First Grade Drama Curriculum

Standard A:  A student should be able to create and perform in the arts.

A student who meets the content standard should:

  1. Participate in dance, drama, music, visual arts, and creative writing;
  2. Refine artistic skills and develop self-discipline through rehearsal, participation, and revision;
  3. Appropriately use new and traditional materials, tools, techniques, and processes in the arts;
  4. Demonstrate the creativity and imagination necessary for innovative thinking and problem solving.
  5. Collaborate with others to create and perform works of art’
  6. Integrate two or more art forms to create a work of art; and
  7. Investigate careers in art production.

ACTIVITIES

·        Participate in skits, puppet shows, and plays.

·        Role-play familiar situations and stories.

·        Tell stories based on real or imagined events.

·        Dramatize poems, rhymes, jingles, verses, character and finger plays.

·        Use variations of movement and voice(tempo, pitch, tone and volume) for different characters.

·        Select simple props, scenery, costumes, and make-up.

·        Initiate dramatic play, e.g. playhouse, store, hospital.

·        Add music, visual elements, or sound effects to dramatize a performance.

·        Observe a performer or performance.

·        Develop promotional materials for a performance, e.g. tickets, posters, invitations.

·        Create and improvise simple stories

·        Pantomime a given situation, e.g. eating an ice cream cone, making a sandwich.

 

ASSESSMENT:

·        Student participation

·        Teacher observation

 

 

 

 

 

 

 

 

 

 

Standard B: A student should be able to understand the historical and contemporary role of the arts in Alaska, the nation, and the world.

A student who meets the content standard should:

  1. Recognize Alaska Native cultures and their arts;
  2. Recognize United States and world cultures and their arts;
  3. Recognize the role of tradition and ritual in the arts;
  4. Investigate the relationships among the arts and the individual, the society, and the environment;
  5. Recognize universal themes in the arts such as love, war, childhood, and community;
  6. Recognize specific works of art created by artists from diverse backgrounds;
  7. Explore similarities and differences in the arts of world cultures;
  8. Respect differences in personal and cultural perspectives; and
  9. Investigate careers relating to arts history and culture.

 

ACTIVITIES

·         Listen to Alaskan Native Tales.

·         Listen to or watch an Alaskan Native storyteller.

·         Dramatize stories from different cultures.

·         Dramatize Alaskan Native cultural tales.

·         Listen to stories from other cultures.

·         Observe examples of how drama is created and used in World cultures.

 

 

ASSESSMENT:

·        Student participation

·        Teacher observation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standard C: A Student should be able to critique the student’s art and the art of others.

A student who meets the content standard should:

  1. Know the criteria used to evaluate the arts; these may include craftsmanship, function, organization, originality, technique, and theme.
  2. Examine historical and contemporary works of art, the works of peers, and the student’s own works as follows:
    1. Identify the piece;
    2. Describe the use of basic elements;
    3. Analyze the use of basic principles;
    4. Interpret meaning and artist’s intent;
    5. Express and defend an informed opinion;
  3. Accept and offer constructive criticism;
  4. Recognize and consider an individual’s artistic expression;
  5. Exhibit appropriate audience skills; and
  6. Investigate careers relating to arts criticism.

 

ACTIVITIES

·         Observe and discuss plays, skits, and movies.

·         Describe visual, aural, oral, and kinetic elements in theatre or a dramatic presentation.

·         Compare the similarities and differences of dramatic presentations in terms of the basic elements (e.g., live vs. TV).

·         Discuss and practice appropriate audience skills.

·         Make encouraging and constructive suggestions for alternative ideas in dramatizing roles, arranging environments, and developing situations.

·         Develop a basic vocabulary to describe elements in theatre (props, costume, set, script).

 

ASSESSMENT:

·        Student participation

·        Teacher observation

 

 

 

 

 

 

 

 

 

 

 

 

Standard D: A student should be able to recognize beauty and meaning through the arts in the student’s life.

A student who meets the content standard should:

  1. Make statements about the significance of the arts and beauty in the student’s life;
  2. Discuss what makes an object or performance a work of art;
  3. Recognize that people tend to devalue what they do not understand;
  4. Listen to another individual’s beliefs about a work of art and consider the individual’s reason for holding those beliefs;
  5. Consider other culture’s beliefs about works of art;
  6. Recognize that people connect many aspects of life through the arts;
  7. Make artistic choices in everyday living; and
  8. Investigate careers related to the search for beauty and meaning, which is aesthetics.

 

ACTIVITIES

·         Explain how the wants and needs of characters are similar to and different from student’s own.

·         Discuss what makes a performance a work of art.

·         Make distinctions between recorded (TV, movies) and live performances.

·         After watching a performer or performance with the class, share one’s opinion about the performance.

·         Listen quietly while others share their opinions.

 

 

ASSESSMENT

·        Student participation

·        Teacher observation