Common Planner
K–12 Standards

Drama/Theatre: Third Grade

Other Oklahoma Fine Arts sets

Creating (CR)

  • 1

    Generate and conceptualize dramatic ideas and work. DT.CR.1

    1. 1

      Conceptualize and sequence a unified piece of drama/ theatre by engaging in guided drama experiences using developmentally appropriate literature and proposing choices to enrich and help unify dramatic play or a guided drama experience.3.DT.CR.1.1

    2. 2

      Imagine and collaborate with peers to conceptualize technical elements for a unified drama/theatre concept; use non-representational materials to create props, puppets, etc., and describe, illustrate, and/or physically arrange playing spaces.3.DT.CR.1.2

    3. 3

      Develop characters authentic to the drama/theatre work by demonstrating voice, body language, gestures, movements and using clear speaking, rate, fluency, expression, and appropriate vocabulary to impact the development of characters and story. 3.DT.CR.1.3

  • 2

    Organize, develop, and rehearse dramatic ideas and work.DT.CR.2

    1. 1

      Create and communicate ideas, sequence events/plot, propose details, contribute dialogue, and use words and actions to refine characters contributing to a completed story in a guided drama experience. 3.DT.CR.2.1

    2. 2

      Demonstrate collaborative and interdisciplinary skills by working with peers and accepting the ideas of others to plan setting, technical elements, and other details for dramatic play or a guided drama experience. 3.DT.CR.2.2

  • 3

    Revise, refine, and complete dramatic work. DT.CR.3

    1. 1

      Prepare a unified drama/ theatre work for presentation and convey meaning by using basic theatre vocabulary and demonstrating imagination, focus, concentration. 3.DT.CR.3.1

    2. 2

      Use the body to create and refine a vivid character by manipulating energy, gestures, shape, body language, and movement; use voice to create and refine a vivid character by manipulating volume, pitch, tone, rate, and clarity; and justify character choices. 3.DT.CR.3.2

    3. 3

      Integrate technical elements to create an emotional impact or convey meaning by creating puppets, masks, and costume pieces to help define characters and selecting or creating materials to be used for scenery, props, costumes, and sound effects supporting the story.3.DT.CR.3.3

Performing (PR)

  • 1

    Select, analyze, and interpret dramatic work for presentation.DT.PR.1

    1. 1

      Demonstrate that there are multiple choices for aspects of drama/theatre work (movement, voice, set, etc.) and select supportable choices for setting, character, and technical elements.3.DT.PR.1.1

  • 2

    Develop and refine dramatic techniques and work for presentation.DT.PR.2

    1. 1

      Develop expertise by assuming roles in a variety of dramatic forms (e.g., dramatic play, guided drama, pantomime, tableau, puppetry, story enactment, reader’s theatre, musical theatre, developing and voicing characters using animation). 3.DT.PR.2.1

    2. 2

      Identify the basic technical elements used in a drama/theatre work to create the most effective emotional impact and to convey meaning. 3.DT.PR.2.2

  • 3

    Convey meaning through the presentation of a dramatic work.DT.PR.3

    1. 1

      Present a non-exhibitional drama/theatre work with a defined purpose or intent.3.DT.PR.3.1

Responding (RE)

  • 1

    Perceive and analyze dramatic work. DT.RE.1

    1. 1

      Demonstrate audience skills of observing attentively, responding appropriately, understanding why artistic choices are made, and sharing personal responses in classroom dramatizations and developmentally appropriate theatrical performances viewed. 3.DT.RE.1.1

  • 2

    Interpret intent and meaning in dramatic work.DT.RE.2

    1. 1

      Identify the similarities and differences shared about what was enacted, seen, heard, and felt in dramatic play, guided drama, and/or in developmentally appropriate theatrical performances viewed.3.DT.RE.2.1

  • 3

    Apply criteria to evaluate dramatic work.DT.RE.3

    1. 1

      Decide as a classroom community what makes a successful performance by developing and applying criteria to evaluate a drama/ theatre work. 3.DT.RE.3.1

    2. 2

      Investigate how technical elements (e.g., costumes, props, sets, sound effects, etc.) may support a theme or idea in a drama/ theatre work.3.DT.RE.3.2

    3. 3

      Identify, discuss, and demonstrate appropriate audience or performer etiquette and give/receive constructive feedback for a variety of drama/ theatre experiences. 3.DT.RE.3.3

Connecting (CN)

  • 1

    Synthesize and relate knowledge and personal experiences to drama/theatre. DT.CN.1

    1. 1

      Use personal experiences and knowledge to make connections to community by reading, listening to, and performing stories from a variety of cultures through dramatic play or guided drama experiences, and/or in developmentally appropriate theatrical performances viewed. 3.DT.CN.1.1

  • 2

    Relate dramatic ideas and works with societal, cultural, and historical context to deepen understanding.DT.CN.2

    1. 1

      Identify and explain connections between drama/ theatre works and personal, societal, cultural, and historical context. 3.DT.CN.2.1

    2. 2

      Identify and explain connections between the history and culture of others to Oklahoma history and culture, including the stories and storytelling contributions of the Oklahoma American Indian Tribes. 3.DT.CN.2.2

  • 3

    Research and relate dramatic ideas/works and societal, cultural, and historical context to deepen understanding.DT.CN.3

    1. 1

      Adapt grade-appropriate stories, texts, pictures, and real people or fictional characters as sources for guided drama, devised drama, and theatrical works.3.DT.CN.3.1 

Frequently asked questions

What grade levels do these standards cover?
Grade 3
Where can I read the official document?
Oklahoma Academic Standards for Fine Arts

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