K-5 Drama Curriculum

Source: http://www.childdrama.com/curricintro.html

OVERVIEW

Students will:
I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.
B.)  Develop sensory awareness.
C.)  Develop personal creativity.

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

A.)  Join with and respond to others in group dramatic activities.
B.)  Cooperate in teams to solve problems..
C.)  Place self in other contexts--walk in others' shoes.

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and connect performance forms.
B.)  Analyze and explain personal preferences and personal resources.

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.
B.)  ACT/role-play.
C.)  DIRECT classroom theatre.
D.)  DESIGN environments for theatre.

V.)  RELATE DRAMA TO ITS LARGER CONTEXT

A.)  Use role-play to place self in other contexts.
B.)  Recognize the role of theatre, film, television and other media in daily life.

VI.)  USE DRAMA AS A LEARNING TOOL

A.)  Use role-play to place self into the context of other subjects.
B.)  Create theatre based on themes from other subjects.
C.) Do research.

CURRICULAR GOALS OUTLINE

Students will:
I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.

1.)  Develop rhythmic sense.
2.)  Analyze and imitate physical movement.
3.)  Express moods and concepts through movement.

B.)  Develop sensory awareness.

1.)  Analyze and imitate sounds.
2.)  Recall and express personal sensory experiences.
3.)  Incorporate sensory information into story.

C.)  Develop personal creativity.

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

A.)  Join with and respond to others in group dramatic activities.

1.)  Improvise group scenes and dialogue.
2.)  Observe and criticize one another's work.

B.)  Cooperate in teams to solve problems.

1.)  Master mirror techniques.
2.)  Interact within dramatizations.

C.)  Place self in other contexts--walk in others' shoes.

1.)  Draw parallels between drama activities and real life.
2.)  Use drama as metaphor.

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and connect performance forms.

1.)  View and discuss live theatre performances.
2.)  Describe the aspects of visual art, music and dance that exist in theatre.
3.)  Compare the ways ideas and emotions are expressed in theatre, television and film, dance, music, and visual art.
4.)  Recognize and analyze important dramatic concepts.

B.)  Analyze and explain personal preferences and personal resources.

1.)  Identify and describe the visual, aural, and kinetic elements of dramatic performances.
2.)  Explain how the characters' situation, needs, goals, etc. are similar to or different from their own.
3.)  Articulate personal emotional responses to dramatic performances.
4.)  Analyze their own and peers' dramatizations and put forth constructive ideas for improving both the product (result) and the process of getting to the product.

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.

1.)  Plan and record improvisations based on personal experience, imagination, literature and history.
2.)  Collaborate to select and create characters, situations, and environments.
3.)  Improvise dialogue.
4.)  Formalize improvisations by writing or otherwise recording the dialogue, stage directions, etc.

B.)  ACT/role-play.

1.)  Assume roles and interact in improvisations.
2.)  Imagine and clearly describe characters.
3.)  Use variations in movement and voice for different characters.
4.)  Remain in role while contributing to the furtherance of a story.

C.)  DIRECT classroom theatre.

1.) Collaboratively plan and prepare improvisations and other classroom dramatizations.
2.)  Supervise one another in personal projects and in group scenes.

D.)  DESIGN environments for theatre.

1.)  Visualize environments and create designs to communicate locale and mood.
2.)  Collaborate to create playing spaces for classroom theatre.
3.)  Organize materials for costumes, sets, props and lighting.
4.)  Make aesthetic choices in selecting movement, music and other sound, and visual elements to enhance the mood of dramatizations.

V.)  RELATE DRAMA TO ITS LARGER CONTEXT

A.)  Use role-play to place self in other contexts. B.)  Recognize the role of theatre, film, television and other media in daily life.

1.)  Identify and compare similar characters and situations in stories and dramas from various cultures.
2.)  Discuss how theatre reflects life.
3.)  Identify and discuss reasons for creating dramas.
4.)  Identify and discuss reasons for attending theatrical performances, and for viewing other media.

VI.)  USE DRAMA AS A LEARNING TOOL

A.)  Use role-play to place self into the context of other subjects. B.)  Create theatre based on themes from other subjects.
C.)  Do research.

1.)  Communicate information to peers about people, places, times, and events related to dramatizations.
2.) Answer questions necessary for the creation of theatre by researching characters, history, etc.

