《国家核心艺术标准》（三）

Theater

#Cr1.1

Artistic Process: Creating

Process Component: Envision, Conceptualize

Anchor Standard: Generate and conceptualize artistic ideas and work.

2017年7月14日，一则重磅新闻炸开了所有物流人的朋友圈,新加坡上市公司普洛斯公布，中国财团作价116亿美元（约790亿元人民币）成功收购普洛斯。作为世界上最大的物流地产企业，普洛斯堪称巨头中的巨头，而且在2003年进入中国市场后，最大的操盘就是盘活了整个苏州工业园区，苏州的经济突飞猛进的发展，普洛斯的功劳实在是很大的一笔。

Enduring Understanding: Theater artists rely on intuition, curiosity, and critical inquiry.

Essential Question(s): What happens when theater artists use their imaginations and/or learned theater skills while engaging in creative exploration and inquiry?

Grade PreK

TH:Cr1.1.PKa With prompting and support,transition between imagination and reality in dramatic play1 or a guided drama experience2 (e.g., process drama3, story drama4, creative drama5 ).

TH:Cr1.1.PKb With prompting and support, use non-representational materials6 to create props, puppets,and costume pieces for dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

TH:Cr1.1.5c Imagine how a character’s inner thoughts14 impact the story and given circumstances in a drama/theater work.

TH:Cr1.1.Ka With prompting and support, invent and inhabit an imaginary elsewhere7 in dramatic play or a guided drama experience (e.g., process drama,story drama, creative drama).

TH:Cr1.1.Kb With prompting and support, use nonrepresentational materials to create props, puppets, and costume pieces for dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

TH:Cr1.1.8b Imagine and explore solutions to design challenges of a performance space in a drama/theater work.

TH:Cr1.1.1a Propose potential choices characters could make in a guided drama experience (e.g., process drama, story drama, creative drama).

TH:Cr1.1.1b Collaborate with peers to conceptualize costumes and props in a guided drama experience (e.g.,process drama, story drama, creative drama).

我校近几年分层走班教学活动搞得如火如荼。在这个过程中，我们特别重视以小组为主体，对学生进行人格培养，营造“创新教学”课堂教学形式，营造高效课堂。具体步骤是：以小组合作学习为平台，教师和学生，学生和学生可以相互提问，相互补充，相互激励，相互评价，达到培养思维品质，培养学生个性的目的。那么，作为语文教师，如何借助Blackboard平台，通过小组合作学习，打造这种高效课堂呢？经过一年多的实践，初显成效，具体做法如下：

TH:Cr1.1.1c Identify ways in which gestures8 and movement may be used to create or retell a story in guided drama experiences (e.g., process drama, story drama, creative drama).

Grade 2

TH:Cr1.1.2a Propose potential new details to plot9 and story in a guided drama experience (e.g., process drama, story drama, creative drama).

TH:Cr1.1.2b Collaborate with peers to conceptualize scenery in a guided drama experience (e.g., process drama, story drama, creative drama).

TH:Cr1.1.2c Identify ways in which voice and sounds may be used to create or retell a story in guided drama experiences (e.g., process drama, story drama,creative drama).

Grade 3

指标体系是国土空间规划编制的基础依据，因此要不断完善指标体系。需要注意的是，国土空间规划编制的指标体系必须结合区域的实际情况，坚持一切从实际出发原则，进而提高国土空间规划编制的水平。此外，在新形势下国土空间规划编制的指标体系还应该综合考虑各项因素，综合做好生态文明建设、乡村振兴、精准扶贫、区域协调、可持续发展等指标设置。例如：坚持绿色发展，落实生态文明建设要求，强化生态保护红线、山水林田湖草系统治理、新增水土流失治理面积等指标；实施乡村振兴战略，统筹安排人均农民收入增量、投资规模增量、基础设施增量、农村产业增加值、农村人居环境整治等指标。

TH:Cr1.1.3a Create roles, imagined worlds10, and improvised11 stories in a drama/theater work.

TH:Cr1.1.3b Imagine and articulate ideas for costumes, props and sets for the environment and characters in a drama/theater work.

丁文萱委员继续追问：“对于部分弱电经营单位进度慢、行动迟的问题，有什么解决方案和措施？”赵子峰坦言，这其实也是一个沟通不够顺畅造成的问题，下一步，市经信委将成立督导组，积极协调各乡镇街道和小区，共同加入“三线”治理工作；及时建立一个信息网络系统，要求运营商对业务限时办理，最大限度地避免“不作为”“慢作为”问题的发生。

TH:Cr1.1.3c Collaborate to determine how characters might move and speak to support the story and given circumstances12 in a drama/theater work.

第三章，党建博览。写作的手法是探索的形式。从面上看，全省的老干部基层党组织建设现场会开在了忻州，市县两级组建老干部党工委的探索，跑在了全省的前面。从点上看，持续不断地开展“老干部特色党支部”创建活动，各县（市、区）家家都有选树和培育的示范点。所有这些实践，为我们全面铺开“点上突破、线上拉动、面上覆盖、质上提高”的党建“立体推进”战略提供了充分准备。

Grade 4

TH:Cr1.1.4a Articulate the visual details of imagined worlds and improvised stories that support the given circumstances in a drama/theater work.

TH:Cr1.1.4b Visualize and design technical elements13 that support the story and given circumstances in a drama/theater work.

2.2.3 中医证候疗效 疗后第2周，两组中医证候等级疗效比较，经Wilcoxon秩和检验，差异有统计学意义；中医证候总有效率的组间比较，经CMHχ2检验，差异有统计学意义，试验组优于对照组。FAS、PPS分析结论一致。FAS数据集结果见表5。

TH:Cr1.1.4c Imagine how a character might move to support the story and given circumstances in a drama/theater work.

Grade 5

TH:Cr1.1.5a Identify physical qualities that might reveal a character’s inner traits in the imagined world of a drama/theater work.

TH:Cr1.1.IIb Understand and apply technology to design solutions for a drama/theater work.

Grade K

Grade 6

TH:Cr1.1.6a Identify possible solutions to staging15 challenges in a drama/theater work.

TH:Cr1.1.7b Explain and present solutions to design challenges in a drama/ theater work.

TH:Cr1.1.6c Explore a scripted or improvised character by imagining the given circumstances in a drama/theater work.

