Improvisations."

b.) Discuss stories created during movement exercises.

5.) Create stories from sensory information.

a.)  Create stories from soundscapes.

 

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

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

1.)  Improvise group scenes and dialogue.

a.)  Learn control activities.

b.)  Watch and imitate movement.

c.)  Participate in group storytelling.

d.)  Participate in group playwriting.

e.)  Improvise pantomime and spoken scenes.

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

a.) Play charades-based and other guessing games.

b.) Begin informal criticism techniques.

c.) Brainstorm in group playwriting projects.

B.)  Cooperate in teams to solve problems.

1.)  Master mirror techniques.

a.)  Master simple pairs mirrors.

b.)  Engage in group mirror exercises.

2.)  Interact within dramatizations.

a.)  Plan and execute scenes and skits.

b.)  Respond without planning to one another's improvisations.

c.)  Play cooperative games.

d.)  Participate in role drama.

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

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

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

b.) Work on conflict resolution improvisations.

2.)  Use and understand metaphor.

3.)  Use drama as metaphor.

 

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and contrast performance forms.

1.) View and discuss live theatre performances.

a.) View Upper School Children's Play

b.) View performances by outside children's theatre groups.

c.) View other performances as available.

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

a.) Discuss scenery and costumes.

b.) Discuss problem-solving as it applies to productions seen.

c.) Discuss movement and rhythm onstage.

d.) Discuss special effects and visual metaphor.

e.) Discuss other aspects of performance as appropriate.

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

a.) Discuss the performances of leading actors in production.

b.) Compare theatre to film and television.

c.) Compare theatre to books.

d.) Introduce idea of music and visual art as also analogous to theatre.

4.)  Recognize and analyze important dramatic concepts.

a.)  Character.

b.)  Conflict.

c.)  Resolution.

d.)  Playwright.

5.) Understand the relationship between audience and performer.

a.)  Discuss observations of particular audiences.

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

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

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

a.)  Discuss character's surface and underlying drives.

3.) Articulate personal emotional responses to dramatic performances.

a.) Discuss favorite moments in productions and why they were so.

b.) Discuss parts that were hard to believe or hard to enjoy.

c.) Discuss parts that called up specific emotional responses.

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

a.) Formal criticism techniques.

b.) Brainstorm solutions to specific problems.

c.) Brainstorm possible problems in speculative works.

5.)  Predict plot resolution in dramatic forms.

 

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.

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

a.)  Dramatize literary selections.

b.)  Dramatize original stories.

c.)  Dramatize real events and concepts.

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

a.) Participate in group playwriting.

b.) Play team improvisation games.

c.) Create class assembly presentations.

3.) Improvise dialogue.

a.) Try out ideas from group playwriting projects.

b.) Play verbal improvisation games.

c.) Work with speaking puppets.

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

a.)  Create group playwriting projects.

B.)  ACT/role-play.

1.)  Assume roles and interact in improvisations.

a.)  Perform in narrative pantomime.

b.)  Use pantomime skills.

c.)  Participate in role drama.

2.)  Imagine and clearly describe characters.

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

a.)  Explore pantomime skills.

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

a.)  Improvise stories for group playwriting.

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

a.) Build shadow or lunchbag puppets.

b.) Create simple stories using several puppets.

C.)  DIRECT classroom theatre.

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

a.)  Rehearse scenes in small groups.

b.) Engage in sculpture gallery exercises.

c.) Plan puppet performances.

d.) Make clear choices in class assembly presentations.

D.)  DESIGN environments for theatre.

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

a.) Arrange room furniture to assist in improvisations.

b.) Create visual art to support presentations.

c.) Create backdrops for puppet performances.

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

a.)  Brainstorm ideas for group playwriting and class presentations.

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

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

 

V.)  RELATE DRAMA TO ITS LARGER CONTEXT

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

1.)  Continue role drama.

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

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

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

2.)  Discuss how theatre reflects life.

3.)  Identify and discuss reasons for creating dramas.

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

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

 

VI.)  USE DRAMA AS A LEARNING TOOL

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

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

C.)  Do research.

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

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

 

Fourth Grade Drama Students will:

 

I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.

1.) Develop rhythmic sense.

a.) Play fast-paced improvisation games.

b.) Play "I'm _____ and I _____."

2.)  Analyze and imitate physical movement.

a.)  Explore body language.

b.)  Explore locomotor movement.

c.) Create character through careful control of locomotor movement.

d.) Create abstract movement.

3.)  Express moods and concepts through movement.

a.) Understand and create expressive movement.

b.) Master pantomime skills.

4.)  Build story from movement ideas.

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

B.)  Develop sensory awareness.

1.)  Analyze and imitate sounds.

a.)  Use sound effects in dramatizations.

b.)  Create original sounds.

c.) Write stories from sound sources.

d.) Write stories from prerecorded soundscapes.

2.)  Recall and express personal sensory experiences.

a.)  Enact vacation activities, etc.

b.)  Learn guided imagery exercises.

