This outline consists of 5 main headings:
I.) Develop Internal and External Personal Resources
II.) Develop Interpersonal Skills and Awareness
III.) Develop Aesthetic Sensitivity and Theatre Skills
IV.) Create Theatre through Artistic Collaboration
V.) Use Drama as a Learning Tool
Jr. K Drama Students will:
I.) DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES
A.) Develop body awareness and spatial perception.II.) DEVELOP INTERPERSONAL SKILLS AND AWARENESS1.) Imitate physical movement.B.) Develop sensory awareness.a.) Begin very simple mirroring.2.) Express moods and concepts through movement.
b.) Imitate one another's hand animals.
c.) Imitate one another's frozen poses.a.) Create emotion faces.
b.) Participate in very simple narrative pantomime.1.) Analyze and imitate sounds.a.) Create sound stories.
b.) Create soundtracks for picture books.
A.) Join with and respond to others in group dramatic activities.III.) DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS1.) Learn control activities.a.) Learn to freeze.2.) Interact with puppets.
b.) Learn "Mirrors" command.
c.) Learn the "acting area."a.) Watch to see if puppet follows directions.
b.) Imitate puppet's movements.
A.) Compare and contrast performance forms.IV.) CREATE THEATRE THROUGH ARTISTIC COLLABORATION1.) View and discuss live theatre performances.a.) View Upper School Children's Play.2.) Recognize and analyze important dramatic concepts, including:
b.) View performances by outside children's theatre groups.a.) Real vs. theatre.
A.) ACT/role-play.V.) USE DRAMA AS A LEARNING TOOL1.) Assume roles and interact in improvisations.a.) Participate in simple narrative pantomime.
b.) Engage in rudimentary role drama.
A.) Create theatre based on themes from other subjects.Back to top of page.1.) Participate in narrative pantomime based on monthly themes.
This outline consists of 5 main headings:
I.) Develop Internal and External Personal Resources
II.) Develop Interpersonal Skills and Awareness
III.) Develop Aesthetic Sensitivity and Theatre Skills
IV.) Create Theatre through Artistic Collaboration
V.) Use Drama as a Learning Tool
Kindergarten Drama Students will:
I.) DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES
A.) Develop body awareness and spatial perception.II.) DEVELOP INTERPERSONAL SKILLS AND AWARENESS1.) Analyze and imitate physical movement.B.) Develop sensory awareness.a.) Begin simple mirroring.2.) Express moods and concepts through movement.
b.) Imitate one another's hand animals.
c.) Imitate one another's frozen statues.a.) Learn emotion faces.
b.) Perform in narrative pantomime.
c.) Create body statues.1.) Analyze and imitate sounds.C.) Develop personal creativity.a.) Create sound stories.2.) Incorporate sensory information into story.
b.) Use sound effects in dramatizations.a.) Build story from musical sources.
b.) Use five senses in narrative pantomime.1.) Create original statue performances.a.) Make solo statues.2.) Play charades-based games.
b.) Make whole-class group statues.a.) Play "No, You Can't Take Me" with whole group together.
A.) Join with and respond to others in group dramatic activities.III.) DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS1.) Improvise group scenes and dialogue.B.) Cooperate in teams to solve problems.a.) Learn control activities.
b.) Watch and imitate movement.
c.) Imitate sounds.
d.) Interact with puppets.1.) Master simple mirror techniques.C.) Place self in other contexts--walk in others' shoes.a.) Mirror as a whole group.2.) Interact within dramatizations.a.) Role Drama.1.) Draw parallels between drama activities and real life.a.) Participate in guided enactment of concepts from monthly themes.
A.) Compare and contrast performance forms.IV.) CREATE THEATRE THROUGH ARTISTIC COLLABORATION1.) View and discuss live theatre performances.B.) Analyze and explain personal preferences and personal resources.a.) View Upper School Children's Play2.) Describe the aspects of visual art, music and dance that exist in theatre.
b.) View performances by outside children's theatre groups.a.) Discuss scenery and costumes.3.) Recognize and analyze important dramatic concepts including:
b.) Discuss other aspects of performances as appropriate.a.) Character.
b.) Real vs. theatre.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.