Grade 7

TH:Cr1.1.7a Investigate multiple perspectives and solutions to staging challenges in a drama/theater work.

TH:Cr1.1.6b Identify solutions to design challenges in a drama/theater work.

TH:Cr1.1.7c Envision and describe a scripted or improvised character’s inner thoughts and objectives16 in a drama/theater work.

Grade 8

TH:Cr1.1.8a Imagine and explore multiple perspectives and solutions to staging problems in a drama/theater work.

本研究的荧光素酶报告基因实验中我们发现在TSCC细胞中，miR-219的过表达能够降低PRKCI野生型报告基因载体的荧光活性，qRT-PCR实验和Western blot实验还分别表明miR-219能够抑制TSCC细胞中PRKCI的mRNA的表达以及PRKCI蛋白的表达，证明PRKCI基因是miR-219的靶基因。

Grade 1

TH:Cr1.1.8c Develop a scripted or improvised character by articulating the character’s inner thoughts,objectives, and motivations17 in a drama/theater work.

Grade HS Prof cient

TH:Cr1.1.Ia Apply basic research to construct ideas about the visual composition18 of a drama/theater work.

TH:Cr1.1.Ib Explore the impact of technology on design choices in a drama/theater work.

2018年5月3日，广西召开了2017年省级党委和政府扶贫开发工作成效考核国家反馈问题整改落实工作动员部署视频会议。会议强调各级资金政策专责小组要认真贯彻落实自治区会议的有关要求，逐一对照反馈问题进行自查自纠。

TH:Cr1.1.Ic Use script analysis19 to generate ideas about a character that is believable and authentic in a drama/theater work.

区域内古火山构造保存完整，喷发旋回清晰，主要有庙岭—上秋盘火山和小章沟火山构造，区内金矿床(点)围绕火山构造具有成群成带分布的显著特点，对本区金矿床的产出、分布具有控制作用。槐树坪金矿即位于小章沟火山构造的东北部边缘，并受其控制(图2)。

尤其目前中国文学作品在海外接受程度并不理想，更加预示着文学译介必将作为一项长期任务。因此在选择译介内容时要充分考虑受众，对境外受众建立深刻的理解和认识。首先，专业读者与大众读者并重，选择普通读者现阶段愿意接受且能够接受的题材；其次，鉴于海外读者对中国文化缺少了解，选取的文学作品应由浅入深，逐步过渡；此外，还应该处理好文化传播与市场需求之间的关系，才能真正地推动文学作品的海外推介。

Grade HS Accomplished

TH:Cr1.1.IIa Investigate historical and cultural conventions and their impact on the visual composition of a drama/theater work.

TH:Cr1.1.5b Propose design ideas that support the story and given circumstances in a drama/theater work.

TH:Cr1.1.IIc Use personal experiences and knowledge to develop a character that is believable and authentic in a drama/theater work.

Grade HS Advanced

TH:Cr1.1.IIIa Synthesize knowledge from a variety of dramatic forms, theatrical conventions20, and technologies to create the visual composition of a drama/theater work.

Enduring Understanding: Theater artists work to discover different ways of communicating meaning.

TH:Cr1.1.IIIc Integrate cultural and historical contexts with personal experiences to create a character that is believable and authentic, in a drama/theater work.

#Cr2.1

Artistic Process: Creating

Process Component: Develop

Anchor Standard: Organize and develop artistic ideas and work.

TH:Cr1.1.IIIb Create a complete design for a drama/theater work that incorporates all elements of technology.

Essential Question(s): How, when, and why do theater artists’ choices change?

Grade PreK

TH:Cr2.1.PKa With prompting and support,contribute through gestures and words to dramatic play or a guided drama experience (e.g., process drama,story drama, creative drama).

TH:Cr2.1.PKb With prompting and support, express original ideas in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

在现代地理学习中，人地协调观是最核心、最重要的学科素养。其不仅体现了人与自然的关系处理原则，更体现出现代文明发展的必然方向。高中地理教学必须立足于人地协调观，对地理教学的顶层设计进行创新，才能有效地掌控教学进程，使人地协调观贯穿教学始终。创新高中地理教学设计，首先要求教师要建立科学发展观，通过科学发展观来更好地认识低碳、环保、绿色的现代生态文明意识，并使之渗透到地理教学设计中。然后通过人地协调观将人类社会发展与自然万物发展有机联系起来，形成人与自然协调发展的意识。最后要将人地协调观通过教学设计体现出其主线的作用，起到既能引导学生学习的指导方向，又能熏陶学生培养良好的地理素养。

Grade K

TH:Cr2.1.Ka With prompting and support, interact with peers and contribute to dramatic play or a guided drama experience (e.g., process drama, story drama,creative drama).

TH:Cr2.1.Kb With prompting and support, express original ideas in dramatic play or a guided drama experience (e.g., creative drama, process drama, story drama).

船长：66米；船宽：11 米，船深：6米。主机型号：3512C（CATERPILLAR）；主机台数：2台；主机额定功率：1765 千万；主机额定转速：1800 rpm；齿轮箱型号：ZF7541(德国ZF公司生产)；主机安装方式：弹性安装；齿轮箱安装方式：刚性安装；轴系传动方式：直线传动。

Grade 1

护士们脸上露出不以为然的表情，没人应答。这时，站在门口的颜副院长听到了，冷哼一声：“工业酒精，真是！”

TH:Cr2.1.1a Contribute to the development of a sequential plot in a guided drama experience (e.g.,process drama, story drama, creative drama).

TH:Cr2.1.1b With prompting and support, participate in group decision making in a guided drama experience(e.g., process drama, story drama, creative drama).

Grade 2

TH:Cr2.1.2a Collaborate with peers to devise meaningful dialogue21 in a guided drama experience(e.g., process drama, story drama, creative drama).

TH:Cr2.1.2b Contribute ideas and make decisions as a group to advance a story in a guided drama experience(e.g., process drama, story drama, creative drama).

Grade 3

TH: Cr2.1.3a Participate in methods of investigation to devise original ideas for a drama/theater work.

TH: Cr2.1.3b Compare ideas with peers and make selections that will enhance and deepen group drama/theater work.

Grade 4

TH: Cr2.1.4a Collaborate to devise original ideas for a drama/theater work by asking questions about characters and plots.

