Primary through Grade 5 with Assessment at Grade 5

Elements of Drama, Production, and Performance

AH-E-3.1.31 Identify and discuss the dramatic elements (plot or story line, beginning, middle, end, dialogue, monologue, conflict) in literature, films, and plays. (2.23, 2.24)

AH-E-3.1.32 Revise a short story passage into a simple dialogue format. (2.22) - workshop

AH-E-3.1.33 Identify and discuss elements of production (scenery, costumes, props, sound and music, makeup, and roles) and elements of performance (character, movement, vocal expression, speaking style, listening, acting, storytelling) in a variety of works. (2.23, 2.24)

AH-E-3.1.34 Identify and describe basic scenery, props, and costumes that would be appropriate for the plot and characters in a short script or story. (2.22, 2.23)

AH-E-3.1.35 Identify and describe characters, their relationships, and their settings and environments, related to a script, scenario, or classroom dramatization. (2.22, 2,23, 2.24, 2.25, 2.26)

AH-E-3.1.36 Use appropriate drama terminology to reflect on, interpret, revise, and critique personal dramatic creations and those of others. (2.23)

AH-E-3.1.37 Identify and compare the similarities and differences between audiences attending live performances and audiences viewing theatre, film, and television. (2.23)

AH-E-3.1.38 Identify and discuss a variety of creative dramatics (improvisation, mimicry, pantomime, role playing, and storytelling).

Historical and Cultural Context

AH-E-3.2.31 Discuss the effects of time and place on dramatic works. (2.25)

AH-E-3.2.32 Discuss specific cultures (West African, Native American), periods (Colonial American) and styles (folk tales, myths, and legends) within dramatic works.  (2.25, 2.26)

Grades 6 through 8 with Assessment at Grade 8

Elements of Drama, Production, and Performance

AH-M-3.1.31 Elements of drama: plot development, rising action, turning point, falling action, suspense, theme, language, empathy, motivation, discovery

AH-M-3.1.32 Elements of production: staging, scenery, props, lighting, sound, costumes, make-up

AH-M-3.1.33 Elements of performance: breath control, diction, body alignment, control of isolated parts of the body

AH-M-3.1.34 Compare and contrast the use of the elements of drama in a variety of  works using appropriate vocabulary.  (2.23, 2.24, 2.25)

AH-M-3.1.35 Identify elements of production for a scripted scene, using appropriate vocabulary.  (2.23, 2.24) - workshop

AH-M-3.1.36 Describe, using appropriate vocabulary, how the elements of production communicate setting and mood.  (2.23, 2.24)

AH-M-3.1.37 Describe characters’ use of elements of performance, using appropriate vocabulary.  (2.23)

AH-M-3.1.38 Identify and describe the types of stages (arena, thrust, proscenium). (2.23, 2.24)

AH-M-3.1.39 Identify the skills necessary for jobs associated with theatre (playwright, director, actor, actress, designers - scenery, props, lighting, sounds, costume, make-up) - workshop

AH-M-3.1.310 Discuss the collaborative artistic processes of planning, playing, responding, and evaluating a performance.  (2.23)

AH-M-3.1.311 Compare and contrast the forms of theatre, musical theatre, TV, film, and dance using appropriate vocabulary.  (2.22, 2.23)

AH-M-3.1.312 Relate the theme of a theatrical work to personal experiences. (2.23)

Historical and Cultural Context

AH-M-3.2.31 Identify the characteristics of theatrical works from different cultures, periods, and styles (Greek, Elizabethan, Modern).  (2.23, 2.24, 2.25, 2.26)

AH-M-3.2.32 Discuss how diverse cultures, periods, and styles affect drama.  (2.23, 2.25, 2.26)

Grades 9 through Grade 11 with Assessment at Grade 11

Elements of Drama, Production, and Performance

AH-H-3.1.31 Identify and discuss, using appropriate terminology, the use of dramatic structure [e.g., exposition, development, climax, reversal, denouement (also illustrated in Freytag’s Pyramid), tension]; character (e.g., protagonist, antagonist); literary devices (e.g., symbolism, foreshadowing); and components of drama/theatre (dialogue, monologue, soliloquy, ensemble, body, voice, script, sensory recall).  (2.23, 2.24)

AH-H-3.1.32 Analyze descriptions, dialogue, and actions within a script or text to discover, articulate, and justify character motivation.  (2.22, 2.23, 2.24, 2.25, 2.26) - workshop

AH-H-3.1.33 Describe how a work of literature is selectively modified through theatre to enhance the expression of ideas and emotions.  (2.23, 2.24) - workshop

AH-H-3.1.34 Identify skills and training necessary for a variety of careers related to drama.  (2.23, 2.24) - workshop

AH-H-3.1.35 Compare and contrast how ideas and emotions are expressed in theatre with how ideas and emotions are expressed in dance, music, and visual arts.  (2.23, 2.24)

Historical and Cultural Context

AH-H-3.2.31 Identify specific dramatic works viewed as belonging to particular styles, cultures, times, and places. (2.25, 2.26)

AH-H-3.2.32 Identify cultural, historical, and symbolic clues in dramatic texts which should be researched to assist in making artistic choices for informal (improvised) and formal (rehearsed) productions.  (2.25, 2.26)

AH-H-3.2.33 Compare how similar themes are treated in drama from various cultures and historical periods and discuss how theatre can reveal universal themes.  (2.23, 2.24, 2.25, 2.26)

AH-H-3.2.34 Analyze and discuss how an individual’s cultural experiences affect writing, creating, and performing in theatre.  (2.22, 2.23, 2.26)

AH-H-3.2.35 Analyze and classify dramatic works from various periods, styles, and cultures (See the Arts and Humanities Reference Chart), by considering clues such as style, setting, costume, movement, language, and stage directions.  (2.23, 2.24, 2.25, 2.26)