At-A-Glance Standards
Together we • Create • • Respond • Connect
Present
Perform
Produce
New York State Learning Standards for the
Theater
New York State Learning Standards for the
Present
Together we • Create •
Perform
• Respond • Connect
Produce
Theater
At-A-Glance Standards
NYS Learning Standards for the Arts
Revision Committee
THEATER
* Denotes Committee Chair
James Brannigan Smithtown High School West
Lucy Cerezo-Scully PS 61, Leonardo DaVinci
Benjamin Donald Urban Assembly Maker Academy
Kristie Fuller* Indian River Central School District
Paige Hardison Levittown Public Schools
William Ralbovsky Syracuse City School District
Susan Schoonmaker Fabius-Pompey School District
Holly Valentine Gates Chili School District
Leslie Yolen, Associate in Visual Arts Education
New York State Education Department
Jennifer Childress, Art Education Consultant (editing, document
design)
NYS Arts Standards Coding System
Each discipline is assigned an alphabetic abbreviation using uppercase letters
DA=Dance MA=Media Arts MU=Music TH=Theatre VA=Visual Arts
Each artistic process is assigned an alphabetic abbreviation using an upper and lower case
letter
Cr Creating
Pr Performing/Presenting/Producing
Re Responding
Cn Connecting
Each anchor standard is assigned a number
Creating
1. Generate and conceptualize artistic ideas and work.
2. Organize and develop artistic ideas and work.
3. Refine and complete artistic ideas and work.
Performing/Presenting/Producing
4. Analyze, interpret and select artistic work for presentation.
5. Develop and refine artistic techniques and work for presentation.
6. Convey meaning through the presentation of artistic work.
Responding
7. Perceive and analyze artistic work.
8. Interpret intent and meaning in artistic work.
9. Apply criteria to evaluate artistic work.
Connecting
10. Synthesize and relate knowledge and personal experiences to make art.
11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
NOTE: The Anchor Standards (AS) are the same across all arts disciplines. However, each discipline’s standards have discipline-
specific interpretations of the AS, called Enduring Understandings (EU). EUs guide the content of the Performance Indicators.
Some Anchor Standards in some of the arts disciplines have more than one EU.
To create code alignment between all standards and disciplines, AS numbers are always followed by “.1”, “.2”, like this: 1.1,
1.2. “.1” follows the AS number even when there is only one Enduring Understanding.
Each grade level is indicated by a letter, number, or HS+Roman numeral
PK=Pre-Kindergarten K=Kindergarten 1,2,3,4,5,6,7,8 for grades 1– 8
HSI for HS Proficient HSII for HS Accomplished HSIII for HS Advanced
Each Performance Indicator (PI) is assigned a lower case letter even when there is only one. The first
performance indicator is “a”, the next “b”, and so on.
Ordering
First position indicates the discipline. It is always followed by a colon ( : ).
Second position (following the colon) indicates the Artistic Process.
Third position indicates the Anchor Standard number and Enduring Understanding number, which are separated by a “.”
Fourth position indicates the Grade Level.
Fifth position indicates the Performance Indicator.
Table of Contents
Anchor Standard • Artistic Process • Process Component p.
Anchor Standard 1 • Creating • Envision 3
Anchor Standard 2 • Creating • Develop 4
Anchor Standard 3 • Creating • Rehearse 5
Anchor Standard 4 • Performing • Select 6
Anchor Standard 5 • Performing • Prepare 7
Anchor Standard 6 • Performing • Share 7
Anchor Standard 7 • Responding • Reflect 8
Anchor Standard 8 • Responding • Interpret 8
Anchor Standard 9 • Responding • Evaluate 9
Anchor Standard 10 • Connecting • Relate 10
Anchor Standard 11 • Connecting • Interrelate, Research 11
Theater Example
Example Performance Indicator
Example
Code
Performance Indicators are coded with a lower case alpha
(a, b, c) even when there is only one in a column.
Bold words indicate discipline specific vocabulary.
Definitions can be found in the NYS Arts Standards
Glossary (separate publication).
Page 2 of 11, THEATER
Copyright 2017
The New York State Education Department
THE ATE R ~ Cr e a t ing ~ Co n c e i v i n g a n d d e v e l o p i n g n e w a r t i s t i c i d e a s a n d w o r k ~ 1
Anchor Standard 1
Generate and conceptualize artistic ideas and work.
Enduring Understanding 1.1
Essential Question
Creativity is a foundation of theatrical practice.
•
What happens when theater artists use their imaginations and/or learned theater skills while engaged in creative exploration?
Artistic Process •
CREATING
Process Component
• ENVISION
Pre
-K
TH:Cr1.1.PK
Kindergarten
TH:Cr1.1.K
1st
TH:Cr1.1.1
2nd
TH:Cr1.1.2
3rd
TH:Cr1.1.3
4th
TH:Cr1.1.4
5th
TH:Cr1.1.5
6th
TH:Cr1.1.6
7th
TH:Cr1.1.7
8th
TH:Cr1.1.8
HS
Proficient
TH:Cr1.1.HSI
HS Accomplished
TH:Cr1.1.HSII
HS
Advanced
TH:Cr1.1.HSIII
a. With
prompting
and support,
transition between
imagination and
reality in
dramatic
play.
a.
With prompting
and support, invent
and inhabit an
imaginary
elsewhere
in
dramatic play.
a.