TH: Cr2.1.4b Make and discuss group decisions and identify responsibilities required to present a drama/theater work to peers.

Grade 5

TH: Cr2.1.5a Devise original ideas for a drama/theater work that ref ect collective inquiry about characters and their given circumstances.

TH:Cr2.1.5b Participate in def ned responsibilities required to present a drama/theater work informally to an audience.

Grade 6

TH:Cr2.1.6a Use critical analysis to improve,ref ne, and evolve original ideas and artistic choices in a devised22 or scripted drama23 /theater work.

TH:Cr2.1.6b Contribute ideas and accept and incorporate the ideas of others in preparing or devising drama/theater work.

Grade 7

TH:Cr2.1.7a Examine and justify original ideas and artistic choices in a drama/theater work based on critical analysis, background knowledge, and historical and cultural context.

TH:Cr2.1.7b Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theater work.

Grade 8

TH:Cr2.1.8a Articulate and apply critical analysis,background knowledge, research, and historical and cultural context to the development of original ideas for a drama/theater work.

TH:Cr2.1.8b Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theater work.

Grade HS Prof cient

TH:Cr2.1.Ia Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theater work.

TH:Cr2.1.Ib Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles in a drama/theater work.

Grade HS Accomplished

TH:Cr2.1.IIa Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to a drama/theater work.

TH:Cr2.1.IIb Cooperate as a creative team to make interpretive choices for a drama/theater work.

Grade HS Advanced

TH:Cr2.1.IIIa Develop and synthesize original ideas in a drama/theater work utilizing critical analysis,historical and cultural context, research, and western or non-western theater traditions.

TH:Cr2.1.IIIb Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theater work.

#Cr3.1

Artistic Process: Creating

Process Component: Rehearse

Anchor Standard: Ref ne and complete artistic work.

Enduring Understanding: Theater artists ref ne their work and practice their craft through rehearsal.

Essential Question(s): How do theater artists transform and edit their initial ideas?

Grade PreK

TH:Cr3.1.PKa With prompting and support, answer questions in dramatic play or a guided drama experience(e.g., process drama, story drama, creative drama).

Grade K

TH:Cr3.1.Ka With prompting and support, ask and answer questions in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 1

TH:Cr3.1.1a Contribute to the adaptation of the plot in a guided drama experience (e.g., process drama,story drama, creative drama).

TH:Cr3.1.1b Identify similarities and dif ferences in sounds and movements in a guided drama experience(e.g., process drama, story drama, creative drama).

TH:Cr3.1.1c Collaborate to imagine multiple representations of a single object in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 2

TH:Cr3.1.2a Contribute to the adaptation of dialogue in a guided drama experience (e.g., process drama, story drama, creative drama).

TH:Cr3.1.2b Use and adapt sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama).

TH:Cr3.1.2c Generate independently multiple representations of a single object in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 3

TH:Cr3.1.3a Collaborate with peers to revise, re f ne,and adapt ideas to f t the given parameters of a drama/theater work.

TH:Cr3.1.3b Participate and contribute to physical and vocal exploration in an improvised or scripted drama/theater work.

TH:Cr3.1.3c Practice and refine design and technical choices to support a devised or scripted drama/theater work.

Grade 4

TH:Cr3.1.4a Revise and improve an improvised or scripted drama/theater work through repetition and collaborative review.

TH:Cr3.1.4b Develop physical and vocal exercise techniques for an improvised or scripted drama/theater work.

TH:Cr3.1.4c Collaborate on solutions to design and technical problems that arise in rehearsal for a drama/theater work.

Grade 5

TH:Cr3.1.5a Revise and improve an improvised or scripted drama/theater work through repetition and self-review.

TH:Cr3.1.5b Use physical and vocal exploration for character development in an improvised or scripted drama/theater work.

TH:Cr3.1.5c Create innovative solutions to design and technical problems that arise in rehearsal for a drama/theater work.

Grade 6

TH:Cr3.1.6a Articulate and examine choices to ref ne a devised or scripted drama/theater work.

TH:Cr3.1.6b Identify effective physical and vocal traits of characters in an improvised or scripted drama/theater work.

TH:Cr3.1.6c Explore a planned technical design during the rehearsal process for a devised or scripted drama/theater work.

Grade 7

TH:Cr3.1.7a Demonstrate focus24 and concentration in the rehearsal process to analyze and refine choices in a devised or scripted drama/theater work.

TH:Cr3.1.7b Develop effective physical and vocal traits of characters in an improvised or scripted drama/theater work.

TH:Cr3.1.7c Consider multiple planned technical design elements during the rehearsal process for a devised or scripted drama/theater work.

Grade 8

TH:Cr3.1.8a Use repetition and analysis in order to revise devised or scripted drama/theater work.

TH:Cr3.1.8b Re f ne effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/ theater work.

TH:Cr3.1.8c Implement and refine a planned technical design using simple technology during the rehearsal process for devised or scripted drama/ theater work.

Grade HS Prof cient

TH:Cr3.1.Ia Practice and revise a devised or scripted drama/theater work using theatrical staging conventions.

TH:Cr3.1.Ib Explore physical, vocal and physiological choices to develop a performance that is believable, authentic,and relevant to a drama/theater work.

TH:Cr3.1.Ic Refine technical design choices to support the story and emotional impact of a devised or scripted drama/ theater work.

Grade HS Accomplished

TH:Cr3.1.IIa Use the rehearsal process to analyze the dramatic concept and technical design elements of a devised or scripted drama/theater work.

TH:Cr3.1.IIb Use research and script analysis to revise physical, vocal, and physiological choices impacting the believability25 and relevance of a drama/theater work.

TH:Cr3.1.IIc Re-imagine and revise technical design choices during the course of a rehearsal process to enhance the story and emotional impact of a devised or scripted drama/theater work.

Grade HS Advanced

TH:Cr3.1.IIIa Refine, transform, and re-imagine a devised or scripted drama/theater work using the rehearsal process to invent or re-imagine style26, genre27,form, and conventions.

TH:Cr3.1.IIIb Synthesize ideas from research,script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theater work.

TH:Cr3.1.IIIc Apply a high level of technical prof ciencies to the rehearsal process to support the story and emotional impact of a devised or scripted drama/theater work.

#Pr4.1

Artistic Process: Performing

Process Component: Select

Anchor Standard: Select, analyze, and interpret artistic work for presentation.

