Elementary Drama Grades K-6
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
| STANDARD A | Performing and Creating |
| 1-3, 5 | a. Participate in skits, puppet shows, and plays. |
| 1-5 | b. Role-play familiar situations and stories. |
| 1, 3, 4 | c. Tell stories based on personal experience and imagination. |
| 1-5 | d. Dramatize poems, rhymes, jingles, verses, and finger plays. |
| 1-6 | e. Use variations of movement and voice (tempo, pitch, timbre, and volume) for different characters. |
| 1-6 | f. Select simple props, scenery, costumes, and make-up. |
| 4 | g. Initiate dramatic play (playhouse, store, hospital). |
| 1-6 | h. Add music, visual elements, or sounds to enhance a dramatization. |
| 7 | i. Observe performer or performance. |
| 1-3 | j. Develop a basic vocabulary to describe elements in theatre (props, costumes, set, script). |
| 1-4 | k. Create and improvise simple stories. |
| l. Develop promotion materials (poster, tickets, and invitations). | |
| m. Pantomime a given situation, (e.g., eating an ice cream cone). | |
| STANDARD B | History and Culture |
| 1-3, 5, 8 | a. Listen to and/or dramatize stories and tales from various cultures, including Native Alaskan tales. |
| 1-4, 8 | b. Listen to a storyteller. |
Kindergarten: Drama
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
| STANDARD C | Evaluation and Analysis |
| 1 | a. Evaluate and analyze specific elements in a performance, (e.g., set design or costumes). |
| 1 | b. Describe visual, aural, oral, and kinesthetic elements in theatre or a dramatic presentation. |
| 1, 4 | c. Compare the similarities and differences of dramatic presentations in terms of the basic elements (e.g., live vs. TV). |
| 5 | d. Discuss and practice appropriate audience skills. |
| 3 | e. Make encouraging and constructive suggestions for alternative ideas in dramatizing roles, arranging environments, and developing situations. |
| STANDARD D | Aesthetic Perception |
| 1, 4, 5 | a. Explain how the wants and needs of characters are similar to and different from student’s own. |
| 1, 4-7 | b. Make distinctions between recorded (TV, movies) and live performances. |
| ASSESSMENTS (See Online curriculum resources for examples.) |
| • Observational/anecdotal teacher notes |
| • Student skill checklists |
| • Video/audio of performance |
First Grade: Drama
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
| STANDARD A | Performing and Creating |
| 1-3, 5 | a. Participate in skits, puppet shows, and plays. |
| 1-5 | b. Role-play familiar situations and stories. |
| 1, 3, 4 | c. Tell stories based on personal experience and imagination. |
| 1-5 | d. Dramatize poems, rhymes, jingles, verses, and finger plays. |
| 1-6 | e. Use variations of movement and voice (tempo, pitch, tone, timbre, and volume) for different characters. |
| 1-6 | f. Select simple props, scenery, and costumes. |
| 4 | g. Initiate dramatic play (e.g., playhouse, store, hospital). |
| 1-6 | h. Add music, visual elements, or sounds to enhance a dramatization. |
| 7 | i. Observe performer or performance. |
| 1-6 | j. Perform Readers’ Theatre. |
| 1-6 | k. Plan and write a simple play or puppet show. |
| 1-4 | l. Develop promotional materials (posters, invitations, and tickets). |
| 1-4 | m. Pantomime a given situation (e.g., eating an ice cream cone, a scenario on the playground). |
| 1-4 | n. Create and improvise simple stories. |
| STANDARD B | History and Culture |
| 1-3, 5, 8 | a. Listen to and/or dramatize tales and stories from various cultures, including Native Alaska. |
| 1-4, 8 | b. Listen to a storyteller. |
| c. Distinguish between different family roles as portrayed in a dramatic performance. |
First Grade: Drama
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
| STANDARD C | Evaluation Analysis |
| 1 | a. Observe and discuss plays, skits, and movies/television. |
| 1 | b. Use a basic vocabulary to describe elements in theatre (props, costumes, set, script). |
| 1 | c. Describe visual, aural, oral, and kinesthetic elements in theatre or a dramatic presentation. |
