Texas Essential Knowledge and Skills

§117.16. Theatre, Grade 4.

(a) Introduction.

(1) Four basic strands–perception, creative expression/performance, historical and cultural heritage, and critical evaluation–provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through perceptual studies, students increase their understanding of self and others and develop clear ideas about the world. Through a variety of theatrical experiences, students communicate in a dramatic form, make artistic choices, solve problems, build positive self-concepts, and relate interpersonally.

(2) Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students that are appreciative and evaluative consumers of live theatre, film, television, and other technologies.

(b) Knowledge and skills.

(4.1) Perception.

The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre.

The student is expected to:

(A) relate sensory and emotional responses to theatre;

(B) develop body awareness and spatial perceptions, using rhythmic and expressive movement;

(C) respond to sounds, music, images, and the written word, using movement;

(D) express emotions and ideas, using interpretive movements, sounds, and dialogue;

(E) imitate and synthesize life experiences in dramatic play; and

(F) represent environment, characterization, and actions.

(4.2) Creative expression/performance.

The student interprets characters, using the voice and body expressively, and creates dramatizations.

The student is expected to:

(A) demonstrate safe use of the voice and body;

(B) describe clearly characters, their relationships, and their surroundings;

(C) develop characters and assume roles in short improvised scenes, using imagination, personal experiences, heritage, literature, and history; and

(D) dramatize literary selections in unison, pairs, and groups and create simple stories collaboratively through imaginative play in improvisations and story dramatizations, describing the characters, their relationships, and their environments and demonstrating a logical connection of events.

(4.3) Creative expression/performance.

The student applies design, directing, and theatre production concepts and skills.

The student is expected to:

(A) demonstrate the safe use of props, costumes, and visual elements, defining character, environment, action, and theme;

(B) alter space to create suitable environments for play-making;

(C) plan brief dramatizations collaboratively; and

(D) interact cooperatively with others in brief dramatizations.

(4.4) Historical/cultural heritage.

The student relates theatre to history, society, and culture.

The student is expected to:

(A) explain theatre as a reflection of life in particular times, places, and cultures; and

(B) identify the role of live theatre, film, television, and electronic media in American society.

(4.5) Response/evaluation.

The student responds to and evaluates theatre and theatrical performances.

The student is expected to:

(A) identify and apply appropriate audience behavior at performances;

(B) define visual, aural, oral, and kinetic aspects of informal play-making and formal theatre and discuss these aspects as found in art, dance, and music;

(C) compare and contrast the ways ideas and emotions are depicted in art, dance, music, and theatre and select movement, music, or visual elements to enhance classroom dramatizations; and

(D) compare theatre artists and their contributions.