Common Planner
K–12 Standards

Fine Arts: Drama/Theatre (5th Grade)

Other Oklahoma Fine Arts sets

Creating (CR)CR

  • 1

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

    1. 1

      Conceptualize and sequence a unified piece of drama/theatre by engaging in guided drama experiences and refine and apply concentration and cooperation to demonstrate an understanding of plot, character, and main idea/theme, and dialogue in a creative, story or process drama/theatre experiences with developmentally appropriate literature. 5.DT.CR.1.1

    2. 2

      Imagine and collaborate with peers to conceptualize progressively more detailed production elements for a unified drama/theatre concept; use non­ representational materials to create props, puppets, masks, costume pieces and/or other production elements and describe, illustrate, physically arrange or create playing spaces for drama/theatre experiences. 5.DT.CR.1.2

    3. 3

      Develop characters authentic to the drama/theatre work by demonstrating voice, body language, gestures, facial expressions, movements and using clear speaking, rate, fluency, expression, domain­ appropriate vocabulary to impact the development of characters and express ideas concerning character through a combination of drawing, writing, and/or discussion. 5.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 and synthesize ideas to create plot points, propose details and design elements, and create words/dialogue and actions to refine characters and gradually develop a completed story. 5.CR.2.1

    2. 2

      Demonstrate collaborative skills and interdisciplinary skills by cooperating with others to plan setting, production elements, and other details for drama/theatre experience by engaging with peers, defining roles/responsibilities, and participating in group decision making to develop and practice an original piece of drama/theatre. 5.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 theatre vocabulary, creating, revising, and appropriately adding to ideas, and demonstrating skills of drama/theatre: imagination, focus, concentration. 5.DT.CR.3.1

    2. 2

      Use the body to create and refine a vivid character by manipulating energy, gestures, etc.; use voice to create and refine a vivid character by manipulating volume, pitch, etc.; justify character choices and identify similarities between characters and oneself in a drama/theatre experience. 5.DT.CR.3.2

    3. 3

      Integrate design elements that create an emotional impact or convey meaning by working creatively and collaborating with others to conceptualize and create settings, costumes, and props for drama/theatre experiences. 5.DT.CR.3.3

Performing (PR)PR

  • 1

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

    1. 1

      Select and demonstrate supportable choices for plot, character, setting, design and production elements, and listen to, accept, and build on the ideas of others to incorporate the most supportable choices for each aspect of drama/theatre work. 5.DT.PR.1.1

  • 2

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

    1. 1

      Assume roles in a variety of dramatic forms and manipulate the body and voice while developing and defending choices for multiple aspects of drama/theatre work to convey meaning and create an emotional impact. 5.DT.PR.2.1

    2. 2

      Demonstrate the use of technical elements in a drama/theatre work to create the most effective emotional impact and to convey meaning. 5.DT.PR.2.2

  • 3

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

    1. 1

      Present a non-exhibitional drama/theatre work with a defined purpose or intent and collaborate and contribute to the rehearsal/presentation as a productive and responsible member of the ensemble. 5.DT.PR.3.1

Responding (RE)RE

  • 1

    Perceive and analyze artistic work. DT.RE.1

    1. 1

      Demonstrate audience skills of observing attentively, responding appropriately, and explain personal reactions to artistic choices in classroom dramatizations and developmentally appropriate live or recorded theatrical performances, clearly stating opinions supported with details. 5.DT.RE.1.1

  • 2

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

    1. 1

      Use personal experiences and background knowledge to create or interpret drama/theatre work by explaining personal preference, contrasting personal experiences relevant to plot events, and examining how the feelings and actions of characters are the same or different from the student's own feelings and actions. 5.DT.RE.2.1

    2. 2

      Apply critical thinking and examine multiple perspectives to explain why different people enacted, saw, heard, and felt similar/different things in dramatic play, guided drama, and/or in developmentally appropriate theatrical performances viewed. 5.DT.RE.2.2

    3. 3

      Identify personal aesthetics to create and interpret a drama/theatre work by recognizing and sharing artistic preferences and choices when contributing to or observing drama/theatre works. 5.DT.RE.2.3

  • 3

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

    1. 1

      Make informed evaluations of and recommendations for drama/theatre work by applying criteria to evaluate dramatic and theatrical choices. 5.DT.RE.3.1

    2. 2

      Evaluate the contributions and effectiveness of the technical/production elements in supporting environment, mood, and meaning in a drama/theatre work. 5.DT.RE.3.2

    3. 3

      Observe, discuss, and assess how characters' circumstances and choices impact audience members' perspectives and reactions in a live or recorded drama/theatre work. 5.DT.RE.3.3

Connecting (CN)CN

  • 1

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

    1. 1

      Identify and explain similarities between story elements and personal experiences, peer experiences, and culture comparisons (i.e., Oklahoman culture compared with other cultures) in dramatic play or guided drama experiences, and/or in developmentally appropriate theatrical performances viewed. 5.DT.CN.1.1

  • 2

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

    1. 1

      Create drama/theatre works by connecting artistic ideas to personal, societal, cultural, or historical contexts and incorporating other content areas in drama/theatre work. 5.DT.CN.2.1

    2. 2

      Contribute to drama/theatre works that develop connections between the history and culture of others to Oklahoma history and culture, including the stories and storytelling contributions of the thirty­ nine present day tribes that call Oklahoma home. 5.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

      Research societal, historical, and cultural context for a performance by analyzing commonalities and uniqueness between stories/plays set in different cultures in preparation for a drama/theatre work. 5.DT.CN.3.1

    2. 2

      Identify historical and multicultural visual element sources to add meaning to the diverse stories shared through dramatic play or guided drama experiences. 5.DT.CN.3.2

Frequently asked questions

What grade levels do these standards cover?
Grade 5
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