Enduring Understanding: Theater artists make strong choices to effectively convey meaning.

Essential Question(s): Why are strong choices essential to interpreting a drama or theater piece?

Grade PreK

TH:Pr4.1.PKa W ith prompting and support, identify characters in dramatic play or a guided drama experience(e.g., process drama, story drama, creative drama).

Grade K

TH:Pr4.1.Ka With prompting and support, identify characters and setting in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 1

TH:Pr4.1.1a Describe a story’s character actions and dialogue in a guided drama experience (e.g.,process drama, story drama, creative drama).

TH:Pr4.1.1b Use body, face, gestures, and voice to communicate character traits28 and emotions in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 2

TH:Pr4.1.2a Interpret story elements29 in a guided drama experience (e.g., process drama, story drama,creative drama).

TH:Pr4.1.2b Alter voice and body to expand and articulate nuances of a character in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 3

TH:Pr4.1.3a Apply the elements of dramatic structure to a story and create a drama/theater work.

TH:Pr4.1.3b Investigate how movement and voice are incorporated into drama/theater work.

Grade 4

TH:Pr4.1.4a Modify the dialogue and action to change the story in a drama/theater work.

TH:Pr4.1.4b Make physical choices to develop a character in a drama/theater work.

Grade 5

TH:Pr4.1.5a Describe the underlying thoughts and emotions that create dialogue and action in a drama/theater work.

TH:Pr4.1.5b Use physical choices to create meaning in a drama/theater work.

Grade 6

TH:Pr4.1.6a Identify the essential events in a story or script that make up the dramatic structure in a drama/theater work.

TH:Pr4.1.6b Experiment with various physical choices to communicate character in a drama/theater work.

Grade 7

TH:Pr4.1.7a Consider various staging choices to enhance the story in a drama/theater work.

TH:Pr4.1.7b Use various character objectives in a drama/theater work.

Grade 8

TH:Pr4.1.8a Explore different pacing to better communicate the story in a drama/theater work.

TH:Pr4.1.8b Use various character objectives and tactics30 in a drama/theater work to overcome an obstacle.

Grade HS Prof cient

TH:Pr4.1.Ia Examine how character relationships assist in telling the story of a drama/theater work.

TH:Pr4.1.Ib Shape character choices using given circumstances in a drama/theater work.

Grade HS Accomplished

TH:Pr4.1.IIa Discover how unique choices shape believable and sustainable drama/ theater work.

TH:Pr4.1.IIb Identify essential text information,research from various sources, and the director’s concept that inf uence character choices in a drama/theater work.

Grade HS Advanced

TH:Pr4.1.IIIa Apply reliable research of directors’styles to form unique choices for a directorial concept in a drama/theater work.

TH:Pr4.1.IIIb Apply a variety of researched acting techniques31 as an approach to character choices in a drama/theater work.

#Pr5.1

Artistic Process: Performing

Process Component: Prepare

Anchor Standard: Develop and refine artistic techniques and work for presentation.

Enduring Understanding: Theater artists develop personal processes and skills for a performance or design.

Essential Question(s): What can I do to fully prepare a performance or technical design?

Grade PreK

TH:Pr5.1.PKa With prompting and support,understand that imagination is fundamental to dramatic play and guided drama experiences (e.g., process drama, story drama, creative drama).

TH:Pr5.1.PKb With prompting and support,explore and experiment with various technical elements in dramatic play or a guided drama experience (e.g.,process drama, story drama, creative drama).

Grade K

TH:Pr5.1.Ka With prompting and support,understand that voice and sound are fundamental to dramatic play and guided drama experiences (e.g.,process drama, story drama, creative drama).

TH:Pr5.1.Kb With prompting and support,explore and experiment with various technical elements in dramatic play or a guided drama experience (e.g.,process drama, story drama, creative drama).

Grade 1

TH:Pr5.1.1a With prompting and support, identify and understand that physical movement is fundamental to guided drama experiences (e.g., process drama, story drama, creative drama).

TH:Pr5.1.1b With prompting and support, identify technical elements that can be used in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 2

TH:Pr5.1.2a Demonstrate the relationship between and among body, voice, and mind in a guided drama experience (e.g., process drama, story drama, creative drama).

TH:Pr5.1.2b Explore technical elements in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 3

TH:Pr5.1.3a Participate in a variety of physical,vocal, and cognitive exercises that can be used in a group setting for drama/theater work.

TH:Pr5.1.3b Identify the basic technical elements that can be used in drama/theater work.

Grade 4

TH:Pr5.1.4a Practice selected exercises that can be used in a group setting for drama/theater work.

TH:Pr5.1.4b Propose the use of technical elements in a drama/theater work.

Grade 5

TH:Pr5.1.5a Choose acting exercises that can be applied to a drama/theater work.

TH:Pr5.1.5b Demonstrate the use of technical elements in a drama/theater work.

Grade 6

TH:Pr5.1.6a Recognize how acting exercises and techniques can be applied to a drama/theater work.

TH:Pr5.1.6b Articulate how technical elements are integrated into a drama/theater work.

Grade 7

TH:Pr5.1.7a Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theater performance.

TH:Pr5.1.7b Choose a variety of technical elements that can be applied to a design in a drama/theater work.

Grade 8

TH:Pr5.1.8a Use a variety of acting techniques to increase skills in a rehearsal or drama/theater performance.

TH:Pr5.1.8b Use a variety of technical elements to create a design for a rehearsal or drama/theater production.

Grade HS Prof cient

TH:Pr5.1.Ia Practice various acting techniques to expand skills in a rehearsal or drama/theater performance.

TH:Pr5.1.Ib Use researched technical elements to increase the impact of design for a drama/theater production.

Grade HS Accomplished

TH:Pr5.1.IIa Re f ne a range of acting skills to build a believable and sustainable drama/theater performance.

TH:Pr5.1.IIb Apply technical elements and research to create a design that communicates the concept of a drama/theater production.

Grade HS Advanced

TH:Pr5.1.IIIa Use and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance.

TH:Pr5.1.IIIb Explain and justify the selection of technical elements used to build a design that communicates the concept of a drama/theater production.

#Pr6.1

Artistic Process: Performing

Process Component: Share, Present

Anchor Standard: Convey meaning through the presentation of artistic work.

Enduring Understanding: Theater artists share and present stories, ideas, and envisioned worlds to explore the human experience.

