4 th and 5 th Grade Arts and Humanities--Drama

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1 4 th and 5 th Grade Arts and Humanities--Drama First Quarter Native American Purposes for Creating the Arts (Native American) Second Quarter Colonial/Appalachian Purposes for Creating the Arts (Colonial) Third Quarter West African Purposes for Creating the Arts (West African) Fourth Quarter Native American, West African, Colonial Purposes for Creating the Arts 1

2 Big Idea: Structure in the Arts Drama/Theatre Knowledge - AH-4-SA-U-1 the elements of music, dance, and drama are intentionally applied in creating and performing. AH-4-SA-U-3 responding to and critiquing works of art involves an understanding of elements, principles, and structures appropriate to each area of the arts. AH-4-SA-U-4 existing and emerging technologies can inspire new applications of structural components AH-4-SA-S-DT1 Students will recognize and identify elements of drama (literary, technical, performance) using drama/theatre terminology AH-4-SA-S-DT2 Students will use the elements of drama in creating and performing dramatic works independently and with others AH-4-SA-S-DT3 Students will observe, describe, and apply creative dramatics (improvisation, mimicry, pantomime, role playing and story telling) in a variety of situations AH-4-SA-S-DT4 Students will explore a variety of dramatic works (e.g., theater and dramatic media film, television) AH Students will identify or describe elements of drama in dramatic works. Elements of drama: Literary elements Script, Story line (plot), Character, Story organization (beginning, middle, end), Setting, Dialogue, Monologue, Conflict Technical elements Scenery (set), Costumes, Props, Sound and Music, Make-up Performance elements: Acting (how speaking, moving help to create characters) Speaking vocal expression, projection, speaking style, diction Nonverbal expression gestures, facial expression, movement AH Students will identify, describe or explain relationships among characters and settings as related to a script, a scenario or a classroom dramatization. I can identify the elements of drama. I can classify the different elements of drama. I can use the elements of drama to describe a performance. I can compare the elements of drama. I can explain the difference between theatre, film, television performance. I can explain how the characters and the setting are related in a storyline. Literary, Technical, and Performance Elements Literary Elements Script, Story line (plot), Character, Story organization (beginning, middle, end), Setting, Dialogue, Monologue, Conflict Technical elements Scenery (set), Costumes, Props, Sound and Music, Make-up Performance elements: Acting (how speaking, moving help to create characters) Speaking vocal expression, projection, speaking style, diction Nonverbal expression gestures, facial expression, movement AH Students will identify and describe a variety of creative dramatics (improvisation, mimicry, pantomime, role playing and storytelling). I can demonstrate a variety of creative dramatics. I can describe the different creative dramatics. Creative Dramatics Improvisation, Mimicry, pantomime, role playing and story telling. 2

3 Big Idea: Drama/Theatre AH-4-HA-U-1 the arts are powerful tools for understanding human experiences both past and present. AH-4-HA-U-2 the arts help us understand others (often very different) ways of thinking, working, and expressing ourselves. AH-4-HA-U-3 the arts play a major role in the creation and defining of cultures and building civilizations. AH-4-HA-S-DT1 Students will associate story telling, myths, legends, or folktales they experience or perform with specific cultures (Native American, Appalachian, West African); describe how literature and oral tradition reflects the cultures AH-4-HA-S-DT2 Students will associate folktales, legends, or myths they experience or perform with the Colonial American period in history; describe how literature and oral tradition reflects the Colonial American time period AH-4-HA-S-DT3 Students will describe story telling, myths, legends, or folktales of specific cultures using drama/theatre terminology AH Students will identify how drama has been a part of cultures and time periods throughout history. Cultures: Native American, Traditional Appalachian West African (The use of storytelling, myths, legends, folktales in these cultures) Periods: Colonial American - European influence on American drama/theatre, plays from England (The influence of Europe was very strong in the colonies due to the movement of settlers from Europe to America.) Native American includes period in North America before European settlement I can explain how drama has played an important role in culture and time periods through history. I can discuss why storytelling was so important in the different cultures. I can compare the drama from different cultures. I can tell a story using oral tradition. Folktales, legends, myths, storytelling Cultures-Native American, Appalachian (Colonial American), and West African 3