CURRICULAR GOALS OVERVIEW

Fifth Grade Students will:
I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.

1.) Develop rhythmic sense.
2.)  Analyze and imitate physical movement.
3.)  Express moods and concepts through movement.
4.)  Build story from movement ideas.
5.)  Create clear movement forms to express specific concepts and ideas.

B.)  Develop sensory awareness.

1.)  Analyze and imitate sounds.
2.)  Recall and express personal sensory experiences.
3.)  Incorporate sensory information into story.

C.)  Develop personal creativity.

1.)  Create original dialogue.
2.)  Create complex dramatic forms, involving movement, sound and text.
3.)  Create stories from musical and movement sources, and from other sensory information.
4.)  Write original short plays.
5.)  Write letters and other artifacts for role drama.

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

A.)  Join with and respond to others in group dramatic activities.

1.)  Improvise group scenes and dialogue.
2.)  Observe and criticize one another's work.

B.)  Cooperate in teams to solve problems.

1.)  Master mirror techniques.
2.)  Interact within dramatizations.
3.)  Plan and execute complex scenes.

C.)  Place self in other contexts--walk in others' shoes.

1.)  Draw parallels between drama activities and real life.
2.)  Use and understand metaphor.
3.)  Use drama as metaphor.

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and contrast performance forms.

1.)  View and discuss live theatre performances.
2.) Describe the aspects of visual art, music and dance that exist in theatre.
3.) Compare the ways ideas and emotions are expressed in theatre, television and film, dance, music, and visual art.
4.)  Recognize and analyze important dramatic concepts, including:
5.)  Understand the relationship between audience and performer.

B.)  Analyze and explain personal preferences and personal resources.

1.)  Identify and describe the visual, aural, and kinetic elements of dramatic performances.
2.)  Explain how the characters' situation, needs, goals, etc. are similar to or different from their own.
3.)  Articulate personal emotional responses to dramatic performances.
4.)  Analyze their own and peers' dramatizations and put forth constructive ideas for improving both the product (result) and the process of getting to the product.
5.)  Predict plot resolution in dramatic forms.
6.)  Analyze plot and narrative through-line.

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.

1.)  Plan and record improvisations based on personal experience, imagination, literature and history.
2.)  Collaborate to select and create characters, situations, and environments.
3.)  Improvise dialogue.
4.)  Improvise monologue.
5.)  Formalize improvisations by writing or otherwise recording the dialogue, stage directions, etc.
6.)  Create situations involving tension and dramatic action.

B.)  ACT/role-play.

1.)  Assume roles and interact in improvisations.
2.)  Perform theatrical literature.
3.)  Imagine and clearly describe characters.
4.)  Make clear choices in creating and presenting characters and actions.
5.)  Use variations in movement and voice for different characters.
6.)  Remain in role while contributing to the furtherance of a story.

C.)  DIRECT classroom theatre.

1.)  Collaboratively plan and prepare improvisations and other classroom dramatizations.
2.)  Direct a partner in monologue performance.
3.)  Make clear choices in honing performances.
4.)  Organize rehearsals and performances independently.

D.)  DESIGN environments for theatre.

1.) Visualize environments and create designs to communicate locale and mood.
2.) Collaborate to create playing spaces for classroom theatre.
3.)  Organize materials for costumes, sets, props and lighting.
4.)  Make aesthetic choices in selecting movement, music and other sound, and visual elements to enhance the mood of dramatizations.
5.)  Explore rhythm, balance, emphasis, contrast, and unity in created environments.
6.)  Make clear choices in selecting scenic and other elements.

V.)  RELATE DRAMA TO ITS LARGER CONTEXT

A.)  Use role-play to place self in other contexts.

1.)  Create drama from concepts from social studies, English, science, etc.
2.)  Participate in role drama.

B.)  Recognize the role of theatre, film, television and other media in daily life.

1.)  Identify and compare similar characters and situations in stories and dramas from various cultures.
2.)  Discuss how theatre reflects life.
3.)  Identify and discuss reasons for creating dramas, including:
4.)  Identify and discuss reasons for attending theatrical performances, and for viewing other media, including:
5.)  Identify and understand the role of the audience in a live theatrical production, and how it differs from the role of the audience at other media.

