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PRIMARY DRAMA: SECOND GRADE
PRIMARY DRAMA: SECOND GRADE // ELEMENTS
PROGRAM OF STUDIES:
Performance Standard
Students will experience dramatic works with attention given to
the elements of drama
Performance Standard
Students will demonstrate an awareness of the elements of drama
(plot, character, props, make-up) and acting (e.g., voice,
expression, diction, projection)
ACADEMIC EXPECTATION(S):
2.22 Students create
products and make presentations that convey concepts and feelings
in the human experience through their productions, performance,
or interpretations
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Core Content for Assessment:
AH-E-3.1.31 Identify and discuss the dramatic elements
(plot or story line, beginning, middle, end, dialogue,
monologue, conflict) in plays
AH-E-3.1.34 Identify and describe basic scenery, props and
costumes that would be appropriate for the plot and characters
in a short script or story
AH-E-3.1.35 Identify and describe characters, their
relationships and their settings and environments, related to
a script, scenario, or classroom dramatization |
Demonstrators:
Explore the elements and principles of dramatic forms
Create and/or perform original dramatic works
Discuss dramatic works using appropriate concepts and
terminology
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Specific Activities:
AH-E-3.1.41
Create and perform using creative dramatics (improvisation,
mimicry, pantomime, role playing and storytelling)
AH-E-3.1.43 - Improvise to tell stories
that show action and have a clear beginning, middle and end
Suggested Activities:
Use of warm-up activities that allow students to become
comfortable performing and improvising in front of
classmates
Performance of simple scenes with attention given to the
recognition of dramatic elements
Performance of simple scenes which express narratives,
ideas and emotions
Practice in assuming animal and human characters in
varying contexts
Developing the notion of students reading plays and
"taking on characters"
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Critical Vocabulary:
Plot, story line, beginning, middle, end, dialogue, monologue,
conflict, improvise, action, scenery, costumes, props, sound and
music, makeup, roles, character, movement, vocal expression,
speaking style, listening, acting, storytelling, settings, scenario,
script
PRIMARY DRAMA: SECOND GRADE // HISTORICAL/CULTURAL
CONTEXT
PROGRAM OF STUDIES:
Performance Standard
Students experience dramatic works from different cultures,
periods and styles
Performance Standard
Students develop an awareness that different cultures periods and
styles influence dramatic productions
ACADEMIC EXPECTATION(S):
2.24 Students
appreciate creativity and the values of the arts and the humanities
2.26 Students recognize differences and commonalities in
the human experience through their productions, performances or
interpretations
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Core Content for Assessment:
AH-E-3.2.31 Discuss the effects of time and place on
dramatic works
AH-E-3.2.32 Discuss specific cultures (Native
American), periods (Colonial American) and styles (folk tales,
myths and legends) within dramatic works
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Demonstrators:
Express ideas/emotions through drama
Explore a variety of art forms in drama
Experience and perform a variety of art forms in drama from
diverse cultures
Express openness to differences and commonalities among
diverse cultures
Respond to the expressive qualities of drama
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Specific Activities:
AH-E-3.1.41
Create and perform using creative dramatics (improvisation,
mimicry, pantomime)
AH-E-3.1.42 Create a performance using the
elements of production representing specific cultures,
periods and styles (folktales, myths and legends of Native
America and Colonial America)
AH-E-3.1.43 Improvise to tell stories that show
action and have a clear beginning, middle and end.
Suggested Activities:
Reading, watching and discussing dramatic works from
Colonial American and Native American cultures
Creating dramatic interpretations (Readers Theatre) of
excerpts from literary works with Colonial American, and
Native American themes
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Critical Vocabulary:
Culture, dramatic works, beginning, middle, end, folk tales,
myths, legends
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