Essential Question(s): What happens when theater artists and audiences share a creative experience?

Grade PreK

TH:Pr6.1.PKa With prompting and support, engage in dramatic play or a guided drama experience (e.g.,process drama, story drama, creative drama).

Grade K

TH:Pr6.1.Ka With prompting and support, use voice and sound in dramatic play or a guided drama experience(e.g., process drama, story drama, creative drama).

Grade 1

TH:Pr6.1.1a With prompting and support, use movement and gestures to communicate emotions in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 2

TH:Pr6.1.2a Contribute to group guided drama experiences (e.g., process drama, story drama, creative drama) and informally share with peers.

Grade 3

TH:Pr6.1.3a Practice drama/theatre work and share ref ections individually and in small groups.

Grade 4

TH:Pr6.1.4a Share small-group drama/theatre work, with peers as audience.

Grade 5

TH:Pr6.1.5a Present drama/theatre work informally to an audience.

Grade 6

TH:Pr6.1.6a Adapt a drama/theatre work and present it informally for an audience.

Grade 7

TH:Pr6.1.7a Participate in rehearsals for a drama/theatre work that will be shared with an audience.

Grade 8

TH:Pr6.1.8a Perform a rehearsed drama/theatre work for an audience.

Grade HS Prof cient

TH:Pr6.1.Ia Perform a scripted drama/theatre work for a specif c audience.

Grade HS Accomplished

TH:Pr6.1.IIa Present a drama/theatre work using creative processes32 that shape the production for a specif c audience.

Grade HS Advanced

TH:Pr6.1.IIIa Present a drama/theatre production for a specif c audience that employs research and analysis grounded in the creative perspectives of the playwright,director, designer, and dramaturg.

#Pr7.1

Artistic Process: Responding

Process Component: Ref ect

Anchor Standard: Perceive and analyze artistic work.

Enduring Understanding: Theater artists reflect to understand the impact of drama processes and theater experiences.

Essential Question(s): How do theater artists comprehend the essence of drama processes and theater experiences?

Grade PreK

TH:Re7.1.PKa With prompting and support, recall an emotional response in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Grade K

TH:Re7.1.Ka With prompting and support, express an emotional response to characters in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 1

TH:Re7.1.1a Recall choices made in a guided drama experience (e.g., process drama, story drama,creative drama).

Grade 2

TH:Re7.1.2a Recognize when artistic choices are made in a guided drama experience (e.g., process drama,story drama, creative drama).

Grade 3

TH:Re7.1.3a Understand why artistic choices are made in a drama/theater work.

Grade 4

TH:Re7.1.4a Identify artistic choices made in a drama/theater work through participation and observation.

Grade 5

TH:Re7.1.5a Explain personal reactions to artistic choices made in a drama/theater work through participation and observation.

Grade 6

TH:Re7.1.6a Describe and record personal reactions to artistic choices in a drama/theater work.

Grade 7

TH:Re7.1.7a Compare recorded personal and peer reactions to artistic choices in a drama/ theater work.

Grade 8

TH:Re7.1.8a Apply criteria to the evaluation of artistic choices in a drama/theater work.

Grade HS Prof cient

TH:Re7.1.Ia Respond to what is seen, felt, and heard in a drama/theater work to develop criteria for artistic choices.

Grade HS Accomplished

TH:Re7.1.IIa Demonstrate an understanding of multiple interpretations of artistic criteria and how each might be used to influence future artistic choices of a drama/theater work.

Grade HS Advanced

TH:Re7.1.IIIa Use historical and cultural context to structure and justify personal responses to a drama/theater work.

#Pr8.1

Artistic Process: Responding

Process Component: Interpret

Anchor Standard: Interpret intent and meaning in artistic work.

Enduring Understanding: Theater artists’ interpretations of drama/theater work are influenced by personal experiences and aesthetics.

Essential Question(s): How can the same work of art communicate different messages to different people?

Grade PreK

TH:Re8.1.PKa With prompting and support, explore preferences in dramatic play, guided drama experience(e.g., process drama, story drama, creative drama), or age-appropriate theater performance.

TH:Re8.1.PKb With prompting and support, name and describe characters in dramatic play or a guided drama experience (e.g., process drama, story drama,creative drama).

Grade K

TH:Re8.1.Ka With prompting and support,identify preferences in dramatic play, a guided drama experience (e.g., process drama, story drama, creative drama), or age-appropriate theater performance.

TH:Re8.1.Kb With prompting and support, name and describe settings in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 1

TH:Re8.1.1a Explain preferences and emotions in a guided drama experience (e.g., process drama,story drama, creative drama), or age-appropriate theater performance.

TH:Re8.1.1.b Identify causes of character actions in a guided drama experience (e.g., process drama, story drama, or creative drama).

TH:Re8.1.1c Explain or use text and pictures to describe how personal emotions and choices compare to the emotions and choices of characters in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 2

TH:Re8.1.2a Explain how personal preferences and emotions affect an observer’s response in a guided drama experience (e.g., process drama, story drama,creative drama), or age-appropriate theater performance.

TH:Re8.1.2b Identify causes and consequences of character actions in a guided drama experience (e.g.,process drama, story drama, or creative drama).

TH:Re8.1.2c Explain or use text and pictures to describe how others’ emotions and choices may compare to the emotions and choices of characters in a guided drama experience (e.g., process drama, story drama,creative drama).

Grade 3

TH:Re8.1.3a Consider multiple personal experiences when participating in or observing a drama/theater work.

TH:Re8.1.3b Consider multiple ways to develop a character using physical characteristics and prop or costume design choices that re f ect cultural perspectives in drama/theater work.

TH:Re8.1.3c Examine how connections are made between oneself and a character’s emotions in drama/theater work.

Grade 4

TH:Re8.1.4a Compare and contrast multiple personal experiences when participating in or observing a drama/theater work.

TH:Re8.1.4b Compare and contrast the qualities of characters in a drama/theater work through physical characteristics and prop or costume design choices that ref ect cultural perspectives.

TH:Re8.1.4c Identify and discuss physiological changes connected to emotions in drama/ theater work.

Grade 5

TH:Re8.1.5a Justify responses based on personal experiences when participating in or observing a drama/theater work.

TH:Re8.1.5b Explain responses to characters based on cultural perspectives when participating in or observing a drama/theater work.