Propose potential
choices that
characters could
make in a
guided
drama experience.
a.
Propose potential
new details to
plot
and story in a
guided drama
experience.
a.
Create roles,
imagined worlds,
and
improvised
stories.
a.
Articulate the
visual details of
imagined worlds
and
improvised
stories that support
given
circumstances.
a. Identify
physical
qualities that might
reveal a character’s
inner traits in an
imagined world.
a. Identify
possible
solutions to
staging
challenges.
a.
Investigate
multiple perspectives
and solutions to
staging
challenges.
a.
Imagine and
explore multiple
perspectives and
solutions to
staging
problems.
a.
Apply basic
research to construct
ideas about the
visual
composition
of a
drama or theater
work.
a.
Investigate
historical and cultural
conventions and
their effect on the
visual
composition
of a
drama or theater
work.
a. Synthesize
knowledge from a
variety of dramatic
forms,
theatrical
conventions
, and
technologies to
create the
visual
composition
of a
drama or theater
work.
b. With
prompting
and support, use
non
-representa-
tional
materials to
create props,
puppets, and
costume pieces for
dramatic play.
b. With
prompting
and support, use
non
-representa-
tional
materials to
create props,
puppets, and
costume pieces for
dramatic play.
b. Collaborate
with
peers to
conceptualize
costumes and props
in a
guided drama
experience.
b. Collaborate
with
peers to
conceptualize
scenery in a
guided
drama experience.
b.
Imagine and
articulate ideas for
costumes,
props,
and
sets.
b. Visualize
and
design
technical
elements
that
support a story and
given
circumstances.
b. Propose
design
ideas that support a
story and
given
circumstances.
b. Identify
solutions
to
design
challenges
in a drama or theater
work.
b. Explain
and
present solutions to
design
challenges
in a drama or theater
work.
b. Explore
and
collaborate to
design
solutions for
a drama or theater
work
.
b. Explore
the effect
of technology on
design
choices.
b. Understand
and
apply technology to
design
solutions for
a drama or theater
work.
b. Create a complete
design
for a drama
or theater work that
incorporates
technical
elements.
c. With
prompting
and support, use
gestures
to tell a
story in
dramatic
play.
c. With
prompting
and support, use
gestures
to tell a
story in
dramatic
play.
c. Identify
ways in
which
gestures and
movement may be
used to create or
retell a story in a
guided drama
experience.
c. Identify
ways in
which
voice and
sounds may be used
to create or retell a
story in a
guided
drama experience.
c. Collaborate
to
determine how
characters might
move and speak to
support a story and
given
circumstances.
c. Imagine
how a
character might
move to support a
story and
given
circumstances
.
c. Identify
how the
inner thoughts of a
character affect a
story and
given
circumstances.
c. Explore
the
relationship between
scripted
or
improvised
characters and their
given
circumstances.
c. Envision
and
describe the
inner
thoughts
and
objectives
of a
character.
c. Develop
a
scripted
or
improvised
character by
articulating their
inner thoughts,
objectives,
and
motivations.
c. Use
script
analysis to generate
ideas about a
character who is
believable
and
authentic.
c. Use
personal
experiences and
knowledge to
develop a character
who is
believable
and
authentic.
c. Integrate
cultural
and historical
contexts with
personal experiences
to create a character
who is
believable
and
authentic.
Page 3 of 11, THEATER
Copyright 2017
The New York State Education Department
THE ATE R ~ Cr e a t ing ~ Co n c e i v i n g a n d d e v e l o p i n g n e w a r t i s t i c i d e a s a n d w o r k ~ 2
Anchor Standard 2
Organize and develop artistic ideas and work.
Enduring Understanding
2.1
Essential Question
Theater
artists work to discover different ways of communicating meaning.
•
What are the challenges to making artistic choices?
Artistic Process •
CREATING
Process Component •
DEVELOP
Pre
-K
TH:Cr2.1.PK
Kindergarten
TH:Cr2.1.K
1st
TH:Cr
2.1.1
2nd
TH:Cr
2.1.2
3rd
TH:Cr
2.1.3
4th
TH:Cr
2.1.4
5th
TH:Cr
2.1.5
6th
TH:Cr
2.1.6
7th
TH:Cr
2.1.7
8th
TH:Cr
2.1.8
HS
Proficient
TH:Cr
2.1.HSI
HS Accomplished
TH:Cr
2.1.HSII
HS
Advanced
TH:Cr
2.1.HSIII
a. With
prompting
and support,
contribute through
gestures
and words
to
dramatic play.
a. With
prompting
and support, interact
with peers and
contribute to
dramatic play.
a. Contribute
to the
development of a
sequential
plot in a
guided drama
experience.
a. Collaborate
with
peers to
devise
meaningful
dialogue.
a. Participate
in
methods of
investigation to
devise
theatrical
experiences.
a. Collaborate
to
devise original ideas
by asking questions
about characters and
plots.
a.