| 1, 4 | d. Compare the similarities and differences of dramatic presentations, in terms of the basic elements (e.g., live vs. TV). |
| 5 | e. Discuss and practice appropriate audience skills. |
| 3 | f. Make encouraging and constructive suggestions for alternative ideas in dramatizing roles, arranging environments, and developing situations. |
| 3 | g. Listen to another individual’s opinions about a dramatic performance. |
| STANDARD D | Aesthetic Perception |
| 1, 4, 5 | a. Explain how the wants and needs of characters are similar to and different from students’ own. |
| 1, 4-7 | b. Differentiate between recordings (TV, movies) and live performances. |
| ASSESSMENTS (See Online curriculum resources for examples.) |
| • Observational/anecdotal teacher notes |
| • Student skill checklists |
| • Video/audio of performance |
Second Grade: Drama
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
| STANDARD A | Performing and Creating |
| 1-3, 5 | a. Participate in skits, puppet shows, and plays. |
| 1-5 | b. Pantomime a situation using theatre elements, such as conflict and characterization. |
| 1-5 | c. Role-play familiar situations and stories. |
| 1, 3, 4 | d. Tell stories based on personal experience and imagination. |
| 1-5 | e. Dramatize poems, rhymes, jingles, and verses. |
| 1-6 | f. Use variations of movement and voice (tempo, pitch, timbre, and, volume) for different characters. |
| 1-6 | g. Select simple props, scenery, and costumes. |
| 4 | h. Initiate dramatic play (e.g., store, hospital, restaurant). |
| 1-6 | i. Add music, visual elements, or sounds to enhance a dramatization. |
| 7 | j. Observe performers or a dramatic performance. |
| 1-6 | k. Perform Readers’ Theatre. |
| 1-6 | l. Write a simple play or puppet show. |
| 1-4 | m. Develop promotional materials (posters, invitations, and tickets). |
| 1-6 | n. Create a storyboard with dialogue bubbles. |
| 1-3 | o. Learn mechanics of reading a script. |
| 1-6 | p. Collaborate on a script-writing project. |
| 1-6 | q. Revise a script based on what was learned during rehearsal. |
| STANDARD B | History and Culture |
| 1-3, 5, 8 | a. Compare stories from different cultures, including Alaska Native stories. |
| 3 | b. Distinguish between different family roles as portrayed in dramatic performance. |
| 3, 5 | c. Distinguish between different community roles as portrayed in dramatic performances. |
| 1, 3, 5 | d. Compare lessons taught in Alaskan Native cultural tales. |
| 2-4 | e. Research a story in your community and write a script. |
Second Grade: Drama
| STANDARDS MET | SKILLS/CONTENT/ACTIVITIES |
| STANDARD C | Evaluation and Analysis |
| 1 | a. Observe and discuss plays, skits, and movies/television. |
| 1 | b. Use a basic vocabulary to identify and compare elements in theatre (props, costumes, set, scripts). |
| 1 | c. Describe visual, aural, oral, and kinesthetic elements in theatre or a dramatic presentation. |
| 1, 4 | d. Compare the similarities and differences of dramatic presentations, in terms of the basic elements (e.g., live vs. TV). |
| 3 | e. Make encouraging and constructive suggestions for alternative ideas in dramatizing roles, arranging environments, and developing situations. |
| 3 | f. Listen to another individual’s opinions about a dramatic performance. |
| 1, 2 | g. Compare and contrast video and book versions of stories (e.g., Charlotte’s Web and James and the Giant Peach). |
| 5 | h. Discuss and practice appropriate audience skills. |
| STANDARD D | Aesthetic Perception |
| 1, 2, 4, 6, 7 | a. Look at reviews for children’s/family movies. |
| 1, 7 | b. Discuss feelings evoked by a dramatic performance. |
| ASSESSMENTS (See Online curriculum resources for examples.) |
| • Observational/anecdotal records teacher notes • Student skill checklists • Video/audio of performance |
Third Grade: Drama
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
| STANDARD A | Performing and Creating |
| 1-3, 5 | a. Participate in skits, puppet shows, and plays. |
