Common Planner
K–12 Standards

Theatre: By the end of grade 2

Other New Jersey Visual and Performing Arts sets

Creating

  • 1

    Generating and conceptualizing ideas.

    1. a

      Propose potential character choices and plot details in a guided drama experience (e.g., process drama, story drama, creative drama).1.4.2.Cr1a

    2. b

      Collaborate with peers to conceptualize props, costumes and scenery in a guided drama experience (e.g., process drama, story drama, creative drama).1.4.2.Cr1b

    3. c

      Identify ways in which voice, gestures, movements, and sounds may be used to create or retell a story in guided drama experiences (e.g., process drama, story drama, creative drama). 1.4.2.Cr1c

  • 2

    Organizing and developing ideas.  

    1. a

      Contribute to the development of a sequential plot; collaborate with peers to devise a meaningful dialogue in a guided drama experience (e.g., process drama, story drama, creative drama).1.4.2.Cr2a

    2. b

      Contribute original ideas and make decisions as a group to advance a story in a guided drama experience (e.g., process drama, story drama, creative drama).1.4.2.Cr2b

  • 3

    Refining and completing products.

    1. a

      With prompting and support, contribute to the adaption of plot and dialogue in a guided drama experience (e.g., process drama, story drama, creative drama).1.4.2.Cr3a

    2. b

      Identify similarities and differences in sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama).1.4.2.Cr3b

    3. c

      Independently imagine multiple representations of an object in a guided drama experience (e.g., process drama, story drama, creative drama) and collaboratively create multiple representations of an object in a guided drama experience (e.g., process drama, story drama, creative drama).1.4.2.Cr3c

Performing

  • 4

    Selecting, analyzing, and interpreting work.

    1. a

      With prompting and support, demonstrate the physical movement, voice and sound which are fundamental to creating drama experiences (e.g., process drama, story drama, creative drama). 1.4.2.Pr4a

    2. b

      Explore and experiment with various technical elements in a guided drama experience (e.g., process drama, story drama, creative drama).  1.4.2.Pr4b

  • 5

    Developing and refining techniques and models or steps needed to create products.

    1. a

      With prompting and support interpret story elements (e.g., character, setting) in a guided drama experience (e.g., process drama, story drama, creative drama).1.4.2.Pr5a

    2. b

      Utilize body and facial gestures with a change in voice to communicate character traits and emotions in a guided drama experience (e.g., process drama, story drama, creative drama). 1.4.2.Pr5b

  • 6

    Conveying meaning through art. 

    1. a

      Use voice, sound, movement, and gestures to communicate emotions in a guided drama experience; informally share guided drama experiences (e.g., process drama, story drama, creative drama) with peers.  1.4.2.Pr6a

Responding

  • 7

    Perceiving and analyzing products. 

    1. a

      Express emotional responses to characters to recall and recognize when artistic choices are made in a guided drama experience (e.g., process drama, story drama, creative drama).  1.4.2.Re7a

  • 8

    Interpreting intent and meaning.

    1. a

      With prompting and support, actively engage and build on others' ideas in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).1.4.2.Re8a

    2. b

      Identify and use props and costumes that might be used in a guided drama experience (e.g., process drama, story drama, creative drama).  1.4.2.Re8b

    3. c

      Compare and contrast how characters respond to challenges in a guided drama experience (e.g., process drama, story drama, creative drama).1.4.2.Re8c

  • 9

    Applying criteria to evaluate products.

    1. a

      With prompting and support, identify and explain preferences and emotions in a guided drama experience (e.g., process drama, story drama, creative drama), or theatre performance, and explain how personal preferences and emotions affect an observer's response in a guided drama experience (e.g., process drama, story drama, creative drama), or theatre performance.1.4.2.Re9a

    2. b

      With prompting and support, name and describe settings and identify causes of character actions in a guided drama experience (e.g., process drama, story drama, creative drama).1.4.2.Re9b

    3. c

      Explain or use text and pictures to describe how personal emotions and/or others' emotions and choices compare to the emotions and choices of characters in a guided drama experience. (e.g., process drama, story drama, creative drama).1.4.2.Re9c

Connecting

  • 10

    Synthesizing and relating knowledge and personal experiences to create products.

    1. a

      With prompting and support, identify similarities between characters in dramatic play or a guided drama experience and relate character emotions and experiences to personal experiences of self and peers (e.g., process drama, story drama, creative drama). 1.4.2.Cn10a

  • 11

    Relating artistic ideas and works within societal, cultural, and historical contexts to deepen understanding. 

    1. a

      With prompting and support, identify similarities and differences in stories and various art forms from one’s own community and from multiple cultures in a guided drama (e.g., process drama, story drama, creative drama) experience about global issues, including climate change.  1.4.2.Cn11a

    2. b

      Collaborate on the creation of a short scene based on personal perspectives and understandings. 1.4.2.Cn11b

Frequently asked questions

What grade levels do these standards cover?
Kindergarten, Grade 1, and Grade 2

Keep exploring

Keep exploring Visual and Performing Arts standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

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