Devise original
ideas that reflect
collective inquiry
about characters and
their
given
circumstances.
a. Use critical analysis
to improve, refine,
and evolve original
ideas and artistic
choices.
a. Examine
and
justify original ideas
and artistic choices,
based on critical
analysis, historical,
and cultural context.
a. Articulate
and
apply critical analysis,
background
knowledge,
research
, and
historical and cultural
context to the
development of
original ideas.
a. Explore
the
function of history
and culture in the
development of a
dramatic concept
through a critical
analysis of original
ideas.
a. Refine
a
dramatic
concept
to
demonstrate a critical
understanding of
historical and cultural
influences applied to
a drama or theater
work.
a. Develop
and
synthesize original
ideas in a drama or
theater work,
utilizing critical
analysis, historical
and cultural context,
research, and global
theater traditions.
b. With prompting
and support, express
original ideas in
dramatic play.
b. With prompting
and support, express
original ideas in
dramatic play.
b. With prompting
and support,
participate in group
decision making in a
guided drama
experience.
b. Contribute ideas
and make decisions
as a group to advance
a story.
b. Compare ideas
with peers and make
selections that will
enhance and deepen
group drama or
theater work.
b. Make and discuss
group decisions and
identify
responsibilities
required to present a
drama or theater
work to peers.
b. Participate in
defined
responsibilities
required to present a
drama or theater
work informally to an
audience.
b. Collaborate to
devise
a drama or
theater work.
b. Inhabit a role and
respect the roles of
others in preparing
or
devising a
drama
or theater
work.
b. Share leadership
and responsibilities
to develop
collaborative goals
when preparing or
devising
a drama
or theater work.
b. Investigate the
collaborative nature
of the actor, director,
playwright, and
designers and
explain how their
roles can be
interdependent.
b. Cooperate as a
creative team to
make interpretive
choices.
b. Collaborate as a
creative team to
discover artistic
solutions and make
interpreted choices
in a
devised or
scripted
drama or
theater work.
Page 4 of 11, THEATER
Copyright 2017
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THE A TE R ~ Cr e a t ing ~ Co n c e i v i n g a n d d e v e l o p i n g n e w a r t i s t i c i d e a s a n d w o r k ~ 3
Anchor Standard 3
Refine and complete artistic work.
Enduring Understanding 3.1
Essential Question
Theater artists refine their work and practice their craft through rehearsal and active participation.
•
How do theater artists transform and edit their initial ideas?
Artistic Process •
CREATING
Process Component
• REHEARSE
Pre
-K
TH:Cr
3.1.PK
Kindergarten
TH:Cr
3.1.K
1st
TH:Cr
3.1.1
2nd
TH:Cr
3.1.2
3rd
TH:Cr
3.1.3
4th
TH:Cr
3.1.4
5th
TH:Cr
3.1.5
6th
TH:Cr
3.1.6
7th
TH:Cr
3.1.7
8th
TH:Cr
3.1.8
HS
Proficient
TH:Cr
3.1.HSI
HS Accomplished
TH:Cr
3.1.HSII
HS
Advanced
TH:Cr
3.1.HSIII
a. With prompting
and support, answer
questions in
dramatic play.
a.
With prompting
and support, ask and
answer questions in
dramatic play.
a.
Contribute to the
adaptation of the
plot
in a guided
drama experience.
a.
Contribute to the
adaptation of
dialogue.
a.
Collaborate with
peers to revise,
refine, and adapt
ideas to fit
given
circumstances.
a.
Revise an
improvised
or
scripted
drama or
theater work through
repetition and
collaborative review.
a.
Revise an
improvised
or
scripted
drama or
theater work through
repetition and self
-
review.
a.
Articulate and
examine choices to
refine a
devised or
scripted
drama or
theater work.
a.
Demonstrate
focus
and
concentration in the
rehearsal process.
a.
Use repetition and
analysis to revise a
devised
or scripted
drama
or theater
work.
a.
Use theatrical
conventions
to
revise a
devised or
scripted
drama or
theater work.
a.
Analyze the
dramatic concept
and
technical
design elements
of a
devised or
scripted drama
or
theater work.
a.
Refine the style,
genre,
form, and
theatrical
conventions
of a
devised
or scripted
work.
b. With prompting
and support,
participate in using
sounds and
movements in
dramatic play.
b. With prompting
and support,
participate in using
sounds and
movements in
dramatic play.
b. Identify
similarities and
differences in sounds
and movements in a
guided drama
experience.
b.
Use and adapt
sounds and
movements in a
guided drama
experience.
b. Contribute to
physical
and vocal
exploration in an
improvised
or
scripted
drama or
theater work.
b. Develop
physical
and
vocal exercise
techniques for an
improvised
or
scripted
drama or
theater work.
b. Use
physical and
vocal exploration for
character
development.
b. Identify effective
physical
and vocal
traits of characters.
b. Develop effective
physical
and vocal
traits of characters.
b. Refine
physical,
vocal
, and
physiological traits of
characters.
b. Use
physical and
vocal
choices to
develop a
performance that is
believable,
authentic,
and
relevant.
b. Use
research and
script analysis
to
revise physical and
vocal choices to
enhance the
believability
and
relevance of a drama
or theater work.
b. Synthesize
research
, script
analysis
, and
context to create a
performance that is
believable,
authentic, and
relevant.
c. With prompting
and support, use a
single object in
multiple
representations in
dramatic play.
c. With prompting
and support, use a
single object in
multiple
representations in
dramatic play.
c. Collaborate to
imagine multiple
representations of a
single object in a
guided drama
experience.
c. Independently
generate multiple
representations of a
single object.
c. Refine object
transformation to
support an
improvised
or
scripted drama
or
theater work.
c. Collaborate on
solutions for
design
and technical
problems.
c. Create innovative
solutions for
design
and technical
problems.
c. Expand a planned
technical design
during the rehearsal
process.
c.
