CT+Standards+(Shannon)


 * Standards are old 1998 - All are integrated into one document - I've copies some of it below:

Theatre** [“Theatre” includes live improvised and scripted work as well as film, television and otherelectronic media.] **1. Creating** Students will create theatre through improvising, writingand refining scripts.

**2. Acting** Students will act by developing, communicating and sustaining characters.

**3. Technical Production** Students will design and produce the technical elements oftheatre through artistic interpretation and execution.

**4. Directing** Students will direct by planning or interpreting works oftheatre and by organizing and conducting rehearsals.

**5. Researching And** Students will research, evaluate and apply **Interpreting** cultural and historical information to make artistic choices.

**6. Connections** Students will make connections between theatre, otherdisciplines and daily life.

**7. Analysis, Criticism** Students will analyze, critique and construct **And Meaning** meanings from works of theatre.

**8. History And Cultures** Studens will demonstrate an understanding of context byanalyzing and comparing theatre in various cultures andhistorical periods.

**THEATRE** **CONTENT STANDARD 1: Creating** //Students will create theatre through improvising, writing and refining scripts.// **K-12 PERFORMANCE STANDARDS** Educational experiences in **Grades K-4** will ensure that students: • collaborate to select inter-related characters, envi-ronments and situations for classroom dramatiza-tions; and • improvise dialogue to tell stories, and formalize improvisations by writing or recording the dialogue. Educational experiences in **Grades 5-8** will ensure that students: • individually and in groups, develop charac-ters, environments and actions that create tension and suspense; and • refine and record dialogue and action. Educational experiences in **Grades 9-12** will ensure that students: • construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience. 2 5 **CONTENT STANDARD 2: Acting** //Students will act by developing, communicating and sustaining characters.// **K-12 PERFORMANCE STANDARDS** Educational experiences in **Grades K-4** will ensure that students: • imagine and clearly de-scribe characters, their relationships and their environments; • use variations of locomo-tor and nonlocomotor movement and vocal pitch, tempo and tone for different characters; and • assume roles (based on personal experience and heritage, imagination, literature and history) in classroom dramatizations. Educational experiences in **Grades 5-8** will ensure that students: • analyze dramatic text to discover, articulate and justify character motiva-tion; • invent character behaviors based on the observation of interactions, ethical choices and emotional responses of people; • use acting skills (such as sensory recall, concentra-tion, breath control, dic-tion, body alignment, control of isolated body parts) to develop charac-terizations that reflect artistic choices; and • in an ensemble, interact as the invented characters. Educational experiences in **Grades 9-12** will ensure that students: • analyze the physical, emotional and social dimensions of characters found in dramatic texts from various genres and media; • compare and demonstrate acting techniques and methods from a variety of periods and styles; and • in an ensemble, create and sustain characters. 2 6 **CONTENT STANDARD 3: Technical Production** //Students will design and produce the technical elements of theatrethrough artistic interpretation and execution.// **K-12 PERFORMANCE STANDARDS** Educational experiences in **Grades K-4** will ensure that students: • design the playing space to communicate characters and action in specific locales; and • collaborate to select and safely organize available materials that suggest scenery, properties, light-ing, sound, costumes and makeup. Educational experiences in **Grades 5-8** will ensure that students: • describe and use the relationship among scen-ery, properties, lighting, sound, costumes and makeup in creating an environment appropriate for the drama; • analyze improvised and scripted scenes for techni-cal requirements; • develop the environment using visual elements (line, texture, color, space), visual principles (repeti-tion, balance, emphasis, contrast, unity) and aural qualities (pitch, rhythm, dynamics, tempo, expression) from traditional and nontraditional sources; and • work collaboratively and safely to select and create elements of scenery, prop-erties, lighting and sound to signify environments, and costumes and makeup to suggest character. Educational experiences in **Grades 9-12** will ensure that students: • explain the physical and chemical properties of the technical aspects of the-atre, such as light, color, electricity, paint and makeup; • analyze a variety of dra-matic texts from cultural and historical perspectives to determine production requirements; • develop designs that use visual and aural elements to convey environments that clearly support the text; • apply technical skills and understandings, including scientific and technologi-cal advances, to collaboratively and safely create functional scenery, properties, lighting, sound, costumes and makeup; and • design coherent stage management, promotional and business practices. 2 7 **CONTENT STANDARD 4: Directing** //Students will direct by planning or interpreting works of theatreand by organizing and conducting rehearsals.// **K-12 PERFORMANCE STANDARDS** Educational experiences in **Grades K-4** will ensure that students: • collaboratively plan and prepare improvisations and demonstrate various ways of staging classroom dramatizations. Educational experiences in **Grades 5-8** will ensure that students: • demonstrate social, group and consensus skills by leading small groups in planning visual and aural elements and in rehears-ing improvised and scripted scenes. Educational experiences in **Grades 9-12** will ensure that students: • develop multiple interpre-tations and visual and aural production choices for scripts and production ideas and choose those that are most appropriate; • justify selection of text, interpretation and visual/ aural choices; and • effectively communicate directorial choices toa small ensemble for improvised or scripted scenes. 2 8 **CONTENT STANDARD 5: Researching and Interpreting** //Students will research, evaluate and apply cultural andhistorical information to make artistic choices.// **K-12 PERFORMANCE STANDARDS** Educational experiences in **Grades K-4** will ensure that students: • communicate information to peers about people, events, time and place related to classroom dramatizations. Educational experiences in **Grades 5-8** will ensure that students: • apply research from print and nonprint sources to script writing, acting, design and directing choices. Educational experiences in **Grades 9-12** will ensure that students: • identify and research cultural, historical and symbolic clues in dramatic texts, and evaluate the validity and practicality of the information to help make artistic choices for informal and formal productions. 2 9 **CONTENT STANDARD 6: Connections** //Students will make connections between theatre, other disciplines and daily life.// **K-12 PERFORMANCE STANDARDS** Educational experiences in **Grades K-4** will ensure that students: • describe visual, aural, oral and kinetic elements in theatre, dance, music and visual arts; • compare how ideas and emotions are expressed in theatre, dance, music and visual arts; • select movement, music or visual elements to en-hance the mood of a classroom dramatization; • identify connections between theatre and other disciplines in the curricu-lum; and • identify various careers available to theatre artists. Educational experiences in **Grades 5-8** will ensure that students: • describe characteristics and compare the presentation of characters, envi-ronments and actions in theatre, dance and visual arts; • incorporate elements of dance, music and visual arts to express ideas and emotions in improvised and scripted scenes; • express and compare personal reactions to several art forms; • describe and compare the functions and interaction of performing artists, visual artists and audience members in theatre, dance, music and visual arts; • describe ways in which the principles and subject matter of theater and other arts disciplines taught in school are inter-related; Educational experiences in **Grades 9-12** will ensure that students: • describe and compare the materials, elements and means of communicating in theatre, dance, music and the visual arts; • determine how the nondramatic art forms are modified to enhance the expression of ideas and emotions in theatre; • illustrate the integration of arts media in informal or formal presentations; • create and solve interdisci-plinary problems using theatre; and • explore career opportuni-ties in theatre and theatre-related fields. 3 0 **CONTENT STANDARD 6: Connections** Educational experiences in **Grades 5-8** will ensure thatstudents: • explain how social concepts such as cooperation,communication, collaboration, consensus, self-esteem, risk taking, sympathy and empathy applyin theatre and daily life;and
 * (continued)**
 * K-12 PERFORMANCE STANDARDS, continued**

