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INTERMEDIATE DRAMA: FIFTH GRADE
INTERMEDIATE DRAMA: FIFTH GRADE // ELEMENTS
PROGRAM OF STUDIES:
Performance Standard
Students will analyze elements of drama such as plot, character,
visuals (e.g., scenery, costumes, props, make-up) and acting (e.g.,
voice, expression, diction, projection) in a variety of dramatic
works
Performance Standard
Students will collaborate with others to create dramatic works
using the elements of drama
Performance Standard
Students will reflect on, interpret and revise own work and/or
works of others
Performance Standard
Students will use appropriate terminology to evaluate personal
dramatic creations and those of others
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
AH-E-3.1.36 Use appropriate drama terminology to reflect
on, interpret, revise and critique personal dramatic creations
and those of others
AH-E-3.1.37 Identify and compare the similarities and
differences between audiences attending live performances and
audiences viewing theatre, film and television
AH-E-3.1.38 Identify and discuss a variety of creative
dramatics (improvisation, mimicry, pantomime, role playing and
storytelling) |
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
Identify and express arts concepts in music, dance, drama
and visual arts
Reflect on, interpret, and revise own work and/or works of
others in the visual arts
Compare and contrast formal design, style, and structure
within each discipline (music, dance, drama and visual art)
Examine and construct meaning from dramatic works
Communicate recognition of the diversity of art forms and
structures in music, dance, drama and visual arts
Evaluate personal artistic creations and those of others
using vocabulary from music, dance, drama and visual 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 which allow students to become
comfortable with the manipulation 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
Observing, evaluating and writing about dramatic works
based upon the recognition of dramatic elements, while using
appropriate terminology
Practicing and performing dramatic works with alterations
to dramatic elements (varying scenery, costumes or vocal
expression, etc.)
Creating as individuals or small groups, dramatic scenes
which communicate narratives, ideas or emotions
Reflecting upon and writing about the meaning of dramatic
works as communicated through various dramatic elements
Practice in performing and recognizing improvisation,
mimicry, pantomime, role-playing and story-telling
Improvising and creating dramatic pieces with a clear
beginning, middle and end
Discussing different venues for the performance of
dramatic works (live performance, film, television)
Evaluating, interpreting, revising dramatic works and
performances
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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, critique, mimicry,
pantomime, role playing
INTERMEDIATE DRAMA: FIFTH GRADE //
HISTORICAL/CULTURAL CONTEXT
PROGRAM OF STUDIES:
Performance Standard
Students will communicate recognition of specific cultures,
periods and styles within dramatic works
Performance Standard
Students will examine the effects of time, place and personality
on dramatic works
Performance Standard
Students will create products or performances to demonstrate
drama from diverse cultures
Performance Standard
Students will describe and discuss theatre’s roles in and
contributions to communities
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:
Observe, experience and explore a variety of artistic
styles and forms in drama
Identify and express arts concepts in drama
Describe reaction to dramatic works and performances using
basic vocabulary
Recognize the role of the artist in drama
Compare and contrast formal design, style and structure
within each discipline, (music, dance, drama and visual art)
Communicate recognition of the diversity of art forms and
structures in music, dance, drama and visual arts
Demonstrate through products or performances, forms of
drama
Respond to the expressive qualities of drama
Express openness to differences and commonalities among
diverse cultures
Investigate and communicate the differences and
commonalities in the artistic expressions of drama from
diverse cultures
Examine the effects of time, place, and personality on
dramatic forms and performance practices
Recognize and demonstrate arts concepts used to describe
feelings
Begin to formulate personal values based on the perception
and reaction to the expressive qualities of drama
Demonstrators Continued:
Evaluate personal artistic creations and those of others
using appropriate vocabulary
Reflect on, interpret, and revise own work and/or works of
others 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 West
Africa, 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 West African, Native American and Colonial
American cultures
Creating dramatic scenes based on themes and using
elements common in West African, Native American and
Colonial American cultures
Comparing and contrasting, in discussions and writings,
dramatic works from West African, Native American and
Colonial American cultures
Discussing and writing about the effects of time, place
and personality on dramatic works
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Critical Vocabulary:
Culture, dramatic works, beginning, middle, end, folk tales,
myths, legends
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