A.) Create/WRITE scripts.V.) USE DRAMA AS A LEARNING TOOL1.) Create very simple improvisations based on personal experience, imagination, literature and history.B.) ACT/role-play.a.) Dramatize literary selections.
b.) Dramatize real events and concepts.1.) Assume roles and interact in improvisations.a.) Participate in guided enactment of concepts from monthly themes.2.) Use variations in movement and voice for different characters.
b.) Create very simple improvised scenes.a.) Create body statues.
b.) Create simple moving statues.
c.) Explore rudimentary pantomime skills.
A.) Use role-play to place self into the context of other subjects.Back to top of page.B.) Create theatre based on themes from other subjects.
This outline consists of 6 main headings:
I.) Develop Internal and External Personal Resources
II.) Develop Interpersonal Skills and Awareness
III.) Develop Aesthetic Sensitivity and Theatre Skills
IV.) Create Theatre through Artistic Collaboration
V.) Relate Drama to its Larger Context
VI.) Use Drama as a Learning Tool
First GradeDrama Students will:
I.) DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES
A.) Develop body awareness and spatial perception.II.) DEVELOP INTERPERSONAL SKILLS AND AWARENESS1.) Develop rhythmic sense.B.) Develop sensory awareness.a.) Create motion stories.2.) Analyze and imitate physical movement.
b.) Play "Rhythm Names."a.) Learn simple pair mirroring.3.) Express moods and concepts through movement.
b.) Imitate one another's statue performances.a.) Create emotion faces.
b.) Perform in narrative pantomime.
c.) Create body statues.
d.) Create moving emotion statues.1.) Analyze and imitate sounds.C.) Develop personal creativity.a.) Create sound stories.2.) Recall and express personal sensory experiences.
b.) Use sound effects in dramatizations.
c.) Create soundtracks for picture books.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.1.) Create original statue performances.a.) Create solo statues.2.) Play charades-based games.
b.) Create group statues.a.) Play "Rhyme Charades."3.) Begin to create stories from musical and movement sources.a.) Begin music and movement exercises.
A.) Join with and respond to others in group dramatic activities.III.) DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS1.) Improvise group scenes and dialogue.B.) Cooperate in teams to solve problems.a.) Learn control activities.2.) Observe and criticize one another's work.
b.) Watch and imitate movement.
c.) Imitate sounds.
d.) Interact with puppets.
e.) Engage in group storytelling.a.) Play charades-based games.
b.) Play guessing games.
c.) Play "No, You Can't Take Me."1.) Learn mirror techniques.C.) Place self in other contexts--walk in others' shoes.a.) Learn group mirrors.2.) Interact within dramatizations.
b.) Learn very simple pairs mirroring.a.) Engage in role drama.1.) Draw parallels between drama activities and real life.a.) Begin simple conflict resolution improvisations.
b.) Enact stories from literature and history.
A.) Compare and contrast performance forms.IV.) CREATE THEATRE THROUGH ARTISTIC COLLABORATION1.) View and discuss live theatre performances.B.) Analyze and explain personal preferences and personal resources.a.) View Upper School Children's Play.2.) Describe the aspects of visual art, music and dance that exist in theatre.
b.) View performances by outside children's theatre groups.a.) Discuss scenery and costumes.3.) Compare the ways ideas and emotions are expressed in theatre, television and film, dance, music, and visual art.
b.) Discuss problem-solving as it applies to productions seen.
c.) Discuss other aspects of performances as appropriate.a.) Discuss the performances of leading actors in productions.4.) Recognize important dramatic concepts, including:
b.) Compare theatre to film and television.a.) Character.
b.) Conflict.
c.) Resolution.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.