| 1-5 | b. Improvise dialogue from stories through role-play. |
| 1-5 | c. Imagine and describe characters, their relationships, and their environments. |
| 1-5 | d. Retell/perform stories, poems, songs, and tales. |
| 1-6 | e. Develop expression using the body, voice, and gestures. |
| 1-5 | f. Practice classroom performance skills (e.g., oral interpretation, improvisation, children’s theatre, role-playing, mime). |
| 1-6 | g. Design scenes and props using visual arts elements. |
| 1-6 | h. Collaborate to design a set for a class performance. |
| 1-6 | i. Perform Readers’ Theatre. |
| 1-6 | j. Add music and visual elements to enhance dramatization. |
| 1-6 | k. Collaborate on a script-writing project. |
| 7 | l. Observe performers or a dramatic performance. |
| 1-6 | m. Write a play. |
| 1-4 | n. Communicate information about events, time, and place of classroom dramatizations (posters, tickets, and invitations). |
| 1-6 | o. Select movement, music, and/or visual elements to enhance the mood of a classroom dramatization. |
| 1-3 | p. Take a field trip to performing arts theatre to look at parts of a theatre. |
Third Grade: Drama
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
| STANDARD B | History and Culture |
| 1-3, 5, 8 | a. Identify and compare similar characters and situations in stories and dramas from and about various cultures. |
| 3-5 | b. Discuss how theatre reflects life. |
| 1, 3-5, 7, 8 | c. Study and interpret Alaska Native dance/drama. |
| 1-3 | d. Dramatize tales from various cultures including Alaska Native. |
| STANDARD C | Evaluation and Analysis |
| 1, 2, 4 | a. Discuss and observe plays, movies/television. |
| 1-4 | b. Explain/write personal reactions to a performance. |
| 1, 2, 4 | c. Read and discuss a children’s/family movie review. |
| 1-4 | d. Write a review of a movie or a performance. |
| 5 | e. Discuss and practice appropriate audience skills. |
| STANDARD D | Aesthetic Perception |
| 1, 2 | a. Discuss what makes a performance a work of art. |
| 1, 2, 4-7 | b. Discuss feelings evoked from a live or recorded performance. |
| ASSESSMENTS (See Online curriculum resources for examples.) |
| • Observational/anecdotal teacher notesw Student skill checklists • Video/audio of performance |
Fourth Grade: Drama
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
| STANDARD A | Performing and Creating |
| 1, 2, 4 | a. Improvise dialogue from stories through role-play. |
| 1, 2, 4 | b. Imagine and clearly describe characters, their relationships, and their environments. |
| 1-4 | c. Retell/perform stories, poems, songs, and tales. |
| 1-4 | d. Develop expression using the body, voice, and gestures. |
| 1, 2 | e. Practice classroom performance skills (e.g., oral interpretation, improvisation, children's theatre, role playing, mime). |
| 1, 3-6 | f. Design scenes and props using visual art elements. |
| 1, 4-6 | g. Collaborate to design a set for a class performance. |
| 1-4 | h. Develop characterization (gestures, vocal expression, body). |
| 1-4 | i. Role-play from literature. |
| 1-4 | j. Create dialogue through role-play to convey a specific message. |
| 1-4 | k. Retell/perform stories, poems, songs, legends, tales (literature drawn from social studies/science). |
| 1-4 | l. Practice classroom performance skills. |
| 1, 2 | m. Work with performing artists in a variety of capacities. |
| 1-6 | n. Select movement, music, and/or visual elements to enhance the mood of a classroom dramatization. |
| 1-4 | o. Communicate information about events, time, and place of classroom dramatizations (posters, tickets, and invitations). |
| 1-6 | p. Perform Readers’ Theatre. |
| STANDARD B | History and Culture |
| 2, 4, 6, 8 | a. Identify and compare similar characters and situations in stories and dramas from and about various cultures. |
| 5 | b. Discuss how theatre reflects life with classroom dramatizations. |
| 1, 3, 5 | c. Study and interpret Alaskan Native dance/drama. |
| 6 | d. Observe an Alaska Native performing group. |
