Rhode Island Theater Grade Span Expectation k-2



Download 22.16 Kb.
Date17.01.2017
Size22.16 Kb.

Rhode Island Theater Grade Span Expectation K-2

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 K-2 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 (K-2) –1

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



  1. engaging in fantasy play; re-creating situations in familiar settings; beginning to dramatize or improvise familiar simple stories from classroom literature or life experiences;




  1. incorporating plot (beginning, middle, and end); and using a tableau, pantomime, or improvisation




  1. performing imitative movements, rhythmical activities, and theater games (freeze, statues, and mirrors)




  1. imitating and creating voices and feelings of people, animals and objects in various drama/theater experiences (e.g., skits, puppetry, pantomime, improvisation, fantasy play, storytelling)




  1. using and creating simple costumes, props, music, or sets in dramatic activities
















T 1 (K-2) –2

Students solve artistic problems


  1. responding to suggested prompts and solutions













T 1 (K-2) –3

Students make connections among the arts and other disciplines



  1. exploring the use of body, voice, and imagination to demonstrate an understanding of basic mathematical and social relationships (e.g., use movement and voice to demonstrate knowledge of concepts in addition and subtraction, or create a tableau that communicates friendship or hunger)




  1. identifying the unique ways that theater tells a story compared to music, visual arts, and dance













Theater Content Clusters

KEY I=Instruction

A=Assessed



+/√/- = Rigor

Course #1


Course #2

Course #3


Other

T 2 (K-2) –1

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


  1. retelling or dramatizing a story, myth, fable, or fairy tale from two cultures and times




  1. recognizing how the theater arts are different and similar in different cultures and times



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



e role-playing adult professions using creative dramatics and theatrical activities














T 3 (K-2) –1

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


  1. exploring techniques to convey ideas, feelings, or meaning (e.g., act out as the weather, create a soundscape of a storm)
















T 3 (K-2) –2

Students demonstrate the ability to extract meaning from Theater


  1. identifying important character traits and big ideas and emotions told in the story













T 4 (K-2) –1

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



  1. identifying what is seen and heard in a performance using theater vocabulary (real or imaginary people, basic character traits, etc.)



















December 2009




Share with your friends:


The database is protected by copyright ©hestories.info 2019
send message

    Main page