A.) Create/WRITE scripts.V.) RELATE DRAMA TO ITS LARGER CONTEXT1.) Create improvisations based on personal experience, imagination, literature and history.B.) ACT/role-play.a.) Dramatize literary selections.2.) Collaborate to select and create characters, situations, and environments.
b.) Dramatize original stories.
c.) Dramatize real events and concepts.a.) Play simple team improvisation games.
b.) Where appropriate, create class assembly presentations.1.) Assume roles and interact in improvisations.C.) DESIGN environments for theatre.a.) Perform in narrative pantomime.2.) Use variations in movement and voice for different characters.
b.) Create drama from concepts from social studies, English, science, etc.
c.) Participate in role drama.a.) Create statues, still and moving.
b.) Explore simple pantomime skills.1.) Visualize environments and create designs to communicate locale and mood.a.) Arrange room furniture to assist in improvisations.2.) Collaborate to create playing spaces for classroom theatre.
b.) Create visual art to support presentations.a.) As appropriate, brainstorm ideas for class presentations.
A.) Use role-play to place self in other contexts.VI.) USE DRAMA AS A LEARNING TOOL1.) Create drama from concepts from social studies, English, science, etc.B.) Recognize the role of theatre, film, television and other media in daily life.2.) Engage in role drama.
1.) Identify and compare similar characters and situations in stories and dramas from various cultures.2.) Discuss how theatre reflects life.
A.) Use role-play to place self into the context of other subjects.Back to top of page.B.) Create theatre based on themes from other subjects.
This outline consists of 6 main headings:
I.) Develop Internal and External Personal Resources
II.) Develop Interpersonal Skills and Awareness
III.) Develop Aesthetic Sensitivity and Theatre Skills
IV.) Create Theatre through Artistic Collaboration
V.) Relate Drama to its Larger Context
VI.) Use Drama as a Learning Tool
Second Grade Drama Students will:
I.) DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES
A.) Develop body awareness and spatial perception.II.) DEVELOP INTERPERSONAL SKILLS AND AWARENESS1.) Develop rhythmic sense.B.) Develop sensory awareness.a.) Create motion stories.2.) Analyze and imitate physical movement.
b.) Learn emotion walk.
c.) Play "Rhythm Names."a.) Learn simple pair and group mirroring.3.) Express moods and concepts through movement.
b.) Explore body language.
c.) Explore locomotor movement.
d.) Imitate one another's still and moving statues.a.) Act in narrative pantomime.
b.) Create body statues.
c.) Build story from movement ideas.1.) Analyze and imitate sounds.C.) Develop personal creativity.a.) Create sound stories.2.) Recall and express personal sensory experiences.
b.) Use sound effects in dramatizations.
c.) Create original sounds.a.) Enact vacation activities, etc.3.) Incorporate sensory information into story.
b.) Begin simple guided imagery exercises.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.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.
A.) Join with and respond to others in group dramatic activities.III.) DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS1.) Improvise group scenes and dialogue.B.) Cooperate in teams to solve problems.a.) Watch and imitate movement.2.) Observe and criticize one another's work.
b.) Engage in group storytelling.
c.) Engage in group playwriting.a.) Play charades-based games.
b.) Play other guessing games.
c.) Play "No, You Can't Take Me."1.) Master mirror techniques.C.) Place self in other contexts--walk in others' shoes.a.) Learn pairs mirrors.2.) Interact within dramatizations.
b.) Begin group mirror exercises.a.) Plan and execute scenes and skits.
b.) Participate in role drama.1.) Draw parallels between drama activities and real life.a.) Create drama from concepts from social studies, English, science, etc.2.) Use drama as metaphor.
b.) Work on conflict resolution improvisations.
