Illinois Learning Standards Stage F-Fine Arts Drama
(*note* as there are not Common Core Standards for Theatre, I will be using these to schedule my lesson plans around instead)
25A — Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
25A — Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
- Describe ways an actor uses voice (i.e., pitch, rate, volume) and body (i.e., posture, gestures, facial expressions) to communicate character and setting.
- Explain the choice of support tools/design elements (props, costumes, lights, sound, make-up, sets) used to support a drama.
- Combine vocal qualities with physical pace and rhythm to make a character unique or distinct from others.
- Identify different types of narrative conventions used in a drama (e.g., narrator as character, narrator as story teller, narrator as omnipotent observer).
- Analyze a drama for the types of conflict it contains (man vs. man, man vs. self, man vs. nature, man vs. supernatural, man vs. society).
- Describe plot techniques used to enhance a drama (e.g., choice of time and place, use of minor characters, introduction of new information, use of musical lyrics).
- Compare improvisation and scripted drama.
- Construct a scenario with a definite beginning, middle, and ending.
- Analyze how physical shape and level, along with the physical relationship of characters to each other, communicate ideas and emotions to an audience.
- Analyze how the artistic components (i.e., elements, principles, expressive ideas; tools, processes, technologies; creative processes) are combined within a work of art.
- Analyze how the primary tools (mind, body, voice) impact an actor's skills.
- Compare the use of support tools (i.e., costumes, sets, lights, props, sounds, make-up) in a variety of dramas.
- Compare directing to acting and improvising.
- Describe the acting process (e.g., memorizing, determining and enacting character's wants, listening, maintaining concentration).
- Explain how group dynamics affect a theatrical work or classroom drama.
- Discuss the impact brainstorming, evaluating, and imagining have on a drama.
- Incorporate vocal techniques of volume and clarity and physical techniques of poise, posture, facial expression, and eye contact to create a character.
- Alter the environment to indicate a setting.
- Invent a character based on personal experience or research.
- Demonstrate shape, line, level, use of space, and concentration in an ensemble drama.
- Collaborate and negotiate with a group to create a drama.
- Adapt a story into a performed drama.
- Use observations to create a drama.
- Demonstrate good audience behavior and evaluate the behavior of self and others.
- Describe how audience behavior changes a product or performance.
- Compare and contrast how the arts function in two different types of ceremonies (e.g., parades, weddings, graduations, sporting events).
- Give examples in which various arts are used to persuade and promote ideas.
- List technology used in the arts (e.g., cameras, synthesizers, computers, printing press).
- Categorize types of artists with their art and art related products or performances (e.g., designers create packages, composers write advertising jingles, architects design buildings.
- Investigate how the arts reflect different cultures, times, and places.
- Compare how different art forms express aspects of the same culture, time, or place.
- Compare and contrast the contribution of individual artists on movements, trends, or periods.