3.)  Incorporate sensory information into story.

a.)  Build story from sound or musical sources.

b.)  Use five senses in narrative pantomime.

c.)  Create fully realized sensory environments through pantomime and dialogue.

C.)  Develop personal creativity.

1.)  Create original dialogue.

2.)  Create stories from musical and movement sources.

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

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

 

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

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

1.)  Improvise group scenes and dialogue.

a.) Improvise pantomime and spoken scenes.

b.) Imitate one another's movements and characters.

c.) Create complex improvised scenes.

d.) Play spontaneous improvisation games.

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

a.)  Learn formal criticism techniques.

b.)  Play charades-based and other guessing games.

c.)  Brainstorm solutions to problems in dramatization.

B.)  Cooperate in teams to solve problems.

1.)  Master mirror techniques.

a.)  Master pairs mirrors.

b.)  Learn group mirror exercises.

c.)  Create group mirror improvisations.

2.)  Interact within dramatizations.

a.)  Plan and execute scenes and skits.

b.)  Respond without planning to one another's improvisations.

c.)  Play cooperative games.

d.)  Engage in role drama.

e.)  Play spontaneous improvisation games.

3.)  Plan and execute complex scenes.

a.)  Brainstorm ideas without coaching.

b.)  Make clear choices.

c.) Follow through on plans and decisions.

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

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

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

b.) Work on conflict resolution improvisations.

2.)  Use and understand metaphor.

3.)  Use drama as metaphor.

 

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and contrast performance forms.

1.)  View and discuss live theatre performances.

a.)  Engage in formal criticism of live theatre, including Upper School Children's play and other performances as appropriate.

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

a.) Discuss scenery and costumes.

b.) Discuss problem-solving as it applies to productions seen.

c.) Discuss problem-solving as it applies to speculative productions.

d.) Discuss movement and rhythm onstage.

e.) Discuss special effects and visual metaphor.

f.) Discuss music or other aspects of production as they apply.

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

a.) Discuss the performances of actors in productions seen.

b.) Compare theatre to film and television.

c.) Compare theatre to books.

d.) Compare theatre to music and visual art as analogous art forms.

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

a.)  Suspension of Disbelief.

b.)  Representation vs. Presentation.

c.)  Character.

d.)  Conflict.

e.)  Resolution.

f.)  Playwright.

g.)  Director.

h.)  Designer.

5.)  Understand the relationship between audience and performer.

a.)  Analyze the behavior of particular audiences.

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

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

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

a.)  Discuss characters' underlying goals and drives.

3.)  Articulate personal emotional responses to dramatic performances.

a.) Discuss favorite moments and characters and why they were so.

b.) Discuss parts that were hard to believe or enjoy.

c.) Discuss parts that called up specific emotional responses.

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

5.)  Learn formal criticism techniques.

6.)  Predict plot resolution in dramatic forms.

7.)  Analyze plot and narrative through-line.

 

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.

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

a.)  Dramatize literary selections.

b.)  Dramatize original stories.

i.)  Create stories from visual images.

ii.)  Engage in group playwriting.

c.)  Dramatize real events and concepts.

i.)  Perform in narrative pantomime.

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

iii.)  Use pantomime skills.

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

a.)  Engage in group playwriting.

b.)  Learn and use Protagonist/Antagonist activities.

c.)  Play team improvisation games.

3.)  Improvise dialogue.

a.) Play complex verbal improvisation games.

b.) Create original characters and situations through dialogue.

4.)  Improvise monologue.

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

a.)  Write original short plays.

B.)  ACT/role-play.

1.)  Assume roles and interact in improvisations.

a.)  Use pantomime skills.

b.)  Engage in role drama.

2.)  Perform theatrical literature.

a.)  Perform short monologues.

b.)  Perform simple scenes.

3.)  Imagine and clearly describe characters.

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

a.)  Master pantomime skills.

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

a.)  Create complex role dramas.

C.)  DIRECT classroom theatre.

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

a.) Rehearse scenes in small groups.

b.) Make clear choices in shaping scenes.

2.)  Direct a partner in monologue performance.

D.)  DESIGN environments for theatre.

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

a.) Arrange room furniture to assist in improvisations.

b.) Create visual art for presentations.

c.) Create speculative designs for environments.

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

a.)  Brainstorm ideas for classroom projects.

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

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

 

V.)  RELATE DRAMA TO ITS LARGER CONTEXT

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

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

2.)  Engage in role drama.

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

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

2.)  Discuss how theatre reflects life.

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

a.)  Political tool.

b.)  Religious celebration.

c.)  Entertainment.

d.)  Art.

e.)  Economic concerns.

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

a.)  Learn about others.

b.)  Participate in culture.

c.)  Social concerns.

d.)  Entertainment.

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

 

VI.)  USE DRAMA AS A LEARNING TOOL

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

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

C.)  Do research.

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

a.)  Make formal written analysis of characters for performance.

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

 

Fifth Grade Drama Students will:

 

I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.

1.) Develop rhythmic sense.

a.) Play fast-paced improvisation games.

b.) Play "I'm _____ and I _____."