A.) Compare and contrast performance forms.IV.) CREATE THEATRE THROUGH ARTISTIC COLLABORATION1.) View and discuss live theatre performances.B.) Analyze and explain personal preferences and personal resources.a.) View Upper School Children's Play.2.) Describe the aspects of visual art, music and dance that exist in theatre.
b.) View performances by outside children's theatre groups.a.) Discuss scenery and costumes.3.) Compare the ways ideas and emotions are expressed in theatre, television and film, dance, music, and visual art.
b.) Discuss problem-solving as it applies to productions seen.
c.) Discuss movement and rhythm onstage.
d.) Discuss other aspects of performances as appropriate.a.) Discuss the performances of leading actors in production.4.) Recognize and analyze important dramatic concepts including:
b.) Compare theatre to film and television.
c.) Compare theatre to books.a.) Character.
b.) Conflict.
c.) Resolution.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.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.
b.) Discuss parts that were hard to believe or hard to enjoy.a.) Brainstorm solutions to specific problems.5.) Predict plot resolution in dramatic forms.
A.) Create/WRITE scripts.V.) RELATE DRAMA TO ITS LARGER CONTEXT1.) Create improvisations based on personal experience, imagination, literature and history.B.) ACT/role-play.a.) Dramatize literary selections.2.) Collaborate to select and create characters, situations, and environments.
b.) Dramatize original stories.
c.) Dramatize real events and concepts.a.) Engage in group playwriting.3.) Improvise dialogue.
b.) Learn Protagonist/Antagonist activities.
c.) Play simple team improvisation games.
d.) Where appropriate, create class assembly presentations.a.) Try out ideas from group playwriting projects.4.) Formalize improvisations by writing or otherwise recording the dialogue, stage directions, etc.
b.) Play improvisation games.a.) Create group playwriting projects.1.) Assume roles and interact in improvisations.C.) DIRECT classroom theatre.a.) Perform in narrative pantomime.2.) Imagine and clearly describe characters.
b.) Create drama from concepts from social studies, English, science, etc.
c.) Engage in role drama.a.) Play protagonist/antagonist games.3.) Use variations in movement and voice for different characters.a.) Create changing statues.4.) Remain in role while contributing to the furtherance of a story.
b.) Explore pantomime skills.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.1.) Collaboratively plan and prepare improvisations and other classroom dramatizations.D.) DESIGN environments for theatre.a.) Rehearse scenes in small groups.
b.) Learn sculpture gallery exercises.1.) Visualize environments and create designs to communicate locale and mood.a.) Arrange room furniture to assist in improvisations.2.) Collaborate to create playing spaces for classroom theatre.
b.) Create visual art to support presentations.
c.) Create backdrops for puppet performances.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.
A.) Use role-play to place self in other contexts.VI.) USE DRAMA AS A LEARNING TOOL1.) Create drama from concepts from social studies, English, science, etc.B.) Recognize the role of theatre, film, television and other media in daily life.2.) Engage in role drama.
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.
A.) Use role-play to place self into the context of other subjects.Back to top of page.B.) Create theatre based on themes from other subjects.
This outline consists of 6 main headings:
I.) Develop Internal and External Personal Resources
II.) Develop Interpersonal Skills and Awareness
III.) Develop Aesthetic Sensitivity and Theatre Skills
IV.) Create Theatre through Artistic Collaboration
V.) Relate Drama to its Larger Context
VI.) Use Drama as a Learning Tool
Third Grade Drama Students will:
I.) DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES
A.) Develop body awareness and spatial perception.II.) DEVELOP INTERPERSONAL SKILLS AND AWARENESS1.) Develop rhythmic sense.B.) Develop sensory awareness.a.) Create motion stories.2.) Analyze and imitate physical movement.
b.) Play "Rhythm names."
c.) Learn "Emotion walk."a.) Explore mirror variations.3.) Express moods and concepts through movement.
b.) Explore body language.
c.) Explore locomotor movement.
d.) Imitate one another's still and moving statues.a.) Create still and moving statues.
b.) Build story from movement ideas.
c.) Continue narrative pantomime.1.) Analyze and imitate sounds.C.) Develop personal creativity.a.) Create sound stories.2.) Recall and express personal sensory experiences.
b.) Use sound effects in dramatizations.
c.) Create original sounds.
d.) Create stories from prerecorded soundscapes.a.) Enact vacation activities, etc.3.) Incorporate sensory information into story.
b.) Engage in guided imagery exercises.a.) Build story from sound or musical sources.
b.) Use five senses in narrative pantomime.
c.) Create sensory environments through pantomime and dialogue.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."5.) Create stories from sensory information.
b.) Discuss stories created during movement exercises.a.) Create stories from soundscapes.
