This is the year theatre stops being playtime and starts being craft. Students build characters and scenes on purpose, drawing on their own lives and on stories from different times and places. They rehearse, take notes from classmates, and rework their choices before showing the piece. By spring, they can perform a short scene with clear choices about voice and movement, then explain why a play made them feel what they felt.
Students bring their own stories, memories, and ideas into the classroom and turn them into short scenes. Parents may hear about warm-up games, character sketches, and writing prompts that ask students what feels true to them.
Students shape their ideas into real scenes with a beginning, middle, and end. They work in small groups to develop characters, decide what each one wants, and rework scripts based on what is and is not working.
Students read and watch scenes from different times and places, then talk about why the story was told that way. They learn that a play written long ago or far away still has something to say about people today.
Students pick work to share and rehearse it on its feet. They practice using voice, body, and space so the meaning of the scene comes through clearly to someone watching for the first time.
Students present finished scenes and respond to the work of their classmates using shared criteria. They learn to name what worked, ask honest questions, and use that feedback to strengthen the next piece they make.
Students connect something from their own life to a scene or character they're creating, then use that personal detail to make the performance feel real.
Students look at a play or performance and ask where it came from: what was happening in the world, what culture shaped it, and why it still matters. That context changes how the work reads.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect something from their own life to a scene or character they're creating, then use that personal detail to make the performance feel real. | TH:Cn10.6 |
| Relate artistic ideas and works with societal, cultural | Students look at a play or performance and ask where it came from: what was happening in the world, what culture shaped it, and why it still matters. That context changes how the work reads. | TH:Cn11.6 |
Students brainstorm original ideas for a scene or performance, then shape those ideas into a plan they can actually put onstage.
Students take a rough idea for a scene or character and shape it into something stageable, making choices about dialogue, movement, and staging until the work holds together.
Students review a scene or script they've written, make changes to improve how it flows or lands, and prepare it to share with an audience.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students brainstorm original ideas for a scene or performance, then shape those ideas into a plan they can actually put onstage. | TH:Cr1.6 |
| Organize and develop artistic ideas and work | Students take a rough idea for a scene or character and shape it into something stageable, making choices about dialogue, movement, and staging until the work holds together. | TH:Cr2.6 |
| Refine and complete artistic work | Students review a scene or script they've written, make changes to improve how it flows or lands, and prepare it to share with an audience. | TH:Cr3.6 |
Students choose a scene or piece to perform and explain why it fits the story, character, or idea they want to bring to life.
Students rehearse and improve a scene or performance before showing it to an audience. They take notes, make adjustments, and practice until the work is ready to present.
Students perform a scene or monologue with a clear purpose, making choices about voice, movement, and expression so the audience understands what the piece is really about.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose a scene or piece to perform and explain why it fits the story, character, or idea they want to bring to life. | TH:Pr4.6 |
| Develop and refine artistic techniques and work for presentation | Students rehearse and improve a scene or performance before showing it to an audience. They take notes, make adjustments, and practice until the work is ready to present. | TH:Pr5.6 |
| Convey meaning through the presentation of artistic work | Students perform a scene or monologue with a clear purpose, making choices about voice, movement, and expression so the audience understands what the piece is really about. | TH:Pr6.6 |
Students watch a scene or performance and break down what they notice: how the actors move, speak, and make choices that shape the story.
Students explain what a scene or performance is really about: what the playwright or actor intended and what the work means beyond the surface.
Students look at a scene or performance and judge it using a clear set of criteria, explaining what worked and what didn't with specific reasons.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students watch a scene or performance and break down what they notice: how the actors move, speak, and make choices that shape the story. | TH:Re7.6 |
| Interpret intent and meaning in artistic work | Students explain what a scene or performance is really about: what the playwright or actor intended and what the work means beyond the surface. | TH:Re8.6 |
| Apply criteria to evaluate artistic work | Students look at a scene or performance and judge it using a clear set of criteria, explaining what worked and what didn't with specific reasons. | TH:Re9.6 |