Consider multiple
planned
technical
design elements
during the rehearsal
process.
c. Implement and
refine a planned
technical design,
using simple
technology during
the rehearsal
process.
c. Refine
technical
design choices
to
support the story of a
devised
or scripted
drama
or theater
work.
c. Revise
technical
design choices
during a rehearsal
process to enhance
the story and
emotional impact of
a
devised or
scripted
work.
c. Apply technical
proficiency to
support the story and
emotional effect of a
devised
or scripted
drama
or theater
work.
Page 5 of 11, THEATER
Copyright 2017
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THE A TE R ~ Pe r f o r m ing ~ Re a l i z i n g a r t i s t i c i d e a s an d w o r k t h r o u g h i n t e r p r e t at i o n an d p r e s e n t at i o n ~ 4
Anchor Standard 4
Select, analyze, and interpret artistic work for presentation.
Enduring Understanding 4.1
Essential Question
The essence of theater is storytelling.
•
Why are strong choices essential to producing a drama or theater work?
Artistic Process • PERFORMING
Process Component
• SELECT
Pre
-K
TH:Pr
4.1.PK
Kindergarten
TH:Pr
4.1.K
1st
TH:Pr
4.1.1
2nd
TH:Pr
4.1.2
3rd
TH:Pr
4.1.3
4th
TH:Pr
4.1.4
5th
TH:Pr
4.1.5
6th
TH:Pr
4.1.6
7th
TH:Pr
4.1.7
8th
TH:Pr
4.1.8
HS
Proficient
TH:Pr
4.1.HSI
HS Accomplished
TH:Pr
4.1.HSII
HS
Advanced
TH:Pr
4.1.HSIII
a. With prompting
and support, identify
characters and
setting
in
dramatic
play
or a guided
drama experience.
a. With prompting
and support, identify
characters and
setting
in
dramatic
play
or a guided
drama experience.
a. Describe a story’s
character actions and
dialogue
in a
guided drama
experience.
a. Interpret
story
elements
in a
guided drama
experience.
a. Apply the
elements of
dramatic structure
to a story and create a
drama or theater
work.
a. Modify the
dialogue and action
to change a story in a
drama or theater
work.
a. Describe the
underlying thoughts
and emotions that
create
dialogue
and
action in a
theatrical
experience.
a. Identify the
essential events in a
story or
script that
comprise the
dramatic
structure.
a. Consider various
staging
choices to
enhance the story.
a. Explore different
pacing
to better
communicate a story.
a. Examine how
character
relationships affect
telling a story.
a. Discover how
unique choices shape
believable
and
sustainable
theatrical
experiences.
a. Apply reliable
theatrical research
of directors’ styles to
form unique choices
for a
directorial
concept.
b. With prompting
and support, use
body and
voice to
communicate
emotions in a
guided drama
experience.
b.
With prompting
and support, use
body and
voice to
communicate
emotions in a
guided drama
experience.
b.
Use body, face,
gestures
, and
voice
to communicate
character traits and
emotions in a
guided drama
experience.
b.
Alter voice and
body to expand and
articulate nuances of
a character in a
guided drama
experience.
b.
Investigate how
movement and
voice
are
incorporated into
theatrical
experiences.
b.
Make physical
and vocal choices
to create a character.
b.
Use
physical and
vocal choices
to
develop a character.
b.
Experiment with
various
physical
and vocal choices
to communicate
character.
b.
Use various
character objectives
in a drama or theater
work.
b.
Use various
character
objectives
and
tactics to
overcome an
obstacle.
b.
Shape character
choices by using
given
circumstances
in a
drama or theater
work.
b.
Use theatrical
research
to
determine choices
that influence
character.
b.
Apply a variety of
researched
acting
techniques
as an
approach to character
choices.
Page 6 of 11, THEATER
Copyright 2017
The New York State Education Department
THE A TE R ~ Pe r f o r m ing ~ Re a l i z i n g a r t i s t i c i d e a s an d w o r k t h r o u g h i n t e r p r e t at i o n an d p r e s e n t at i o n ~ 5
Anchor Standard 5
Develop and refine artistic techniques and work for presentation.
Enduring Understanding 5.1
Essential Question
Theater artists develop personal processes and skills for a performance or design.
•
What can I do to fully prepare a performance or technical design?
Artistic Process •
PERFORMING
Process Component
• PREPARE
Pre
-K
TH:Pr
5.1.PK
Kindergarten
TH:Pr
5.1.K
1st
TH:Pr
5.1.1
2nd
TH:Pr
5.1.2
3rd
TH:Pr
5.1.3
4th
TH:Pr
5.1.4
5th
TH:Pr
5.1.5
6th
TH:Pr
5.1.6
7th
TH:Pr
5.1.7
8th
TH:Pr
5.1.8
HS
Proficient
TH:Pr
5.1.HSI
HS Accomplished
TH:Pr
5.1.HSII
HS
Advanced
TH:Pr
5.1.HSIII
a. With prompting
and support, use
imagination in
dramatic play.
a.
With prompting
and support, use
sound and
movement in
dramatic play.
a.
With prompting
and support, identify
and use
voice and
gesture
in a
guided drama
experience.
a.
Demonstrate the
relationship between
body,
voice, and
mind in a
guided
drama experience.
a.