A.) Join with and respond to others in group dramatic activities.III.) DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS1.) Improvise group scenes and dialogue.B.) Cooperate in teams to solve problems.a.) Learn control activities.2.) Observe and criticize one another's work.
b.) Watch and imitate movement.
c.) Participate in group storytelling.
d.) Participate in group playwriting.
e.) Improvise pantomime and spoken scenes.a.) Play charades-based and other guessing games.
b.) Begin informal criticism techniques.
c.) Brainstorm in group playwriting projects.1.) Master mirror techniques.C.) Place self in other contexts--walk in others' shoes.a.) Master simple pairs mirrors.2.) Interact within dramatizations.
b.) Engage in group mirror exercises.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.1.) Draw parallels between drama activities and real life.a.) Create drama from concepts from social studies, English, science, etc.2.) Use and understand metaphor.
b.) Work on conflict resolution improvisations.3.) Use drama as metaphor.
A.) Compare and contrast performance forms.IV.) CREATE THEATRE THROUGH ARTISTIC COLLABORATION1.) View and discuss live theatre performances.B.) Analyze and explain personal preferences and personal resources.a.) View Upper School Children's Play2.) Describe the aspects of visual art, music and dance that exist in theatre.
b.) View performances by outside children's theatre groups.
c.) View other performances as available.a.) Discuss scenery and costumes.3.) Compare the ways ideas and emotions are expressed in theatre, television and film, dance, music, and visual art.
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.a.) Discuss the performances of leading actors in production.4.) Recognize and analyze important dramatic concepts.
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.a.) Character.5.) Understand the relationship between audience and performer.
b.) Conflict.
c.) Resolution.
d.) Playwright.a.) Discuss observations of particular audiences.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.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.
b.) Discuss parts that were hard to believe or hard to enjoy.
c.) Discuss parts that called up specific emotional responses.a.) Formal criticism techniques.5.) Predict plot resolution in dramatic forms.
b.) Brainstorm solutions to specific problems.
c.) Brainstorm possible problems in speculative works.
A.) Create/WRITE scripts.V.) RELATE DRAMA TO ITS LARGER CONTEXT1.) Plan and record improvisations based on personal experience, imagination, literature and history.B.) ACT/role-play.a.) Dramatize literary selections.2.) Collaborate to select and create characters, situations, and environments.
b.) Dramatize original stories.
c.) Dramatize real events and concepts.a.) Participate in group playwriting.3.) Improvise dialogue.
b.) Play team improvisation games.
c.) Create class assembly presentations.a.) Try out ideas from group playwriting projects.4.) Formalize improvisations by writing or otherwise recording the dialogue, stage directions, etc.
b.) Play verbal improvisation games.
c.) Work with speaking puppets.a.) Create group playwriting projects.1.) Assume roles and interact in improvisations.C.) DIRECT classroom theatre.a.) Perform in narrative pantomime.2.) Imagine and clearly describe characters.
b.) Use pantomime skills.
c.) Participate in role drama.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.1.) Collaboratively plan and prepare improvisations and other classroom dramatizations.D.) DESIGN environments for theatre.a.) Rehearse scenes in small groups.
b.) Engage in sculpture gallery exercises.
c.) Plan puppet performances.
d.) Make clear choices in class assembly presentations.1.) Visualize environments and create designs to communicate locale and mood.a.) Arrange room furniture to assist in improvisations.2.) Collaborate to create playing spaces for classroom theatre.
b.) Create visual art to support presentations.
c.) Create backdrops for puppet performances.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.
A.) Use role-play to place self in other contexts.VI.) USE DRAMA AS A LEARNING TOOL1.) Continue role drama.B.) Recognize the role of theatre, film, television and other media in daily life.2.) Create drama from concepts from social studies, English, science, etc.