| 1, 5 | e. Dramatize Alaska Native tales. |
Fourth Grade: Drama
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
| STANDARD B | History and Culture (continued) |
| 2, 4, 6 | f. Demonstrate proper rehearsal, performance, and audience etiquette. |
| 1, 3, 5 | g. Study and interpret Alaska Native dance and drama. |
| 6 | h. Interview and record the artistic/creative experiences of an older community elder. |
| 2, 4, 6 | i. Explore cultural and environmental context of a performance (before and after viewing). |
| STANDARD C | Evaluation and Analysis |
| 1-3 | a. Identify the elements which make a good performance. |
| 1-3 | b. Read a children's/family movie review and compare it with own opinions. |
| 1-3 | c. Critique a performance or movie using appropriate vocabulary. |
| 1-3 | d. Videotape own performance for self-evaluation. |
| 1-3 | e. Practice constructive criticism of personal performance and the performance of others. |
| 5 | f. Develop a sense of audience. |
| 1-6 | g. Discuss and observe plays, movies, television, and live performances. |
| 1-4 | h. Analyze the elements (visual, aural, oral, and kinesthetic) of classroom dramatizations. |
| 1, 2 | i. Distinguish between reality and theatre performance of conflicts, characterizations, and verbal interaction. |
| 1, 2 | j. Explore theatre elements, including conflict, characterizations, etc. |
| 5 | k. Discuss and practice appropriate audience skills. |
| STANDARD D | Aesthetic Perception |
| 1 | a. Invite other students, classrooms, and schools to visit, perform, and analyze performance; discuss merits of performance. |
| 8 | b. Take a field trip to performing arts theatre to look at parts of a theatre. |
| 2 | c. Discuss what makes a performance a work of art. |
Fifth Grade: Drama
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
| STANDARD A | Performing and Creating |
| 1-4 | a. Participate in a music/drama production. |
| 1-4 | b. Create artwork (e.g., posters, T-shirt, design logo, programs, set designs related to drama productions). |
| 1-4 | c. Participate in role-play with feedback critiquing. |
| 1-4 | d. Create original story from prompts. |
| 1-7 | e. Use video camera or other technology to create original movies from scripts, based on stories written by students. |
| 7 | f. Research various careers in live theatre and film. |
| 1, 2, 4 | g. Develop acting skills through the portrayal of various characters. |
| 1-4, 6 | h. Create and develop environments for scenes scripted or improvised. |
| 4 | i. Develop a sense of audience. |
| 5 | j. Work with performing artists to develop skills. |
| 1-4 | k. Perform Readers’ Theatre. |
| STANDARD B | History and Culture |
| 1 | a. Compare scripts based on local Native cultures (Denaina, Supiat, Aleut, etc.). |
| 2-4, 6 | b. Research and read local folk tales. |
| 1, 6 | c. Explore similarities and differences in Native art. |
| 1, 7, 8 | d. View appropriate videos on Alaska Native culture. |
| 2-6 | e. Explore cultural and environmental context of a performance before and after viewing. |
| 2-6 | f. Investigate dramatic performances illustrating the migration of cultures through Alaska and the United States. |
| 6, 7 | g. Investigate dramatic performances which depict events from American history. |
Fifth Grade: Drama
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
| STANDARD C | Evaluation and Analysis |
| 1-4 | a. Use critiquing skills in role-play. |
| 1-4 | b. Compare and evaluate or critique different forms of arts (e.g., play or novel vs. movie). |
| 1-4 | c. Critique original stories, scripts, or videos based on given themes. |
| 5 | d. Observe appropriate performing arts programs, arts shows, etc. |
| 1-4 | e. Describe characteristics and compare the presentation of characters, environment, performances, etc. |
| 6 | f. Write a critique of a local movie to be published in your school newspaper. |
| 1-3 | g. Explore and contrast theatre elements including conflict, characterization, action, pantomime, movement, and verbal interaction. |
