Rhode Island Theater Grade Span Expectation 3-4



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Rhode Island Theater Grade Span Expectation 3-4

Course Alignment Template



Individual Course Alignment Review: GRADE (S) _____ for Theater GSEs

The Theater Clusters below list related GSEs for local curriculum and assessment. Review the descriptions of concepts and skills for each of RI’s grades 3-4 Theater GSEs. Then indicate which GSEs are addressed in each course you teach. Use the KEY to show GSEs explicitly taught/reinforced (I), assessed (A), and comparable rigor (√) to GSEs (+/√/-). Teachers teaching the same course should work together to indicate “consensus” mapping of GSEs to the course. This information will be compiled across courses and inform course revisions if needed.



Theater Content Clusters

KEY I=Instruction

A=Assessed



+/√/- = Rigor

Course #1


Course #2

Course #3


Other

T 1 (3-4) –1

Students show skill development in acting, directing, designing, and scriptwriting by…

  1. retelling familiar stories; sequencing story points (what and when), identifying character (who), setting (where), and conflict (why); and beginning to participate in cooperative scriptwriting or improvisations that incorporate the five W’s





  1. identifying and performing knowledge of basic blocking and stage areas




  1. demonstrating basic emotional traits of a character, based on literature, through gesture, action, and voice




  1. designing or creating simple costumes, props, music, sets, makeup, or masks, based on literature, in basic formal or informal performances
















T 1 (3-4) –2

Students solve artistic problems by…


  1. exploring different strategies/techniques to create stories and environments
















T 1 (3-4) –3

Students make connections among the arts and other disciplines


  1. using body, voice, and imagination to describe concepts in nature and society with emphasis on the five W’s (e.g., use movement and voice to demonstrate bird migration, or create an improvisation of the founding fathers signing the Declaration of Independence)


  1. comparing the common devices for telling a story through theater and in writing (e.g., character, problem; beginning, middle, and end)













Theater Content Clusters

KEY I=Instruction

A=Assessed



+/√/- = Rigor

Course #1


Course #2

Course #3


Other

T 2 (3-4) –1

Students demonstrate knowledge and understanding of the role of Theater Arts in personal, cultural, and historical context


  1. retelling and dramatizing a story, character, and design element drawn from at least two historical/cultural periods




  1. describing in broad terms how the theater arts are different and similar in different cultures and times




  1. identifying ways in which theater, television, electronic media, and film influence their thinking in positive and negative ways



  1. describing the roles of the arts and artist in society to communicate stories, events, and feelings














T 3 (3-4) –1

Students demonstrate the ability to communicate in the language of the Theater Arts


  1. identifying and applying performance and design techniques to convey ideas, feelings, or meaning (e.g., body language and voice that expresses emotions of pride, fear)













T 3 (3-4) –2

Students demonstrate the ability to extract meaning from Theater


  1. describing and interpreting character traits and connecting them to the ideas and emotions told in the story













T 4 (3-4) –1

Students reflect upon, analyze and evaluate the work of self and others

  1. describing what is seen (e.g., setting, props, costumes, scenery) and heard (e.g., voice projection, diction, pace, and volume) in a performance and comparing that with things known (e.g., time, place, cultural identification, etc.)





  1. interpreting character’s objectives and motivations based on what is seen, heard, and known to explain character’s behavior
















December 2009






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