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.
A.) Use role-play to place self into the context of other subjects.Back to top of page.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.
This outline consists of 6 main headings:
I.) Develop Internal and External Personal Resources
II.) Develop Interpersonal Skills and Awareness
III.) Develop Aesthetic Sensitivity and Theatre Skills
IV.) Create Theatre through Artistic Collaboration
V.) Relate Drama to its Larger Context
VI.) Use Drama as a Learning Tool
Fourth Grade Drama Students will:
I.) DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES
A.) Develop body awareness and spatial perception.II.) DEVELOP INTERPERSONAL SKILLS AND AWARENESS1.) Develop rhythmic sense.B.) Develop sensory awareness.a.) Play fast-paced improvisation games.2.) Analyze and imitate physical movement.
b.) Play "I'm _____ and I _____."a.) Explore body language.3.) Express moods and concepts through movement.
b.) Explore locomotor movement.
c.) Create character through careful control of locomotor movement.
d.) Create abstract movement.a.) Understand and create expressive movement.4.) Build story from movement ideas.
b.) Master pantomime skills.5.) Create clear movement forms to express specific concepts and ideas.
1.) Analyze and imitate sounds.C.) Develop personal creativity.a.) Use sound effects in dramatizations.2.) Recall and express personal sensory experiences.
b.) Create original sounds.
c.) Write stories from sound sources.
d.) Write stories from prerecorded soundscapes.a.) Enact vacation activities, etc.3.) Incorporate sensory information into story.
b.) Learn guided imagery exercises.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.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.
A.) Join with and respond to others in group dramatic activities.III.) DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS1.) Improvise group scenes and dialogue.B.) Cooperate in teams to solve problems.a.) Improvise pantomime and spoken scenes.2.) Observe and criticize one another's work.
b.) Imitate one another's movements and characters.
c.) Create complex improvised scenes.
d.) Play spontaneous improvisation games.a.) Learn formal criticism techniques.
b.) Play charades-based and other guessing games.
c.) Brainstorm solutions to problems in dramatization.1.) Master mirror techniques.C.) Place self in other contexts--walk in others' shoes.a.) Master pairs mirrors.2.) Interact within dramatizations.
b.) Learn group mirror exercises.
c.) Create group mirror improvisations.a.) Plan and execute scenes and skits.3.) Plan and execute complex scenes.
b.) Respond without planning to one another's improvisations.
c.) Play cooperative games.
d.) Engage in role drama.
e.) Play spontaneous improvisation games.a.) Brainstorm ideas without coaching.
b.) Make clear choices.
c.) Follow through on plans and decisions.1.) Draw parallels between drama activities and real life.a.) Create drama from concepts from social studies, English, science, etc.2.) Use and understand metaphor.
b.) Work on conflict resolution improvisations.3.) Use drama as metaphor.
A.) Compare and contrast performance forms.IV.) CREATE THEATRE THROUGH ARTISTIC COLLABORATION1.) View and discuss live theatre performances.B.) Analyze and explain personal preferences and personal resources.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.3.) Compare the ways ideas and emotions are expressed in theatre, television and film, dance, music, and visual art.
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.a.) Discuss the performances of actors in productions seen.4.) Recognize and analyze important dramatic concepts, including:
b.) Compare theatre to film and television.
c.) Compare theatre to books.
d.) Compare theatre to music and visual art as analogous art forms.a.) Suspension of Disbelief.5.) Understand the relationship between audience and performer.
b.) Representation vs. Presentation.
c.) Character.
d.) Conflict.
e.) Resolution.
f.) Playwright.
g.) Director.
h.) Designer.a.) Analyze the behavior of particular audiences.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.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.
b.) Discuss parts that were hard to believe or enjoy.
c.) Discuss parts that called up specific emotional responses.5.) Learn formal criticism techniques.
6.) Predict plot resolution in dramatic forms.
