Core Curriculum Content Standards

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Visual and Performing Arts Learning Progressions

1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
C. Theatre
NOTE: By the end of preschool, all students attain foundational skills that progress toward BASIC LITERACY in DRAMATIC PLAY AND STORYTELLING. NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in THEATRE. NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in THEATRE. NOTE: By the end of grade 8, those students choosing THEATRE as their required area of specialization demonstrate COMPETENCY in the following content knowledge and skills. NOTE: By the end of grade 12, those students choosing THEATRE as their required area of specialization demonstrate PROFICIENCY in the following content knowledge and skills.
Content: Dramatic play provides a means of self-expression for very young learners.

1.3.P.C.1Play roles observed through life experiences (e.g., mom/dad, baby, firefighter, police officer, doctor, and mechanic).
Content: Plays may use narrative structures to communicate themes.

1.3.2.C.1Portray characters when given specifics about circumstances, plot, and thematic intent, demonstrating logical story sequence and informed character choices.
Content: A play’s effectiveness is enhanced by the theatre artists’ knowledge of technical theatrical elements and understanding of the elements of theatre.

1.3.5.C.1Create original plays using script-writing formats that include stage directions and technical theatrical elements, demonstrating comprehension of the elements of theatre and story construction.
Content: Effective scripted and improvisational performances require informed, supported, and sustained choices by actors, directors, and designers. Techniques for communicating a character’s intent vary in live performances and recorded venues.

1.3.8.C.1Create a method for defining and articulating character objectives, intentions, and subtext, and apply the method to the portrayal of characters in live performances or recorded venues.
Content: Effective scripted and improvisational performances require informed, supported, and sustained choices by actors, directors, and designers. Theatre genres are created by combining complex narrative structures, technical theatrical elements, and thematic intent.

1.3.12.C.1Create plays that include well-structured plots and subplots, clear thematic intent, original characters, and technical theatrical elements appropriate to a variety of theatrical genres.
Content: Dramatic play provides a means of self-expression for very young learners.

1.3.P.C.2Use memory, imagination, creativity, and language to make up new roles and act them out.
Content: Actors use voice and movement as tools for storytelling.

1.3.2.C.2Use voice and movement in solo, paired, and group pantomimes and improvisations.
Content: Performers use active listening skills in scripted and improvised performances to create believable, multidimensional characters. Actors create a sense of truth and believability by applying performance techniques that are appropriate to the circumstances of a scripted or improvised performance.

1.3.5.C.2Demonstrate how active listening skills, vocal variety, physical expression, stage business, sensory recall, concentration, and focus affect meaning in scripted and improvised performances.
Content: Dramatic context and active listening skills inform development of believable, multidimensional characters in scripted and improvised performances. Mastery of physical and vocal skills enables actors to create dramatic action that generates a sense of truth and credibility.

1.3.8.C.2Create and apply a process for developing believable, multidimensional characters in scripted and improvised performances by combining methods of relaxation, physical and vocal skills, acting techniques, and active listening skills.
Content: Presentation of believable, multidimensional characters in scripted and improvised performances requires application of specific physical choices, sustained vocal technique, and clearly motivated actions.

1.3.12.C.2Create and evaluate performances by citing evidence of specific physical choices, sustained vocal technique, and clearly motivated actions.
Content: Dramatic play provides a means of self-expression for very young learners.

1.3.P.C.3Participate with others in dramatic play, negotiating roles and setting up scenarios using costumes and props.
Content: Voice and movement have broad ranges of expressive potential.

1.3.2.C.3Develop awareness of vocal range, personal space, and character-specific vocal and creative movement choices.
     
Content: Dramatic play provides a means of self-expression for very young learners.

1.3.P.C.4Differentiate between fantasy/pretend play and real events.
       
Content: Dramatic play provides a means of self-expression for very young learners.

1.3.P.C.5Sustain and extend dramatic play during dramatic play interactions (i.e., anticipate what will happen next).
       
Content: Dramatic play provides a means of self-expression for very young learners.

1.3.P.C.6Participate in and listen to stories and dramatic performances from a variety of cultures and times.