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PRIMARY DRAMA: THIRD GRADE
PRIMARY DRAMA: THIRD 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).
Performance Standard
Students will recognize elements of drama in dramatic works
Performance Standard
Students will identify and use elements of drama in dramatic
works
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
2.23 – Students analyze their own and others’ artistic
products and performances
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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-3.1.32 Revise a short story passage into a simple
dialogue format
AH-E-3.1.33 Identify and discuss elements of production
(scenery, costumes, props, sound and music, makeup and roles)
and elements of performance (character, movement, vocal
expression, speaking style, listening, acting, storytelling(
in a variety of work
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
Observe and explore a variety of artistic styles and forms
in dramatic arts
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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 with the manipulation of dramatic elements
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
Writing about basic understandings of dramatic elements
Reading plays with students assuming the role of
characters
Creating dramatic interpretations (Reader’s Theatre) of
excerpts from books or stories while identifying dramatic
elements with appropriate terminology
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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: THIRD 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):
2.22 – Students create
products and make presentations that convey concepts and feeling in
the human experience through their productions, performance or
interpretations
2.23 – Students analyze their own and others’ artistic
products and performances
2.24 – Students appreciate creativity and the values of the
arts and the humanities
2.25 – Through their productions and performances or
interpretation, students show an understanding of the influence of
time, personality and society on the arts and 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,
West African), periods (Colonial American) and styles (folk
tales, myths and legends) within dramatic works
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Demonstrators:
Demonstrate dramatic elements
Express ideas/emotions through drama
Analyze ideas or emotions expressed through a dramatic
sequence using basic terms
Explore a variety of art forms in drama
Experience and perform a variety of art forms in drama from
diverse cultures
Create original works of drama
Describe reaction to dramatic works and performances using
basic vocabulary
Express openness to differences and commonalities among
diverse cultures
Communicate recognition of the diversity of art forms and
structure in movement and dance
Respond to the expressive qualities of drama
Recognize and demonstrate arts concepts used to describe
feelings
Recognize the role of the artist in 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, discussing and writing about dramatic
works from Colonial American, Native American and West
African cultures
Creating dramatic interpretations (Reader’s Theatre) of
excerpts from literary works with Colonial American, Native
American and West African themes
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Critical Vocabulary:
Culture, dramatic works, beginning, middle, end, folk tales,
myths, legends
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