TH:Re8.1.5c Investigate the effects of emotions on posture, gesture, breathing, and vocal intonation in a drama/theater work.

Grade 6

TH:Re8.1.6a Explain how artists make choices based on personal experience in a drama/theater work.

TH:Re8.1.6b Identify cultural perspectives that may inf uence the evaluation of a drama/theater work.

TH:Re8.1.6c Identify personal aesthetics, preferences,and beliefs through participation in or observation of drama/theater work.

Grade 7

TH:Re8.1.7a Identify the artistic choices made based on personal experience in a drama/theater work.

TH:Re8.1.7b Describe how cultural perspectives can inf uence the evaluation of drama/theater work.

TH:Re8.1.7c Interpret how the use of personal aesthetics, preferences, and beliefs can be used to discuss drama/theater work.

Grade 8

TH:Re8.1.8a Recognize and share artistic choices when participating in or observing a drama/theater work.

TH:Re8.1.8b Analyze how cultural perspectives inf uence the evaluation of a drama/theater work.

TH:Re8.1.8c Apply personal aesthetics, preferences,and beliefs to evaluate a drama/theater work.

Grade HS Prof cient

TH:Re8.1.Ia Analyze and compare artistic choices developed from personal experiences in multiple drama/theater works.

TH:Re8.1.Ib Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theater work.

TH:Re8.1.Ic Justify personal aesthetics, preferences,and beliefs through participation in and observation of drama/theater work.

Grade HS Accomplished

TH:Re8.1.IIa Develop detailed supporting evidence and criteria to reinforce artistic choices, when participating in or observing a drama/theater work.

TH:Re8.1.IIb Apply concepts from a drama/theater work for personal realization about cultural perspectives and understanding.

TH:Re8.1.IIc Debate and distinguish multiple aesthetics, preferences, and beliefs through participation in and observation of drama/theater work.

Grade HS Advanced

TH:Re8.1.IIIa Use detailed supporting evidence and appropriate criteria to revise personal work and interpret the work of others when participating in or observing a drama/theater work.

TH:Re8.1.IIIb Use new understandings of cultures and contexts to shape personal responses to drama/theater work.

TH:Re8.1.IIIc Support and explain aesthetics,preferences, and beliefs to create a context for critical research that informs artistic decisions in a drama/theater work.

#Pr9.1

Artistic Process: Responding

Process Component: Evaluate

Anchor Standard: Apply criteria to evaluate artistic work.

Enduring Understanding: Theater artists apply criteria to investigate, explore, and assess drama and theater work.

Essential Question(s): How are the theater artist’s processes and the audience’s perspectives impacted by analysis and synthesis?

Grade PreK

TH:Re9.1.PKa With prompting and support, actively engage in dramatic play or a guided drama experience(e.g., process drama, story drama, creative drama).

Grade K

TH:Re9.1.Ka With prompting and support,actively engage with others in dramatic play or a guided drama experience (e.g., process drama, story drama,creative drama).

Grade 1

TH:Re9.1.1a Build on others’ ideas in a guided drama experience (e.g., process drama, story drama,creative drama).

TH:Re9.1.1b Identify props and costumes that might be used in a guided drama experience (e.g., process drama, story drama, creative drama).

TH:Re9.1.1c Compare and contrast the experiences of characters in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 2

TH:Re9.1.2a Collaborate on a scene in a guided drama experience (e.g., process drama, story drama,creative drama).

TH:Re9.1.2b Use a prop or costume in a guided drama experience (e.g., process drama, story drama,creative drama) to describe characters, settings, or events.

TH:Re9.1.2c Describe how characters respond to challenges in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 3

TH:Re9.1.3a Understand how and why groups evaluate drama/theater work.

TH:Re9.1.3b Consider and analyze technical elements from multiple drama/theater works.

TH:Re9.1.3c Evaluate and analyze problems and situations in a drama/theater work from an audience perspective.

Grade 4

TH:Re9.1.4a Propose a plan to evaluate drama/theater work.

TH:Re9.1.4b Investigate how technical elements may support a theme33 or idea in a drama/theater work.

TH:Re9.1.4c Observe how a character’s choices impact an audience’s perspective in a drama/theater work.

Grade 5

TH:Re9.1.5a Develop and implement a plan to evaluate drama/theater work.

TH:Re9.1.5b Assess how technical elements represent the theme of a drama/theater work.

TH:Re9.1.5c Recognize how a character’s circumstances impact an audience’s perspective in a drama/theater work.

Grade 6

TH:Re9.1.6a Use supporting evidence and criteria to evaluate.

TH:Re9.1.6b Apply the production elements34 used in a drama/theater work to assess aesthetic choices.

TH:Re9.1.6c Identify a specific audience or purpose for a drama/theater work.

Grade 7

TH:Re9.1.7a Explain preferences, using supporting evidence and criteria to evaluate drama/theater work.

TH:Re9.1.7b Consider the aesthetics of the production elements in a drama/theater work.

TH:Re9.1.7c Identify how the intended purpose of a drama/theater work appeals to a specif c audience.

Grade 8

TH:Re9.1.8a Respond to a drama/theater work using supporting evidence, personal aesthetics, and artistic criteria.

TH:Re9.1.8b Apply the production elements used in a drama/theater work to assess aesthetic choices.

TH:Re9.1.8c Assess the impact of a drama/theater work on a specif c audience.

Grade HS Prof cient

TH:Re9.1.Ia Examine a drama/theater work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.

TH:Re9.1.Ib Consider the aesthetics of the production elements in a drama/theater work.

TH:Re9.1.Ic Formulate a deeper understanding and appreciation of a drama/theater work by considering its specif c purpose or intended audience.

Grade HS Accomplished

TH:Re9.1.IIa Analyze and assess a drama/theater work by connecting it to art forms, history, culture, and other disciplines using supporting evidence and criteria.

TH:Re9.1.IIb Construct meaning in a drama/theater work, considering personal aesthetics and knowledge of production elements while respecting others’ interpretations.

TH:Re9.1.IIc Verify how a drama/theater work communicates for a specif c purpose and audience.

Grade HS Advanced

TH:Re9.1.IIIa Research and synthesize cultural and historical information related to a drama/theater work to support or evaluate artistic choices.

