Common Planner
K–12 Standards

Fine Arts: Drama/Theatre (1st Grade)

Other Oklahoma Fine Arts sets

Creating (CR)CR

  • 1

    Generate and conceptualize artistic ideas and work. DT.CR.1

    1. 1

      Conceptualize a unified piece of drama/theatre by imagining variations of classroom literature or creating new, independent stories. 1.DT.CR.1.1

    2. 2

      Imagine production elements for a unified drama/theatre concept by using non­ representational materials to create props, puppets, etc., for dramatic play or guided drama experiences and describing, illustrating, and/or physically arranging playing spaces. 1.DT.CR.1.2

    3. 3

      Develop characters authentic to the drama/theatre work by expressing and demonstrating voice, body language, gestures, and movements and clear speaking rate and expression for the characters developed. 1.DT.CR.1.3

  • 2

    Organize, develop, and rehearse artistic ideas and work. DT.CR.2

    1. 1

      Create and communicate ideas, sequence events/plot, propose details, and use words and actions to refine characters that contribute to a completed story in a guided drama experience. 1.DT.CR.2.1

    2. 2

      Demonstrate collaborative skills and interdisciplinary skills by engaging in unstructured free play and plan setting and/or production elements for dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama). 1.DT.CR.2.2

  • 3

    Revise, refine, and complete artistic work. DT.CR.3

    1. 1

      Prepare a unified drama/theatre work for presentation that conveys meaning by using basic theatre vocabulary and demonstrating skills of drama/theatre, which are also "skills of the mind": imagination, focus, concentration. 1.DT.CR.3.1

    2. 2

      Use the body to create a vivid character using energy, gestures, shape, body language, and movement and use voice to create a vivid character by manipulating volume, pitch, tone, rate, and clarity. 1.DT.CR.3.2

    3. 3

      Integrate design elements that create an emotional impact or convey meaning in play plans, dramatic play, or guided drama by choosing a single object for multiple, imaginative representations; creating puppets, masks, and costume pieces; and creating sound effects that support the story. 1.DT.CR.3.3

Performing (PR)PR

  • 1

    Select, analyze, and interpret artistic work for presentation. DT.PR.1

    1. 1

      Understand and demonstrate that there are multiple choices for every aspect of drama/theatre work (movement, speaking voice, facial expressions, etc.) and select the most supportable choice for the moment through identification of essential events. 1.DT.PR.1.1

  • 2

    Develop and refine artistic techniques and work for presentation. DT.PR.2

    1. 1

      Develop expertise by assuming roles in a variety of dramatic forms and selecting the most supportable choices of body, voice, and production elements to convey meaning and create an emotional impact. 1.DT.PR.2.1

    2. 2

      Identify technical elements that can be used in a guided drama experience to create the most effective emotional impact and to convey meaning. 1.DT.PR.2.2

  • 3

    Convey meaning through the presentation of an artistic work. DT.PR.3

    1. 1

      Perform a non­-exhibitional I drama/theatre work (play plans, dramatic play, and guided drama) with characters that are recognizable and part of shared human experiences; use personal and partner space to convey meaning about characters, relationships, and mood. 1.DT.PR.3.1

Responding (RE)RE

  • 1

    Perceive and analyze artistic work. DT.RE.1

    1. 1

      Demonstrate audience skills of observing attentively and responding appropriately while viewing the work of classmates in guided drama experiences (e.g., process drama, story drama, creative drama) and/or developmentally appropriate theatrical performances viewed. 1.DT.RE.1.1

  • 2

    Interpret intent and meaning in artistic work. DT.RE.2

    1. 1

      Use personal experience and background knowledge to create or interpret a drama/theatre work by exploring and expressing personal preferences about the content of dramatic play, guided drama, and/or developmentally appropriate theatrical performances viewed. 1.DT.RE.2.1

    2. 2

      Explore, express, and explain personal preferences about the content of dramatic play, guided drama, and/or developmentally appropriate theatrical performances viewed. 1.DT.RE.2.2

    3. 3

      Identify personal aesthetics by describing likes and dislikes about play plans, dramatic play, guided drama, and/or developmentally appropriate theatrical performances viewed and listen to/respect the references of others. 1.DT.RE.2.3

  • 3

    Apply criteria to evaluate artistic work. DT.RE.3

    1. 1

      With guidance, develop and apply criteria to evaluate a drama/theatre work by describing and analyzing favorite or least favorite parts of a drama/theatre experience. 1.DT.RE.3.1

    2. 2

      Describe and recognize production elements (e.g., costumes, props, sets, sound effects, etc.) and discuss how those elements helped define a character. 1.DT.RE.3.2

    3. 3

      Identify, discuss, and demonstrate appropriate audience or performer etiquette for a variety of drama/theatre experiences. 1.DT.RE.3.3

Connecting (CN)CN

  • 1

    Synthesize and relate knowledge and personal experiences to art. DT.CN.1

    1. 1

      Identify similarities between stories, personal experiences and classmates' experiences through dramatic play or guided drama experiences, and/or in developmentally appropriate theatrical performances viewed. 1.DT.CN.1.1

  • 2

    Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. DT.CN.2

    1. 1

      Recognize that drama/theatre works influence and are influenced by personal, societal, cultural, and historical context. 1.DT.CN.2.1

    2. 2

      Explore the stories and storytelling abilities of the thirty-nine present day tribes that call Oklahoma home. 1.DT.CN.2.2

  • 3

    Research and relate artistic ideas/works and societal, cultural, and historical context to deepen understanding. DT.CN.3

    1. 1

      Identify similarities and differences in grade-appropriate historic and culturally diverse stories and texts for guided drama, devised drama, and theatrical works. 1.DT.CN.3.1

    2. 2

      Select and utilize appropriate visual elements to add meaning to dramatic play or guided drama experiences. 1.DT.CN.3.2

Frequently asked questions

What grade levels do these standards cover?
Grade 1
Where can I read the official document?
Oklahoma Academic Standards

Keep exploring

Keep exploring Fine Arts standards

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

More Oklahoma Fine Arts sets

Fine Arts