2.)  Analyze and imitate physical movement.

a.) Learn complex mirror games and exercises.

b.) Analyze body language.

c.) Create character through careful control of locomotor movement.

d.) Create abstract movement.

3.)  Express moods and concepts through movement.

a.) Understand and create expressive movement.

b.) Master pantomime skills.

c.) Design clear linear pantomime stories.

4.)  Build story from movement ideas.

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

B.)  Develop sensory awareness.

1.)  Analyze and imitate sounds.

a.)  Use sound effects in dramatizations.

b.)  Create original sounds.

c.)  Write stories from sound and musical sources.

2.)  Recall and express personal sensory experiences.

a.)  Learn guided imagery exercises.

3.)  Incorporate sensory information into story.

a.)  Create fully realized sensory environments through pantomime and dialogue.

b.)  Build story from sound or musical sources.

C.)  Develop personal creativity.

1.)  Create original dialogue.

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

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

4.)  Write original short plays.

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

 

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

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

1.)  Improvise group scenes and dialogue.

a.)  Improvise pantomime and spoken scenes.

b.)  Imitate movement.

c.)  Imitate sounds.

d.)  Play spontaneous improvisation games.

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

a.)  Learn formal criticism techniques.

b.)  Understand the difference between description and prescription.

c.)  Critique sensitively and honestly.

B.)  Cooperate in teams to solve problems.

1.)  Master mirror techniques.

a.)  Create group mirror improvisations.

2.)  Interact within dramatizations.

a.)  Respond without planning to one another's improvisations.

b.)  Play cooperative games.

c.)  Participate in role drama.

3.)  Plan and execute complex scenes.

a.)  Brainstorm ideas without coaching.

b.)  Make clear choices.

c.)  Follow through on plans and decisions.

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

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

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

b.) Master conflict resolution improvisations.

2.)  Use and understand metaphor.

3.)  Use drama as metaphor.

 

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and contrast performance forms.

1.)  View and discuss live theatre performances.

a.)  Engage in formal criticism of live theatre, including Upper School Children's Play and other performances as available.

b.)  Discuss the way the chosen media affects the way ideas are expressed, and changes the ideas themselves.

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

a.) Discuss scenery and costumes.

b.) Discuss problem-solving as it applies to productions seen and to speculative productions.

c.) Discuss movement and rhythm onstage.

d.) Discuss special effects and visual metaphor.

e.) Discuss music or other aspects of production as they apply.

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

a.) Discuss the performances of actors in productions seen.

b.) Discuss the ideas conveyed, and how they were conveyed.

c.) Compare theatre to film, television, and books.

d.) Compare theatre to music and visual art as analogous forms.

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

a.)  Dramatic Action.

b.)  Character.

c.)  Conflict.

d.)  Resolution.

e.)  Playwright.

f.)  Director.

g.)  Designer.

h.)  Suspension of Disbelief.

i.)  Representation vs. Presentation.

5.)  Understand the relationship between audience and performer.

a.)  Analyze the behavior of particular audiences.

b.)  Discuss and analyze the effects of publicity, programs, and other literature accompanying theatre.

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

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

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

a.)  Discuss subtext.

3.)  Articulate personal emotional responses to dramatic performances.

a.) Discuss favorite moments and characters and why they were so.

b.) Discuss parts that were hard to believe or enjoy.

c.) Discuss parts that called for specific emotional responses.

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

a.)  Learn and use formal criticism techniques.

5.)  Predict plot resolution in dramatic forms.

6.)  Analyze plot and narrative through-line.

 

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.

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

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

3.)  Improvise dialogue.

a.)  Create original and fully realized characters and situations through dialogue.

4.)  Improvise monologue.

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

a.)  Write original short plays.

6.)  Create situations involving tension and dramatic action.

B.)  ACT/role-play.

1.)  Assume roles and interact in improvisations.

2.)  Perform theatrical literature.

a.)  Perform short monologues.

b.)  Perform simple scenes.

3.)  Imagine and clearly describe characters.

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

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

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

C.)  DIRECT classroom theatre.

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

a.) Rehearse individual performances collaboratively.

2.)  Direct a partner in monologue performance.

3.)  Make clear choices in honing performances.

4.)  Organize rehearsals and performances independently.

D.)  DESIGN environments for theatre.

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

a.) Arrange room furniture to assist in improvisations.

b.) Create visual art for presentations and original plays.

c.) Create speculative designs for environments.

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

a.) Brainstorm ideas for classroom projects.

b.) Work at home to create props and set pieces.

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

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

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

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

 

V.)  RELATE DRAMA TO ITS LARGER CONTEXT

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

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

2.)  Participate in role drama.

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

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

2.)  Discuss how theatre reflects life.

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

a.)  Political tool.

b.)  Religious celebration.

c.)  Entertainment.

d.)  Art.

e.)  Economic concerns.

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

a.)  Learn about others.

b.)  Participate in culture.

c.)  Social concerns.

d.)  Entertainment.

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

 

VI.)  USE DRAMA AS A LEARNING TOOL

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

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

C.)  Do research.

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

a.)  Make formal written analysis of characters for performance.

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

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