• explain the knowledge,skills and disciplineneeded to pursue careersand avocational opportunities in theatre.

3 1 **CONTENT STANDARD 7: Analysis, Criticism and Meaning** //Students will analyze, critique and construct meanings from works of theatre.// **K-12 PERFORMANCE STANDARDS** Educational experiences in **Grades K-4** will ensure that students: • identify and describe the visual, aural, oral and kinetic elements of class-room dramatizations and dramatic performances; • explain how the wants and needs of characters are similar to and different from their own; • articulate emotional responses to and explain personal preferences about whole dramatic performances as well as parts of those perfor-mances; and • analyze classroom dramatizations and, using ap-propriate terminology, constructively suggest (1) alternative ideas for dra-matizing roles, arranging environments and developing situations and (2) means of improving the collaborative processes of planning, playing, re-sponding and evaluating. Educational experiences in **Grades 5-8** will ensure that students: • describe and analyze the effect of publicity, study guides, programs and physical environments on audience response and appreciation of dramatic performances; • articulate and support the meanings constructed from dramatic perfor-mances; • use articulated criteria to describe, analyze and constructively evaluate the effectiveness of artistic choices in dramatic per-formances; and • describe and evaluate the effectiveness of students’ contributions (as play-wrights, actors, designers and directors) to the collaborative process of developing improvised and scripted scenes. Educational experiences in **Grades 9-12** will ensure that students: • construct social meanings from informal and formal productions from a vari-ety of cultures and histori-cal periods, and relate these to current personal, national and international issues; • articulate and justify personal aesthetic criteria for critiquing dramatic texts and events by com-paring artistic intent with the final performance; • analyze and critique performances and constructively suggest alter-native artistic choices; and • constructively evaluate their own and others’ collaborative efforts in informal and formal productions. 3 2 **CONTENT STANDARD 8: History and Cultures** //Students will demonstrate an understanding of context by analyzing andcomparing theatre in various cultures and historical periods.//  **K-12 PERFORMANCE STANDARDS** Educational experiences in **Grades K-4** will ensure that students: • identify and compare similar characters and situations in stories and dramas from and about various cultures, create classroom dramatizations based on these stories and dramas, and discuss how theatre reflects life; and • identify and compare the various cultural settings and reasons for creating dramas and attending theatre. Educational experiences in **Grades 5-8** will ensure that students: • describe and compare universal characters and situations in dramas from and about various cul-tures and historical peri-ods, create improvised and scripted scenes based on these universal charac-ters and situations, and discuss how theatre re-flects a culture; • analyze the emotional and social impact of dramatic events in their lives, in the community and in other cultures; and • explain how culture affects the content and design elements of dra-matic performances. Educational experiences in **Grades 9-12** will ensure that students: • compare similar themes in drama from various cultures and historical periods, create informal and formal performances using these themes, and discuss how theatre can reveal universal concepts; • identify and compare the lives, works and influence of representative theatre artists in various cultures and historical periods; • identify cultural and historical sources of American theatre and musical theatre; and • analyze the effect of their own cultural experiences on their dramatic work.