Participate in a
variety of
physical,
vocal
, and cognitive
exercises that can be
used in a group
setting.
a.
Practice acting
exercises that can be
used in a group
setting.
a.
Apply acting
exercises to enhance
collaborative
theatrical
experiences.
a.
Articulate how
acting exercises and
acting techniques
can be used to
improve
theatrical
experiences.
a.
Participate in a
variety of acting
exercises and acting
techniques that can
be applied in a
rehearsal.
a. Practice a variety of
acting techniques
to increase skills in a
rehearsal.
a.
Apply various
acting techniques
to expand skills in a
rehearsal.
a.
Refine a range of
acting skills to build
a
believable and
sustainable
performance.
a.
Use and justify a
collection of acting
exercises from
reliable resources to
prepare a
believable
and
sustainable
performance.
b. With prompting
and support, explore
and experiment with
various
technical
elements
in
dramatic play.
b. With prompting
and support, explore
and experiment with
various
technical
elements
in
dramatic play.
b. With prompting
and support, identify
technical elements
that can be used in a
guided drama
experience.
b. Explore
technical
elements
in a
guided drama
experience.
b. Identify the basic
technical
elements of theater.
b. Articulate how
technical elements
are used in theater.
b. Demonstrate the
use of
technical
elements
in theater.
b. Propose the
integration of
technical elements
in
theatrical
experiences.
b. Choose a variety of
technical
elements
that can
be applied to a
theatrical
design.
b. Use a variety of
technical elements
to create a
design
for a theater
performance.
b. Use
research to
enhance a technical
design.
b. Apply
research of
technical elements
to create a
design
that communicates a
theatrical concept.
b. Explain and justify
the
technical
design
used to
communicate a
theatrical concept.
THE A TE R ~ Pe r f o r m ing ~ Re a l i z i n g a r t i s t i c i d e a s an d w o r k t h r o u g h i n t e r p r e t at i o n an d p r e s e n t at i o n ~ 6
Anchor Standard 6
Convey meaning through the presentation of artistic work.
Enduring Understanding 6.1
Essential Question
Theater artists share and present stories, ideas, and envisioned worlds to explore the human experience.
•
What happens when theater artists and audiences share a creative experience?
Artistic Process •
PERFORMING
Process Component
• SHARE
Pre
-K
TH:Pr
6.1.PK
Kindergarten
TH:Pr
6.1.K
1st
TH:Pr
6.1.1
2nd
TH:Pr
6.1.2
3rd
TH:Pr
6.1.3
4th
TH:Pr
6.1.4
5th
TH:Pr
6.1.5
6th
TH:Pr
6.1.6
7th
TH:Pr
6.1.7
8th
TH:Pr
6.1.8
HS
Proficient
TH:Pr
6.1.HSI
HS Accomplished
TH:Pr
6.1.HSII
HS
Advanced
TH:Pr
6.1.HSIII
a. With prompting
and support, engage
in
dramatic play.
a. With prompting
and support,
communicate mood
in
dramatic play.
a. With prompting
and support,
communicate
emotions in a
guided drama
experience.
a. Contribute to
group
guided
drama
experiences
and
informally share with
peers.
a. Share reflections
on a
theatrical
experience.
a. Perform a small
-
group drama or
theater work for
peers.
a. Perform drama or
theater work
informally for an
audience.
a.
Devise a
theatrical
experience
and
present it informally
to an audience.
a. Participate in
rehearsals for a
drama or theater
work that will be
shared with an
audience.
a. Perform a
rehearsed drama or
theater work for an
audience.
a. Perform a
scripted
drama or
theater work for a
specific audience.
a. Present a drama or
theater work using
creative processes
that shape the
production for a
specific audience.
a. Demonstrate a
critical awareness of
the relationship
between the
production and its
audience.
Page 7 of 11, THEATER
Copyright 2017
The New York State Education Department
THE A TE R ~ R e s p o nd ing ~ Un d e r s t an d i n g an d e v al u at i n g ho w t he ar t s c o n v e y m e an i n g ~ 7
Anchor Standard 7
Perceive and analyze artistic work.
Enduring Understanding 7.1
Essential Question
Understanding of theatrical experiences is deepened through reflection.
•
How does theater stimulate artists and audiences?
Artistic Process •
RESPONDING
Process Component
• REFLECT
Pre
-K
TH:Re
7.1.PK
Kindergarten
TH:Re
7.1.K
1st
TH:Re
7.1.1
2nd
TH:Re
7.1.2
3rd
TH:Re
7.1.3
4th
TH:Re
7.1.4
5th
TH:Re
7.1.5
6th
TH:Re
7.1.6
7th
TH:Re
7.1.7
8th
TH:Re
7.1.8
HS
Proficient
TH:Re
7.1.HSI
HS Accomplished
TH:Re
7.1.HSII
HS
Advanced
TH:Re
7.1.HSIII
a. With prompting
and support, recall
an emotional
response in
dramatic play.
a. With prompting
and support, express
an emotional
response to
characters in
dramatic play.
a. Recognize when
artistic choices are
made in a
guided
drama experience.
a. After a
guided
drama experience,
recall why artistic
choices were made.
a. Explain why artistic
choices are made.
a. Use participation
and observation to
identify artistic
choices.
a. Explain personal
reactions to artistic
choices.
a. Describe and
record personal
reactions to artistic
choices.
a. Compare recorded
personal and peer
reactions to artistic
choices.
a. Apply criteria to
the evaluation of
artistic choices.
a. Respond to what is
seen, felt, and heard
in a drama or theater
work to develop
criteria for artistic
choices.
a. Explain how
multiple
interpretations of a
drama or theater
work can influence
future artistic
choices.
a. Use historical and
cultural context to
structure and justify
personal responses
to a drama or theater
work.