TH:Re9.1.IIIb Analyze and evaluate varied aesthetic interpretations of production elements for the same drama/theater work.

TH:Re9.1.IIIc Compare and debate the connection between a drama/theater work and contemporary issues that may impact audiences.

#Cn10.1

Artistic Process: Connecting

Process Component: Empathize

Anchor Standard: Synthesize and relate knowledge and personal experiences to make art.

Enduring Understanding: Theater artists allow awareness of interrelationships between self and others to inf uence and inform their work.

Essential Question(s): What happens when theater artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?

Grade PreK

TH:Cn10.1.PKa With prompting and support,identify similarities between a story and personal experience in dramatic play or a guided drama experience (e.g.,process drama, story drama, creative drama).

Grade K

TH:Cn10.1.Ka With prompting and support,identify similarities between characters and oneself in dramatic play or a guided drama experience (e.g.,process drama, story drama, creative drama).

Grade 1

TH:Cn10.1.1a Identify character emotions in a guided drama experience (e.g., process drama, story drama, creative drama) and relate it to personal experience.

Grade 2

TH:Cn10.1.2a Relate character experiences to personal experiences in a guided drama experience(e.g., process drama, story drama, creative drama).

Grade 3

TH:Cn10.1.3a Use personal experiences and knowledge to make connections to community and culture in a drama/theater work.

Grade 4

TH:Cn10.1.4a Identify the ways drama/theater work ref ects the perspectives of a community or culture.

Grade 5

TH:Cn10.1.5a Explain how drama/theater connects oneself to a community or culture.

Grade 6

TH:Cn10.1.6a Explain how the actions and motivations of characters in a drama/theater work impact perspectives of a community or culture.

Grade 7

TH:Cn10.1.7a Incorporate multiple perspectives and diverse community ideas in a drama/theater work.

Grade 8

TH:Cn10.1.8a Examine a community issue through multiple perspectives in a drama/theater work.

Grade HS Prof cient

TH:Cn10.1.Ia Investigate how cultural perspectives,community ideas and personal beliefs impact a drama/theater work.

Grade HS Accomplished

TH:Cn10.1.IIa Choose and interpret a drama/theater work to ref ect or question personal beliefs.

Grade HS Advanced

TH:Cn10.1.IIIa Collaborate on a drama/theater work that examines a critical global issue using multiple personal, community, and cultural perspectives.

#Cn11.1

Artistic Process: Connecting

Process Component: Interrelate

Anchor Standard: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Enduring Understanding: Theater artists understand and can communicate their creative process as they analyze the way the world may be understood.

Essential Question(s): What happens when theater artists allow an understanding of themselves and the world to inform perceptions about theater and the purpose of their work?

Grade PreK

TH:Cn11.1.PKa With prompting and support, use skills and knowledge from other areas in dramatic play or a guided drama experience (e.g., process drama,story drama, creative drama).

Grade K

TH:Cn11.1.Ka With prompting and support,identify skills and knowledge from other areas in dramatic play or a guided drama experience (e.g., process drama,story drama, creative drama).

Grade 1

TH:Cn11.1.1a Apply skills and knowledge from different art forms and content areas in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 2

TH:Cn11.1.2a Determine appropriate skills and knowledge from different art forms and content areas to apply in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 3

TH:Cn11.1.3a Identify connections to community,social issues and other content areas in drama/theater work.

Grade 4

TH:Cn11.1.4a Respond to community and social issues and incorporate other content areas in drama/theater work.

Grade 5

TH:Cn11.1.5a Investigate historical, global and social issues expressed in drama/theater work.

Grade 6

TH:Cn11.1.6a Identify universal themes or common social issues and express them through a drama/theater work.

Grade 7

TH:Cn11.1.7a Incorporate music, dance, art, and/or media to strengthen the meaning and conflict35 in a drama/theater work with a particular cultural, global, or historic context.

Grade 8

TH:Cn11.1.8a Use different forms of drama/theater work to examine contemporary social, cultural, or global issues.

Grade HS Prof cient

TH:Cn11.1.Ia Explore how cultural, global, and historic belief systems affect creative choices in a drama/theater work.

Grade HS Accomplished

TH:Cn11.1.IIa Integrate conventions and knowledge from different art forms and other disciplines to develop a cross-cultural drama/theater work.

Grade HS Advanced

TH:Cn11.1.IIIa Develop a drama/theater work that identif es and questions cultural, global, and historic belief systems.

#Cn11.2

Artistic Process: Connecting

Process Component: Research

Anchor Standard: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Enduring Understanding: Theater artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.

Essential Question(s): In what ways can research into theater histories, theories, literature, and performances alter the way a drama process or production is understood?

Grade PreK

TH:Cn11.2.PKa With prompting and support,identify stories that are similar to one another in dramatic play or a guided drama experience (e.g.,process drama, story drama, creative drama).

TH:Cn11.2.PKb With prompting and support, tell a short story in dramatic play or a guided drama experience(e.g., process drama, story drama, creative drama).

Grade K

TH:Cn11.2.Ka With prompting and support,identify stories that are dif ferent from one another in dramatic play or a guided drama experience (e.g.,process drama, story drama, creative drama).

TH:Cn11.2.Kb With prompting and support,tell a short story in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 1

TH:Cn11.2.1a Identify similarities and dif ferences in stories from one’s own community in a guided drama experience (e.g., process drama, story drama, creative drama).

TH:Cn11.2.1b Collaborate on the creation of a short scene based on a fictional literary source in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 2

TH:Cn11.2.2a Identify similarities and dif ferences in stories from multiple cultures in a guided drama experience (e.g., process drama, story drama, creative drama).

TH:Cn11.2.2b Collaborate on the creation of a short scene based on a non-fiction literary source in a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 3

TH:Cn11.2.3a Explore how stories are adapted from literature to drama/theater work.

TH:Cn11.2.3b Examine how artists have historically presented the same stories using dif ferent art forms, genres, or drama/theater conventions.

Grade 4

TH:Cn11.2.4a Investigate cross-cultural approaches to storytelling in drama/theater work.

TH:Cn11.2.4b Compare the drama/theater conventions of a given time period with those of the present.

Grade 5

TH:Cn11.2.5a Analyze commonalities and differences between stories set in dif ferent cultures in preparation for a drama/theater work.

TH:Cn11.2.5b Identify historical sources that explain drama/theater terminology and conventions.

