Common Planner
K–12 Standards

Fine Arts: Drama/Theatre (Kindergarten)

Other Oklahoma Fine Arts sets

Creating (CR)CR

  • 1

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

    1. 1

      With guidance, engage in planning a series of events for dramatic play or a guided drama experience (e.g., play plans, creative drama, story drama, process drama) based on existing stories or creating new stories. K.DT.CR.1.1

    2. 2

      Imagine production elements for a unified drama/theatre concept by using non­ representational materials to create props, puppets, masks, and/or costume pieces for dramatic play or guided drama experiences (e.g., play plans, creative drama, story drama, process drama). K.DT.CR.1.2

    3. 3

      Develop characters authentic to the drama/theatre work by demonstrating ideas concerning voice, gestures, and movements appropriate to the characters and story developed. K.DT.CR.1.3

  • 2

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

    1. 1

      Create and communicate ideas to advance the beginning, middle, end [plot] and use words and actions to refine characters that contribute to a completed story in a guided drama experience (e.g., process drama, story drama. creative drama). K.DT.CR.2.1

    2. 2

      Demonstrate collaborative skills and interdisciplinary skills by engaging in unstructured free play and playing appropriately with others. K.DT.CR.2.2

  • 3

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

    1. 1

      Prepare a unified drama/theatre work for presentation demonstrating skills of drama/theatre, which are also "skills of the mind": imagination, focus, concentration. K.DT.CR.3.1

    2. 2

      Use the body to create a vivid character with energy, movement, and gestures and use voice to create a vivid character by changing volume, pitch, tone, rate, and clarity. K.DT.CR.3.2

    3. 3

      Integrate design elements that create an emotional impact or convey meaning by choosing a single object for multiple, imaginative representations and creating puppets, masks, and costume pieces that support the story. K.DT.CR.3.3

Performing (PR)PR

  • 1

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

    1. 1

      Understand and demonstrate that there are multiple choices for every aspect of drama/theatre work (movement, speaking voice, etc.) and select the most supportable choice for the moment through identification of essential events. 1.DT.PR.1.1

  • 2

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

    1. 1

      Develop expertise by assuming roles in a variety of dramatic forms, modifying body (energy, body language, etc.) and modifying voice (volume, pitch, etc.) to convey meaning and create an emotional impact. K.DT.PR.2.1

    2. 2

      Explore and experiment with various technical elements for multiple aspects of drama/theatre work. K.DT.PR.2.2

  • 3

    Convey meaning through the presentation of an artistic work. DT.PR.3

    1. 1

      Perform a non­ exhibitionaI drama/theatre work (play plans, dramatic play, and guided drama) with characters that are part of recognizable and shared human experiences (e.g. family, workers, community helpers, etc.). K.DT.PR.3.1

Responding (RE)RE

  • 1

    Perceive and analyze artistic work. DT.RE.1

    1. 1

      Understand personal reactions as a participant in a drama/theatre work by recalling an emotional response in dramatic play or guided drama experiences; and/or, in developmentally appropriate theatrical performances during which there was active and appropriate engagement as an audience member. K.DT.RE.1.1

  • 2

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

    1. 1

      Use personal experience and background knowledge to create or interpret a drama/theatre work (play plans, dramatic play, guided drama, and/or in developmentally appropriate theatrical performances) by asking questions, sharing personal responses, and reflecting upon performances viewed. K.DT.RE.2.1

    2. 2

      Ask questions, answer questions, and reflect upon play plans, dramatic play, guided drama, and/or developmentally appropriate theatrical performances viewed. K.DT.RE.2.2

    3. 3

      Explore and express personal likes and dislikes about play plans, dramatic play, guided drama, and/or developmentally appropriate theatrical performances viewed and listen to/respect the references of others. K.DT.RE.2.3

  • 3

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

    1. 1

      With guidance, identify favorite or least favorite parts of a drama/theatre experience and explain why these parts elicited those responses. K.DT.RE.3.1

    2. 2

      Describe and recognize production elements (e.g., costumes, props, sets, sound effects, etc.) and discuss likes/dislikes. K.DT.RE.3.2

    3. 3

      Recognize and practice appropriate audience or performer behavior for a variety of drama/theatre experiences. K.DT.RE.3.3

Connecting (CN)CN

  • 1

    Synthesize and relate knowledge and personal experiences to art. DT.CN.1

    1. 1

      Identify similarities between characters, oneself, and classmates in play plans, dramatic play, guided drama, and/or in developmentally appropriate theatrical performances viewed. K.DT.CN.1.1

  • 2

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

    1. 1

      Identify connections between drama/theatre and personal and societal contexts, such as family, workers, and community helpers. K.DT.CN.2.1

    2. 2

      Explore the stories of the thirty-nine present day tribes that call Oklahoma home. K.DT.CN.2.2

  • 3

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

    1. 1

      Identify and dramatize recognizable universal experiences from grade-appropriate historic and culturally diverse stories and texts. K.DT.CN.3.1

    2. 2

      Identify visual elements that can add meaning to dramatic play or guided drama experiences. K.DT.CN.3.2

Frequently asked questions

What grade levels do these standards cover?
Kindergarten
Where can I read the official document?
Oklahoma Academic Standards

Keep exploring

Keep exploring Fine Arts standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

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Fine Arts