7.) Analyze plot and narrative through-line.
A.) Create/WRITE scripts.V.) RELATE DRAMA TO ITS LARGER CONTEXT1.) Plan and record improvisations based on personal experience, imagination, literature and history.B.) ACT/role-play.a.) Dramatize literary selections.2.) Collaborate to select and create characters, situations, and environments.b.) Dramatize original stories.
i.) Create stories from visual images.c.) Dramatize real events and concepts.
ii.) Engage in group playwriting.i.) Perform in narrative pantomime.
ii.) Create drama from concepts from social studies, English, science, etc.
iii.) Use pantomime skills.a.) Engage in group playwriting.3.) Improvise dialogue.
b.) Learn and use Protagonist/Antagonist activities.
c.) Play team improvisation games.a.) Play complex verbal improvisation games.4.) Improvise monologue.
b.) Create original characters and situations through dialogue.5.) Formalize improvisations by writing or otherwise recording the dialogue, stage directions, etc.
a.) Write original short plays.1.) Assume roles and interact in improvisations.C.) DIRECT classroom theatre.a.) Use pantomime skills.2.) Perform theatrical literature.
b.) Engage in role drama.a.) Perform short monologues.3.) Imagine and clearly describe characters.
b.) Perform simple scenes.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.1.) Collaboratively plan and prepare improvisations and other classroom dramatizations.D.) DESIGN environments for theatre.a.) Rehearse scenes in small groups.2.) Direct a partner in monologue performance.
b.) Make clear choices in shaping scenes.1.) Visualize environments and create designs to communicate locale and mood.a.) Arrange room furniture to assist in improvisations.2.) Collaborate to create playing spaces for classroom theatre.
b.) Create visual art for presentations.
c.) Create speculative designs for environments.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.
A.) Use role-play to place self in other contexts.VI.) USE DRAMA AS A LEARNING TOOL1.) Create drama from concepts from social studies, English, science, etc.B.) Recognize the role of theatre, film, television and other media in daily life.2.) Engage in role drama.
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.4.) Identify and discuss reasons for attending theatrical performances, and for viewing other media, including:
b.) Religious celebration.
c.) Entertainment.
d.) Art.
e.) Economic concerns.a.) Learn about others.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.
b.) Participate in culture.
c.) Social concerns.
d.) Entertainment.
A.) Use role-play to place self into the context of other subjects.Back to top of page.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.
This outline consists of 6 main headings:
I.) Develop Internal and External Personal Resources
II.) Develop Interpersonal Skills and Awareness
III.) Develop Aesthetic Sensitivity and Theatre Skills
IV.) Create Theatre through Artistic Collaboration
V.) Relate Drama to its Larger Context
VI.) Use Drama as a Learning Tool
Fifth Grade Drama Students will:
I.) DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES
A.) Develop body awareness and spatial perception.II.) DEVELOP INTERPERSONAL SKILLS AND AWARENESS1.) Develop rhythmic sense.B.) Develop sensory awareness.a.) Play fast-paced improvisation games.2.) Analyze and imitate physical movement.
b.) Play "I'm _____ and I _____."a.) Learn complex mirror games and exercises.3.) Express moods and concepts through movement.
b.) Analyze body language.
c.) Create character through careful control of locomotor movement.
d.) Create abstract movement.a.) Understand and create expressive movement.4.) Build story from movement ideas.
b.) Master pantomime skills.
c.) Design clear linear pantomime stories.5.) Create clear movement forms to express specific concepts and ideas.
1.) Analyze and imitate sounds.C.) Develop personal creativity.a.) Use sound effects in dramatizations.2.) Recall and express personal sensory experiences.
b.) Create original sounds.
c.) Write stories from sound and musical sources.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.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.