VI.)  USE DRAMA AS A LEARNING TOOL

A.)  Use role-play to place self into the context of other subjects. B.)  Create theatre based on themes from other subjects.
C.)  Do research.

1.)  Communicate information to peers about people, places, times, and events related to dramatizations.
2.)  Answer questions necessary for the creation of theatre by researching characters, history, etc.
3.) Relate specific information learned through research to specific choices in design, acting, writing or directing.

CURRICULAR GOALS DETAILED OUTLINE

Fifth Grade Drama Students will:
I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.

1.) Develop rhythmic sense.

a.) Play fast-paced improvisation games.
b.) Play "I'm _____ and I _____."

2.)  Analyze and imitate physical movement.

a.) Learn complex mirror games and exercises.
b.) Analyze body language.
c.) Create character through careful control of locomotor movement.
d.) Create abstract movement.

3.)  Express moods and concepts through movement.

a.) Understand and create expressive movement.
b.) Master pantomime skills.
c.) Design clear linear pantomime stories.

4.)  Build story from movement ideas. 5.)  Create clear movement forms to express specific concepts and ideas.

B.)  Develop sensory awareness.

1.)  Analyze and imitate sounds.

a.)  Use sound effects in dramatizations.
b.)  Create original sounds.
c.)  Write stories from sound and musical sources.

2.)  Recall and express personal sensory experiences.

a.)  Learn guided imagery exercises.

3.)  Incorporate sensory information into story.

a.)  Create fully realized sensory environments through pantomime and dialogue.
b.)  Build story from sound or musical sources.

C.)  Develop personal creativity.

1.)  Create original dialogue. 2.)  Create complex dramatic forms, involving movement, sound and text.
3.)  Create stories from musical and movement sources, and from other sensory information.
4.)  Write original short plays.
5.)  Write letters and other artifacts for role drama.

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

A.)  Join with and respond to others in group dramatic activities.

1.)  Improvise group scenes and dialogue.

a.)  Improvise pantomime and spoken scenes.
b.)  Imitate movement.
c.)  Imitate sounds.
d.)  Play spontaneous improvisation games.

2.)  Observe and criticize one another's work.

a.)  Learn formal criticism techniques.
b.)  Understand the difference between description and prescription.
c.)  Critique sensitively and honestly.

B.)  Cooperate in teams to solve problems.

1.)  Master mirror techniques.

a.)  Create group mirror improvisations.

2.)  Interact within dramatizations.

a.)  Respond without planning to one another's improvisations.
b.)  Play cooperative games.
c.)  Participate in role drama.

3.)  Plan and execute complex scenes.

a.)  Brainstorm ideas without coaching.
b.)  Make clear choices.
c.)  Follow through on plans and decisions.

C.)  Place self in other contexts--walk in others' shoes.

1.)  Draw parallels between drama activities and real life.

a.) Create drama from concepts from social studies, English, science, etc.
b.) Master conflict resolution improvisations.

2.)  Use and understand metaphor. 3.)  Use drama as metaphor.

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and contrast performance forms.

1.)  View and discuss live theatre performances.

a.)  Engage in formal criticism of live theatre, including Upper School Children's Play and other performances as available.
b.)  Discuss the way the chosen media affects the way ideas are expressed, and changes the ideas themselves.

2.) Describe the aspects of visual art, music and dance that exist in theatre.

a.) Discuss scenery and costumes.
b.) Discuss problem-solving as it applies to productions seen and to speculative productions.
c.) Discuss movement and rhythm onstage.
d.) Discuss special effects and visual metaphor.
e.) Discuss music or other aspects of production as they apply.

3.) Compare the ways ideas and emotions are expressed in theatre, television and film, dance, music, and visual art.

a.) Discuss the performances of actors in productions seen.
b.) Discuss the ideas conveyed, and how they were conveyed.
c.) Compare theatre to film, television, and books.
d.) Compare theatre to music and visual art as analogous forms.

4.)  Recognize and analyze important dramatic concepts, including:

a.)  Dramatic Action.
b.)  Character.
c.)  Conflict.
d.)  Resolution.
e.)  Playwright.
f.)  Director.
g.)  Designer.
h.)  Suspension of Disbelief.
i.)  Representation vs. Presentation.