THE A TE R ~ R e s p o nd ing ~ Un d e r s t an d i n g an d e v al u at i n g ho w t he ar t s c o n v e y m e an i n g ~ 8
Anchor Standard 8
Interpret meaning in artistic work.
Enduring Understanding 8.1
Essential Question
Theater artists’ interpretations of drama or theater work are influenced by personal experiences and aesthetics.
•
How can the same work of art communicate different messages to different people?
Artistic Process •
RESPONDING
Process Component
• INTERPRET
Pre
-K
TH:Re
8.1.PK
Kindergarten
TH:Re
8.1.K
1st
TH:Re
8.1.1
2nd
TH:Re
8.1.2
3rd
TH:Re
8.1.3
4th
TH:Re
8.1.4
5th
TH:Re
8.1.5
6th
TH:Re
8.1.6
7th
TH:Re
8.1.7
8th
TH:Re
8.1.8
HS
Proficient
TH:Re
8.1.HSI
HS Accomplished
TH:Re
8.1.HSII
HS
Advanced
TH:Re
8.1.HSIII
a. With prompting
and support, identify
preferences in
dramatic play.
a.
With prompting
and support,
identify preferences
in
dramatic play.
a. Explain
preferences and
emotions in a
guided drama
experience.
a.
Consider multiple
personal experiences
when participating in
or observing a
guided drama
experience.
a.
Explain how
personal preferences
and emotions affect
an observer.
a.
Compare and
contrast multiple
personal
experiences, when
participating in or
observing a drama or
theater work.
a.
Connect personal
experiences to
theater as a
participant or
observer.
a.
Identify the
relationship between
artistic choices and
personal experience.
a.
Explain how artists
make
choices based
on personal
experience.
a.
Recognize and
share artistic choices
when participating in
or observing a drama
or theater work.
a.
Analyze the
influence of personal
experiences in
theatrical work.
a. Provide evidence
to support an
interpretation of
artistic choices.
a.
Use detailed
supporting evidence
and appropriate
criteria to revise
personal work and
interpret the work of
others.
b. Use pictures to
make connections
between oneself and
a character.
b.
Use pictures to
make connections
between oneself and
a character.
b.
Explain how
personal emotions
and choices relate to
characters.
b.
Suggest
similarities between
the emotions of real
people and those of
characters in a story.
b. Examine how
connections are
made between
oneself and the
emotions of a
character.
b.
Identify and
discuss physical
changes connected
to the emotions of a
character.
b.
Investigate the
effects of emotions
on posture,
gesture
,
breathing, and vocal
intonation.
b.
Identify personal
aesthetics
through
participation in or
observation of a
drama or theater
work.
b.
Evaluate how
personal
aesthetics
can be used to
discuss a
theatrical
experience.
b.
Apply personal
aesthetics
to
evaluate a drama or
theater work.
b.
Justify personal
aesthetics
through
theatrical
experience.
b.
Debate and
distinguish multiple
aesthetics
through
theatrical
experience.
b.
Gather evidence
and explain
aesthetics
to create
a context for
critical
research
that
informs artistic
decisions.
Page 8 of 11, THEATER
Copyright 2017
The New York State Education Department
THE A TE R ~ R e s p o nd ing ~ Un d e r s t an d i n g an d e v al u at i n g ho w t he ar t s c o n v e y m e an i n g ~ 9
Anchor Standard 9
Apply criteria to evaluate artistic work.
Enduring Understanding 9.1
Essential Question
Theater artists apply criteria to investigate, explore, and assess drama and theater work.
•
How are the theater artist processes and the audience perspectives affected by analysis and synthesis?
Artistic Process • RESPONDING
Process Component
• EVALUATE
Pre
-K
TH:Re
9.1.PK
Kindergarten
TH:Re
9.1.K
1st
TH:Re
9.1.1
2nd
TH:Re
9.1.2
3rd
TH:Re
9.1.3
4th
TH:Re
9.1.4
5th
TH:Re
9.1.5
6th
TH:Re
9.1.6
7th
TH:Re
9.1.7
8th
TH:Re
9.1.8
HS
Proficient
TH:Re
9.1.HSI
HS Accomplished
TH:Re
9.1.HSII
HS
Advanced
TH:Re
9.1.HSIII
a.
With prompting
and support,
evaluate
dramatic
play.
a.
With prompting
and support,
evaluate
dramatic
play.
a. Build on others’
ideas in a
guided
drama experience.
a. Collaborate on a
scene in a guided
drama
experience.
a. Understand how
and why a drama or
theater work is
evaluated.
a. Propose a plan to
evaluate a drama or
theater work.
a. Develop and
implement a plan to
evaluate a drama or
theater work.
a. Use supporting
evidence and criteria
to evaluate a drama
or theater work.
a. Explain
preferences, using
supporting evidence
and criteria to
evaluate a drama or
theater work.
a. Respond to a
drama or theater
work by using
supporting evidence,
personal
aesthetics,
and artistic criteria.
a. Examine a drama
or theater work by
using supporting
evidence and criteria,
while considering art
forms, history,
culture, and other
disciplines.
a. Analyze and assess
a drama or theater
work by connecting it
to art forms, history,
culture, and other
disciplines, using
supporting evidence
and criteria.
a.