Grade 6

TH:Cn11.2.6a Research and analyze two dif ferent versions of the same drama/theater story to determine differences and similarities in the visual and aural world of each story.

TH:Cn11.2.6b Investigate the time period and place of a drama/theater work to better understand performance and design choices.

Grade 7

TH:Cn11.2.7a Research and discuss how a playwright might have intended a drama/theater work to be produced.

TH:Cn11.2.7b Examine artifacts from a time period and geographic location to better understand performance and design choices in a drama/theater work.

Grade 8

TH:Cn11.2.8a Research the story elements of a staged drama/theater work and compare them to another production of the same work.

TH:Cn11.2.8b Identify and use artifacts from a time period and place to develop performance and design choices in a drama/theater work.

Grade HS Prof cient

TH:Cn11.2.Ia Research how other theater artists apply creative processes to tell stories in a devised or scripted drama/theater work, using theater research methods.

TH:Cn11.2.Ib Use basic theater research methods to better understand the social and cultural background of a drama/theater work.

Grade HS Accomplished

TH:Cn11.2.IIa Formulate creative choices for a devised or scripted drama/theater work based on theater research about the selected topic.

TH:Cn11.2.IIb Explore how personal beliefs and biases can af fect the interpretation of research data applied in drama/theater work.

Grade HS Advanced

TH:Cn11.2.IIIa Justify the creative choices made in a devised or scripted drama/theater work, based on a critical interpretation of specific data from theater research.

TH:Cn11.2.IIIb Present and support an opinion about the social, cultural, and historical understandings of a drama/theater work, based on critical research.

(Editor: SUN Xiao-yi)

National Core Arts Standards © 2015 National Coalition for Core Arts Standards.Rights administered by State Education Agency Directors of Arts Education

(SEADAE).All rights reserved.www.nationalartsstandards.org

Notes

1 Dramatic play: make-believe where children naturally assign and accept roles, then act them out.

2 Guided drama experience: a leader guides participants during a process drama, story drama, or creative drama experience (se e the def nitions) through side-coaching, narration, and prompting; the action of the drama does not stop in order for the leader to sup port the students; facilitator may guide participants in or out of role.

3 Process Drama: a non-linear, episodic, process-centered, improvised form of drama in which teacher and students are in-role exploring and reflecting on an issue, story, theme, problem, or idea in a non-exhibitional format that is intended to benefit t he performers themselves.

4 Story Drama: episodic, process-centered, improvised form of drama that uses existing literature as a starting point for dra ma exploration, the drama explores moments (before, after, or within) that may not exist in the story and is presented in a nonexhibitional format that is intended to benef t the performers themselves.

5 Creative Drama: a process-centered, non-exhibitional approach to drama intended to bene f t the performers themselves; story drama and process drama are two types of creative drama.

6 Non-representational materials: objects which can be transformed into specif c props through the imagination.

7 Imaginary elsewhere: an imagined location which can be historical, f ctional, or realistic.

8 Gesture: an expressive and planned movement of the body or limbs.

9 Plot: a narrative as revealed through the action and/or dialogue; traditionally, a plot has the elements of exposition, inc iting incident,conf ict, rising action, climax, and resolution or falling action.

10 Imagined world: an imaginary world created collectively by participants in a drama experience.

11 Improvised: the spontaneous, intuitive, and immediate response of movement and speech; a distinction can be made between

spontaneous improvisation, which is immediate and unrehearsed, and prepared improvisation, which is shaped and rehearsed.

12 Given circumstances: the underlying actions and events that have happened before the play, story, or devised piece begins.

13 Technical elements: the elements of spectacle such as sets, sound, costume, lights, music, props, and makeup used to create a unif ed and meaningful design for a theatrical production.

14 Inner thoughts: the underlying and implied meaning or intentions in the character’s dialogue or actions (also known as subtext).

15 Staging: patterns of movement in a scene or play including, for example, stage crosses, entrances, and exits which help to convey meaning.

16 Objective: a goal or particular need or want that a character has within a scene or play.

17 Motivations: reasons why a character behaves or reacts in a particular way in a scene or play.

18 Visual composition: the arrangement of actors and scenery on a stage for a theatrical production, sometimes known as mise en scène.

19 Script analysis: the study of a script to understand the underlying structure and themes of the play’s story, and the motiv es and objectives of its characters.

20 Theatrical conventions: practices and/or devices that the audience and actors accept in the world of the play even when it is not realistic, such as a narrator, f ashback, or an aside.

21 Dialogue: a conversation between two or more characters.

22 Devised drama: Creation of an original performance piece by an ensemble.

23 Scripted drama: a piece of writing for the theater that includes a description of the setting, a list of the characters, th e dialogue, and the action of the characters.

24 Focus: commitment by a participant (an actor, technician, director) to remain in the scope of the project or to stay within the world of the play.

25 Believability: theatrical choices thought to be “true” based upon an understanding of any given f ctional moment, interpretation of text, and/or human interaction.

26 Style: the use of a speci f c set of characteristic or distinctive techniques such as realism, expressionism, epic theater , documentary theater, or classical drama; style may also refer to the unique artistic choices of a particular playwright, director, or actor.

27 Genre: relating to a specif c kind or type of drama and theater such as a tragedy, drama, melodrama, comedy, or farce.

28 Character traits: observable embodied actions that illustrate a character’s personality, values, beliefs, and history.

29 Story elements: characters, setting, dialogue, and plot that create a story.

30 Tactics: the means by which a character seeks to achieve their objective, the selection of tactics are based on the obstacl e presented;in acting and directing, a tactic refers to a specif c action verb.

31 Acting techniques: specific skills, pedagogies, theories, or methods of investigation used by an actor to prepare for a the ater performance.

32 Creative processes: the application of production and technical elements (see the def nitions) to a theatrical production.

33 Theme: the aspect of the human condition under investigation in the drama; it can be drawn from unifying topics or question s across content areas.

34 Production elements: technical elements selected for use in a speci f c production, including sets, sound, costumes, lights, music,props, and make-up, as well as elements speci f c to the production such as puppets, masks, special ef fects, or other story telling devices/concepts.

35 Conflict: the problem, confrontation, or struggle in a scene or play; conflict may include a character against him or herse lf, a character in opposition to another character, a character against nature, a character against society, or a character against t he supernatural.