5.)  Understand the relationship between audience and performer.

a.)  Analyze the behavior of particular audiences.
b.)  Discuss and analyze the effects of publicity, programs, and other literature accompanying theatre.

B.)  Analyze and explain personal preferences and personal resources.

1.)  Identify and describe the visual, aural, and kinetic elements of dramatic performances. 2.)  Explain how the characters' situation, needs, goals, etc. are similar to or different from their own.

a.)  Discuss subtext.

3.)  Articulate personal emotional responses to dramatic performances.

a.) Discuss favorite moments and characters and why they were so.
b.) Discuss parts that were hard to believe or enjoy.
c.) Discuss parts that called for specific emotional responses.

4.)  Analyze their own and peers' dramatizations and put forth constructive ideas for improving both the product (result) and the process of getting to the product.

a.)  Learn and use formal criticism techniques.

5.)  Predict plot resolution in dramatic forms. 6.)  Analyze plot and narrative through-line.

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.

1.)  Plan and record improvisations based on personal experience, imagination, literature and history. 2.)  Collaborate to select and create characters, situations, and environments.
3.)  Improvise dialogue.

a.)  Create original and fully realized characters and situations through dialogue.

4.)  Improvise monologue. 5.)  Formalize improvisations by writing or otherwise recording the dialogue, stage directions, etc.

a.)  Write original short plays.

6.)  Create situations involving tension and dramatic action.

B.)  ACT/role-play.

1.)  Assume roles and interact in improvisations. 2.)  Perform theatrical literature.

a.)  Perform short monologues.
b.)  Perform simple scenes.

3.)  Imagine and clearly describe characters. 4.)  Make clear choices in creating and presenting characters and actions.
5.)  Use variations in movement and voice for different characters.
6.)  Remain in role while contributing to the furtherance of a story.

C.)  DIRECT classroom theatre.

1.)  Collaboratively plan and prepare improvisations and other classroom dramatizations.

a.) Rehearse individual performances collaboratively.

2.)  Direct a partner in monologue performance. 3.)  Make clear choices in honing performances.
4.)  Organize rehearsals and performances independently.

D.)  DESIGN environments for theatre.

1.) Visualize environments and create designs to communicate locale and mood.

a.) Arrange room furniture to assist in improvisations.
b.) Create visual art for presentations and original plays.
c.) Create speculative designs for environments.

2.) Collaborate to create playing spaces for classroom theatre.

a.) Brainstorm ideas for classroom projects.
b.) Work at home to create props and set pieces.

3.)  Organize materials for costumes, sets, props and lighting. 4.)  Make aesthetic choices in selecting movement, music and other sound, and visual elements to enhance the mood of dramatizations.
5.)  Explore rhythm, balance, emphasis, contrast, and unity in created environments.
6.)  Make clear choices in selecting scenic and other elements.

V.)  RELATE DRAMA TO ITS LARGER CONTEXT

A.)  Use role-play to place self in other contexts.

1.)  Create drama from concepts from social studies, English, science, etc. 2.)  Participate in role drama.

B.)  Recognize the role of theatre, film, television and other media in daily life.

1.)  Identify and compare similar characters and situations in stories and dramas from various cultures. 2.)  Discuss how theatre reflects life.
3.)  Identify and discuss reasons for creating dramas, including:

a.)  Political tool.
b.)  Religious celebration.
c.)  Entertainment.
d.)  Art.
e.)  Economic concerns.

4.)  Identify and discuss reasons for attending theatrical performances, and for viewing other media, including:

a.)  Learn about others.
b.)  Participate in culture.
c.)  Social concerns.
d.)  Entertainment.

5.)  Identify and understand the role of the audience in a live theatrical production, and how it differs from the role of the audience at other media.

VI.)  USE DRAMA AS A LEARNING TOOL

A.)  Use role-play to place self into the context of other subjects. B.)  Create theatre based on themes from other subjects.
C.)  Do research.

1.)  Communicate information to peers about people, places, times, and events related to dramatizations.

a.)  Make formal written analysis of characters for performance.

2.)  Answer questions necessary for the creation of theatre by researching characters, history, etc. 3.) Relate specific information learned through research to specific choices in design, acting, writing or directing.