Research and
synthesize cultural
and historical
information related
to a drama or theater
work to support or
evaluate artistic
choices.
b. With prompting
and support, select
props and costumes
for use in
dramatic
play.
b.
With prompting
and support, select
props and costumes
for use in
dramatic
play.
b.
Identify props and
costumes that belong
in a
guided drama
experience.
b.
Use a prop or
costume to enhance
a
guided drama
experience.
b.
Consider and
analyze
technical
elements
in
theatrical
experiences.
b.
Investigate how
technical elements
may support a
theme
or idea in a
drama or theater
work.
b.
Assess how
technical elements
represent the
theme
of a drama or theater
work.
b.
Consider
technical elements
used to assess
aesthetic
choices.
b.
Explore the
aesthetics
of
technical
elements.
b.
Articulate the
aesthetics
of
technical elements
in a drama or theater
work.
b.
Critique the
aesthetics
of
technical elements
in a drama or theater
work.
b.
Draw on personal
aesthetics
and
technical elements
to construct meaning
in a drama or theater
work.
b.
Analyze and
evaluate the
aesthetic
interpretation of
multiple renditions
of a drama or theater
work.
c. With prompting
and support, discuss
the experiences of
characters in
dramatic play.
c.
With prompting
and support, discuss
the experiences of
characters in
dramatic play.
c.
Compare and
contrast the
experiences of
characters in a
guided drama
experience.
c.
Describe how
characters respond to
challenges in a
guided drama
experience.
c.
Evaluate and
analyze problems
and situations
from
an
audience
perspective.
c.
Observe how
character choices
affect
audience
perspective.
c.
Recognize how
character
circumstances affect
audience
perspective.
c.
Identify a specific
audience or purpose
for a drama or theater
work.
c.
Identify how the
intended purpose of
a drama or theater
work targets a
specific audience.
c.
Assess the effect of
a drama or theater
work on a specific
audience.
c.
Consider the
purpose of a drama
or theater work in
order to deepen
understanding.
c.
Assess how a
drama or theater
work
communicates
purpose to a specific
audience.
c.
Debate the
connection between
a drama or theater
work and
contemporary issues
that may affect
audiences.
Page 9 of 11, THEATER
Copyright 2017
The New York State Education Department
THE ATE R ~ C o nne c t ing ~ Re l a t i n g a r t i s t i c i d e a s a n d w o r k w i t h p e r s o n a l m e a n i n g a n d e x t e r n a l c o n t e x t ~ 1 0
Anchor Standard 10
Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.
Enduring Understanding 10.1
Essential Question
Theater artists allow awareness of relationships between self and others to influence and inform their work.
•
What happens when theater artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?
Artistic Process • CONNECTING
Process Component
• RELATE
Pre
-K
Kindergarten
1st
2nd
3rd
4th
5th
6th
7th
8th
HS
Proficient
HS Accomplished
HS
Advanced
TH:Cn
10.1.PK
TH:
Cn10.1.K
TH:Cn
10.1.1
TH:Cn
10.1.2
TH:Cn
10.1.3
TH:Cn
10.1.4
TH:Cn
10.1.5
TH:Cn
10.1.6
TH:Cn
10.1.7
TH:Cn
10.1.8
TH:Cn
10.1.HSI
TH:Cn
10.1.HSII
TH:Cn
10.1.HSIII
a. With prompting
and support, identify
similarities between
a story and personal
experience in
dramatic play.
a. With prompting
and support, identify
similarities between
characters and
oneself in
dramatic
play.
a. Identify character
emotions in a
guided drama
experience
and
relate them to
personal experience.
a. Relate character
experiences to
personal experiences
in a
guided drama
experience.
a. Use personal
experiences and
knowledge to make
connections to
community and
culture.
a. Identify the ways
drama or theater
work reflects a
community or
culture.
a. Explain how drama
or theater connects
oneself to a
community or
culture.
a. Explain how the
actions and
motivations of
characters in a drama
or theater work reflect
perspectives of a
community or culture.
a. Incorporate
multiple
perspectives and
diverse community
ideas in a drama or
theater work.
a. Examine a
community issue
through a theatrical
experience.
a. Investigate how
cultural perspectives,
community ideas
and personal beliefs
affect a drama or
theater work.
a. Choose and
interpret a drama or
theater work to
reflect or question
personal beliefs.
a. Collaborate on a
drama or theater
work that examines a
global issue, using
personal,
community, and
cultural perspectives.
Page 10 of 11, THEATER
Copyright 2017
The New York State Education Department
THE ATE R ~ C o nne c t ing ~ Re l a t i n g a r t i s t i c i d e a s a n d w o r k w i t h p e r s o n a l m e a n i n g a n d e x t e r n a l c o n t e x t ~ 1 1
Anchor Standard 11
Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic id
eas shape cultures past, present, and future.
Enduring Understanding 11.1
Essential Question
Theater artists deliberately interrelate their creative process with the world around them.
•
What happens when theater artists allow an understanding of themselves and the world to inform perceptions about theater and the purpose of their work?