| 5 | h. Discuss and practice appropriate audience skills. |
| STANDARD D | Aesthetic Perception |
| 1-4 | a. Observe and discuss drama performances. |
| 1-7 | b. Describe what a performance meant to you and explain your personal preference and emotional response: “What did you like about it?” “What did it mean to you?” |
| 2 | c. Discuss what makes a performance a work of art. |
| 4, 6, 7 | d. Apply to your life: "What did you learn from this performance?" |
| 8 | e. Take a field trip to a performing arts theatre to look at parts of a theatre, discussing the roles of the people who manage the different parts. |
Sixth Grade: Drama
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
| STANDARD A | Performing and Creating |
| 1-4 | a. Participate in a music/drama production. |
| 1-4 | b. Create art work related to drama productions (e.g., posters, T-shirt, design logo, programs, set designs). |
| 1-4 | c. Participate in role-play with feedback critiquing. |
| 1-4 | d. Participate in audition process. |
| 1-4 | e. Create original story from prompts (for scripting). |
| 1-4 | f. Create script from original story. |
| 1-4 | g. Create video from original script. |
| 7 | h. Research (Internet option) careers in theatre, film, and television. |
| 6 | i. Explore enhancements using light and sound. |
| 1-4 | j. Perform Readers’ Theatre. |
| 1-4 | k. Develop acting skills to portray characters who interact in scenes. |
| 5, 6 | l. Create and develop environments for scenes scripted or improvised. |
| 2, 4 | m. Consider the audience for whom you are performing. |
| 1-4, 5, 7 | n. Work with performing artist to develop skills. |
| STANDARD B | History and Culture |
| 1 | a. Compare scripts based on local Native cultures (Denaina, Supiat, Aleut, etc.). |
| 2-4, 6 | b. Research, read, and study local folk tales. |
| 1, 6 | c. Explore similarities and differences in Native performance. |
| 1, 7, 8 | d. View appropriate videos on Alaska Native culture. |
| 2-6 | e. Explore cultural and environmental context of a performance before and after viewing. |
| 2-6 | f. Look at the dramatic art of the Pacific Rim cultures and identify factors contributing to their development. |
| 6, 7 | g. Investigate dramatic performances which depict events from American history. |
Sixth Grade: Drama
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
| STANDARD C | Evaluation and Analysis |
| 1-4 | a. Use critiquing skills in role-play. |
| 1-4 | b. Compare and evaluate or critique different forms of arts (e.g., play, novel, film). Discuss the differences. |
| 1-4 | c. Critique original stories, scripts, or videos based on given themes or prompts. |
| 5 | d. Observe appropriate performing arts programs. |
| 1-4 | e. Describe characteristics and compare the presentation of characters, environment, and performance. |
| 5 | f. Explore the difference between theatre, film, television, electronic media, and real life. |
| 6 | g. Write a critique of a video; publish a class “Video Review Magazine.” |
| 1-3 | h. Explore and contrast theatre elements including conflict, characterization, action, pantomime, movement, and verbal interaction. |
| 5 | i. Discuss and practice appropriate audience skills. |
| STANDARD D | Aesthetic Perception |
| 1-4 | a. Observe and discuss drama performances. |
| 1-7 | b. Describe what a performance meant to you and explain your personal preference and emotional response: “What did you like about it?” “What did it mean to you?” |
| 4, 6, 7 | c. Apply to your life: "What did you learn from this performance?" |
| 2 | d. Discuss what makes a performance a work of art. |
Fourth - Sixth Grade: Drama
| ASSESSMENTS (See Online curriculum resources for examples.) |
| • Checklists/rubrics of student work • Concept mapping • Journals • Observational/anecdotal records by teacher • Oral presentationw Performance critiques • Portfolios of student writing/poems/plays/scripts • Projectsw Quizzes/tests • Self-evaluation • Venn diagram comparing dramatic works • Video/audio of performances |