A.) Join with and respond to others in group dramatic activities.III.) DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS1.) Improvise group scenes and dialogue.B.) Cooperate in teams to solve problems.a.) Improvise pantomime and spoken scenes.2.) Observe and criticize one another's work.
b.) Imitate movement.
c.) Imitate sounds.
d.) Play spontaneous improvisation games.a.) Learn formal criticism techniques.
b.) Understand the difference between description and prescription.
c.) Critique sensitively and honestly.1.) Master mirror techniques.C.) Place self in other contexts--walk in others' shoes.a.) Create group mirror improvisations.2.) Interact within dramatizations.a.) Respond without planning to one another's improvisations.3.) Plan and execute complex scenes.
b.) Play cooperative games.
c.) Participate in role drama.a.) Brainstorm ideas without coaching.
b.) Make clear choices.
c.) Follow through on plans and decisions.1.) Draw parallels between drama activities and real life.a.) Create drama from concepts from social studies, English, science, etc.2.) Use and understand metaphor.
b.) Master conflict resolution improvisations.3.) Use drama as metaphor.
A.) Compare and contrast performance forms.IV.) CREATE THEATRE THROUGH ARTISTIC COLLABORATION1.) View and discuss live theatre performances.B.) Analyze and explain personal preferences and personal resources.a.) Engage in formal criticism of live theatre, including Upper School Children's Play and other performances as available.2.) Describe the aspects of visual art, music and dance that exist in theatre.
b.) Discuss the way the chosen media affects the way ideas are expressed, and changes the ideas themselves.a.) Discuss scenery and costumes.3.) Compare the ways ideas and emotions are expressed in theatre, television and film, dance, music, and visual art.
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.a.) Discuss the performances of actors in productions seen.4.) Recognize and analyze important dramatic concepts, including:
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.a.) Dramatic Action.5.) Understand the relationship between audience and performer.
b.) Character.
c.) Conflict.
d.) Resolution.
e.) Playwright.
f.) Director.
g.) Designer.
h.) Suspension of Disbelief.
i.) Representation vs. Presentation.a.) Analyze the behavior of particular audiences.
b.) Discuss and analyze the effects of publicity, programs, and other literature accompanying theatre.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.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.
b.) Discuss parts that were hard to believe or enjoy.
c.) Discuss parts that called for specific emotional responses.a.) Learn and use formal criticism techniques.5.) Predict plot resolution in dramatic forms.6.) Analyze plot and narrative through-line.
A.) Create/WRITE scripts.V.) RELATE DRAMA TO ITS LARGER CONTEXT1.) Plan and record improvisations based on personal experience, imagination, literature and history.B.) ACT/role-play.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.1.) Assume roles and interact in improvisations.C.) DIRECT classroom theatre.2.) Perform theatrical literature.
a.) Perform short monologues.3.) Imagine and clearly describe characters.
b.) Perform simple scenes.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.
1.) Collaboratively plan and prepare improvisations and other classroom dramatizations.D.) DESIGN environments for theatre.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.
1.) Visualize environments and create designs to communicate locale and mood.a.) Arrange room furniture to assist in improvisations.2.) Collaborate to create playing spaces for classroom theatre.
b.) Create visual art for presentations and original plays.
c.) Create speculative designs for environments.a.) Brainstorm ideas for classroom projects.3.) Organize materials for costumes, sets, props and lighting.
b.) Work at home to create props and set pieces.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.
A.) Use role-play to place self in other contexts.VI.) USE DRAMA AS A LEARNING TOOL1.) Create drama from concepts from social studies, English, science, etc.B.) Recognize the role of theatre, film, television and other media in daily life.2.) Participate in role drama.
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.4.) Identify and discuss reasons for attending theatrical performances, and for viewing other media, including:
b.) Religious celebration.
c.) Entertainment.
d.) Art.
e.) Economic concerns.a.) Learn about others.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.
b.) Participate in culture.
c.) Social concerns.
d.) Entertainment.
A.) Use role-play to place self into the context of other subjects.Back to top of page.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.
Introduction / Jr.K-5
Curriculum Overview / Jr.K-5 Curriculum
Detailed Outline / Grade-by Grade Overviews
E-Mail me! matt_buchanan_88@post.harvard.edu