Artistic Process •
CONNECTING
Process Component
• INTERRELATE
Pre
-K
Kindergarten
1st
2nd
3rd
4th
5th
6th
7th
8th
HS
Proficient
HS Accomplished
HS
Advanced
TH:Cn
11.1.PK
TH:
Cn11.1.K
TH:
Cn11.1.1
TH:
Cn11.1.2
TH:
Cn11.1.3
TH:
Cn11.1.4
TH:
Cn11.1.5
TH:
Cn11.1.6
TH:
Cn11.1.7
TH:
Cn11.1.8
TH:
Cn11.1.HSI
TH:
Cn11.1.HSII
TH:
Cn11.1.HSIII
a. With prompting
and support, apply
skills and knowledge
acquired elsewhere
to
dramatic play.
a.
With prompting
and support, apply
skills and knowledge
acquired elsewhere
to
dramatic play.
a.
Apply skills and
knowledge from
different art forms
and content areas in
a
guided drama
experience.
a.
Determine
appropriate skills and
knowledge from
different art forms
and content areas to
apply in a
guided
drama experience.
a.
Identify
connections to
community, social
issues, and other
content areas in a
drama or theater
work.
a.
Respond to
community and
social issues and
incorporate other
content areas in a
drama or theater
work.
a.
Investigate
historical, global, and
social issues
expressed in a drama
or theater work.
a. I
dentify universal
themes
or common
social issues and
express them
through a drama or
theater work.
a. Incorporate music,
dance, art, and media
to strengthen the
meaning and
conflict
in a drama
or theater work with a
particular cultural,
global, or historical
context.
a. Use different forms
of drama or theater
work to examine
contemporary social,
cultural, or global
issues.
a.
Explore how
cultural, global, and
historical belief
systems affect
creative choices in a
drama or theater
work.
a.
Integrate
conventions
and
knowledge from
different art forms
and other disciplines
to develop a cross
-
cultural drama or
theater work.
a.
Develop a drama
or theater work that
identifies and
questions cultural,
global, and historical
belief systems.
Enduring Understanding 11.2
Essential Question
Theater artists critically inquire into the ways others have thought about and created theatrical processes and productions t
o inform their own work.
•
In what ways can research into histories, theories, literature, and performances affect how theatrical processes are understood?
Artistic Process •
CONNECTING
Process Component
• RESEARCH
Pre
-K
Kindergarten
1st
2nd
3rd
4th
5th
6th
7th
8th
HS
Proficient
HS
Accomplished
HS
Advanced
TH:Cn
11.2.PK=
TH:
Cn11.2.K
TH:
Cn11.2.1
TH:
Cn11.2.2
TH:
Cn11.2.3
TH:
Cn11.2.4
TH:
Cn11.2.5
TH:
Cn11.2.6
TH:
Cn11.2.7
TH:
Cn11.2.8
TH:
Cn11.2.HSI
TH:
Cn11.2.HSII
TH:
Cn11.2.HSIII
a. With prompting
and support, identify
stories that are
similar to one
another in
dramatic
play.
a.
With prompting
and support, identify
stories that are
different from one
another in
dramatic
play.
a. Identify similarities
and differences in
stories from one’s
own community in a
guided drama
experience.
a. Identify similarities
and differences in
stories from multiple
cultures in a
guided
drama experience.
a. Explore how stories
are adapted from
literature to drama or
theater work.
a.
Investigate cross-
cultural approaches
to
storytelling.
a. Analyze similarities
and differences
between stories set
in different cultures.
a.
Analyze two
different versions of a
drama or theater
work to determine
differences and
similarities.
a.
Research and
discuss how a
playwright might
have intended a
drama or theater
work to be produced.
a.
Research the
story
elements
of a
staged
drama or
theater work and
compare them to
another production
of the same work.
a.
Research how
theater artists apply
creative processes to
tell stories.
a.
Use theater
research to formulate
creative choices for a
devised
or
scripted
drama
or theater
work.
a.
Use an informed
understanding to
justify the creative
choices made in a
devised
or
scripted
drama
or theater
work.
b. With prompting
and support, tell a
short story in
dramatic play.
b.
With prompting
and support, tell a
short story in
dramatic play.
b.
Collaborate on the
creation of a short
scene based on a
fictional literary
source in a
guided
drama experience.
b.
Collaborate on the
creation of a short
scene based on a
non
-fiction literary
source in a
guided
drama experience.
b.
Examine how
artists have
historically presented
the same stories by
using different art
forms,
genres, or
theatrical
b.
Identify historical
sources that explain
theater terminology
and
theatrical
conventions.
b.
Compare the
theatrical
conventions
of a
given time period
with those of the
present.
b.
Investigate time
period and place to
better understand
performance and
design
choices.
b.
Examine artifacts
from a time period
and place to better
understand
performance and
design
choices.
b.
Identify and use
artifacts from a time
period and place to
develop performance
and
design choices.
b.
Use basic theater
research methods
to better understand
the social and
cultural background
of a drama or theater
work.
b.
Explore how
personal beliefs and
biases influence the
interpretation of a
drama or theater
work.
b.
Present and
support an opinion
about the social,
cultural, and
historical
understandings of a
drama or theater
conventions.
work, based on
critical
research.
Page 11 of 11, THEATER
Copyright 2017
The New York State Education Department