4 Big Idea: Purposes for Creating the Arts Drama/Theatre AH-4-PCA-U-1 the arts fulfill a variety of purposes in society (e.g., to present issues and ideas, to entertain, to teach or persuade, to design, plan and beautify). AH-4-PCA-U-2 the arts have value and significance for daily life. They provide personal fulfillment, whether in vocational settings, avocational pursuits, or leisure. AH-4-PCA-U-3 the arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions. AH-4-PCA-S-DT1 Students will identify purposes for which dramatic works are created (e.g., sharing the human experience, passing on tradition and culture, recreational, artistic expression) AH-4-PCA-S-DT2 Students will observe and perform dramatic works created to fulfill a variety of specific purposes AH Students will identify how drama/theatre fulfills a variety of purposes. Purposes of drama/theatre: (different roles of drama) Sharing the human experience - to express or communicate emotion, feelings, ideas, information through dramatic works (e.g., storytelling, role playing, narrative works) Passing on tradition and culture - to express or communicate feelings, ideas, information (e.g., narrative, storytelling, folktales, myths and legends) Recreational drama for entertainment (e.g., drama/theatre as a hobby) Artistic expression - drama created with the intent to express or communicate emotion, feelings, ideas, information (e.g., dramatic works created and performed by actors in a theatrical setting for an audience) I can explain the reasons for drama. I can express how drama is used as entertainment. I can demonstrate how drama is used to communicate feelings and emotions. I can explain how the different cultures used drama to pass on their traditions using oral communication. Purposes- 1. Sharing the human experience, 2. passing on tradition and culture 3. recreational, and 4. artistic expression Storytelling Role Playing Narrative works (folktales, myths, and legends) 4

5 Big Idea: Visual Arts AH-4-PA-U-1 there are three distinct processes for involvement in the arts; creating new artworks, performing works previously created, and responding to artworks and performances. AH-4-PA-U-2 full understanding and appreciation of the arts requires some degree of involvement in all three processes. - Visual Arts AH-4-PA-S-VA1 Students will be actively involved in creating and artworks AH-4-PA-S-VA2 Students will use knowledge of the elements and principles of art and art terminology to describe and critique their own work and the work of others AH-4-PA-S-VA3 Students will identify possible criteria for evaluating visual (e.g., skill of artist, originality, emotional impact, variety, interest) AH Students will create artwork using the elements of art and principles of design. AH Students will use a variety of media and art processes to produce two-dimensional (2-D) and three-dimensional (3-D) artwork. I can create and perform in a dramatic event using the elements of drama. I can explain a story using a beginning, middle, and end. Literary Technical Performance Plot/Storyline Beginning Middle End AH-4-PA-U-3 openness, respect for work, and an understanding of how artists apply elements and principles of design in creating and performing are personal attitudes and skills that enhance enjoyment of the observer. AH-4-PA-U-4 existing and emerging technologies can extend the reach of the art form to new audiences. AH-4-PA-S-VA4 Students will demonstrate audience behavior appropriate to context and style of visual arts observed/viewed; discuss opinions with peers in a supportive and constructive way AH-4-PA-S-VA5 Students will describe personal responses to artwork; explain why there might be different responses to specific works of art 5

North Carolina Essential Standards Kindergarten Theatre Arts. Communication. Analysis. Aesthetics

North Carolina Essential Standards Kindergarten Theatre Arts. Communication. Analysis. Aesthetics North Carolina s Kindergarten Theatre Arts Note on Numbering/Strands: C - Communication, A - Analysis, AE Aesthetics, CU - Culture Communication K.C.1 K.C.2 Use movement, voice, and writing to communicate