National Theater

Standards (K-8)
1. Script writing by planning and recording improvisations based on personal
experience and heritage, imagination,
literature and history (K-4), and by creation of improvisations and scripted
scenes based on personal experience
and heritage, imagination, literature,
and history (grades 5-8). (Ex. Create
classroom dramatizations; improvise
dialogues to tell a story)
2. Acting by assuming roles and interacting in improvisations (K-4) and by developing basic skills to portray characters who interact in improvised and
scripted scenes (5-8). (Ex. Clearly show
characters; use concentration and body
and vocal elements to express characters; dramatize personal stories)
3. Designing by visualizing and arranging
environments for classroom dramatizations (K-4) and by developing environments for improvised and scripted
scenes (5-8). (Ex. Use art media and
techniques to make settings; organize
materials for dramatic play).
4. Directing by planning classroom dramatizations (K-4) and by organizing rehearsals for improvised and scripted
scenes (5-8). (Ex. Plan a class play, use
drama elements and skills, play roles of
director, writer, designer, and actor)
5. Researching by finding information to
support classroom dramatizations (K-4)
and by using cultural and historical information to support improvised and
scripted scenes (5-8). (Ex. Find litera-

National Theater
Standards (K-8)
ture to adapt for classroom drama
(books, poems, songs, etc.; research
time periods and cultures for dramatic
material)
6. Comparing and connecting art forms by
describing theater, dramatic media
(such as film, television, and electronic
media), and other art forms (K-4). Comparing and incorporating art forms by
analyzing methods of presentation and
audience response for theater, dramatic
media (such as film, television, and electronic media) and other art forms (5-8).
(Ex. Compare how the different arts
communicate ideas; describe visual, aural, oral, and kinetic elements of theater)
7. Analyzing and explaining personal preferences and construction meanings
from classroom dramatizations and
from theater, film, television, and electronic media productions (K-4). Analyzing, evaluating, and constructing meanings from improvised and scripted
scenes and from theater, film, television,
and electronic media productions (5-8).
8. Understanding context by recognizing
the role of theater, film, television, and
electronic media in daily life (K-4). Understanding context by analyzing the
role of theater, film, television, and electronic media in the community and other cultures (5-8). (Ex. Web ideas for
why theater is created; attend performances and discuss what is learned
about culture, history, and life from theater.

Pocket Guide
to Drama and Theater

By Amanda Lockwood

Differentiating Drama
PlaceLimit and define the space for drama (stay
in desk area)
AmountDo fewer activities or shorter ones
(quick mime key character actions)
Rate(Go slower or faster to meet student needs
(slow motion to increase control and focus)
TargetsChange the goals, make them clearer or
more focused (Repeat tableau but use body shape
and different levels to show key thoughts and/or
emotions)
InstructionGive more direction, examples, or
coaching. (side coach as students create tableau
with comments such as make e feel the emotion
and cheat your face towards the audience.
Curriculum materialsUse science and social
studies texts, student experiences, and contemporary problems for drama.
UtensilsUse props such as nametags or headbands to help students understand the roles.
Levels of difficultyGenerally, pantomime is
easier than verbal improvisation, and individual
drama activities directed by the teacher are easier
than group work. If students act silly, it may be
they do not know what to do or feel they cannot do
what is expected. Humor is often used to cover
embarrassment. The material may be too conceptually difficult and should be altered or more examples may be needed. Use teacher think-alouds
to help make thinking visible.
AssistanceScafford for success.
1. Children with hearing impairments
need to see your face and mouth as your speak.
2. Forcing shy children to participate may
increase reluctance so let them observe longer.
3. Coaching students who have trouble
ending a drama to plan an ending before presenting, ask the audience for audiences, or you take a
role and end it.
ResponseAlter what you expect as a demonstration of comprehension. For example, you may
have planned for students to create a tableau, but
they want to combine it with interviewing.

Elements of Drama
Actorsassume roles of characters.
Spacewhere the action happens.
Audienceviews the action and sometimes interacts with the actors
Conflictsets the plot/action in motion
and creates suspense and tension Types:
-between a character/nature
-between a character/societal rules or
institutions
-between a character and another
character
-within a character (internal)
-between a character and technology

Characters/actorsinitiate and carry

out the plot (action). Must be believable
and care about what happens. Created
through actions, words, and what others
say or how they react.
Dialoguecharacters talking with
each other
Pantomineno words used
Plotis the sequence of events set in motion by a problem or conflict. The structure is beginning, middle, and end.
Settingconsists of the created time
and place for action in a specific place.
Moodis the feel created by the setting
(time, lighting, music, place), pace, characters use of words and body, etc.

Dramatic Skills & Processes

Acting Skillstaking rolls, pretending,
improvising using:
Bodycontrolling and using the
body to respond and express ideas and
feeling. Includes use of appropriate energy, displaying sensory awareness, gestures, and facial expressions.
Mindusing different kinds of
thinking and feeling, especially:
Imaginationcreative
problem solving that results in
unique ideas, elaboration on ideas,
and spontaneous thinking.
Focusconcentration, stayi
ng involved, making others believe
in the realness of the character, fol
lowing directions
Voicespeaking clearly and fluently using appropriate variety in volume, rate,
tone and pitch, pause, stress; ability to
improvise dialogue.
Script Writingtransformation of personal experiences or curricular material
into specific written forms.
Designing spaces and costumes
basic sets and costumes
Directingorganizing performances
Evaluationgiving feedback, using suggestions, self-evaluating, and adapting
own behavior.
Social Skillscooperation, conflict resolution, active listening, and responding.
Audience etiquetteattending, listening, and responding appropriately to performances.