List of Benchmarks for Theatre |
| Standard 5. | Understands how informal and formal theatre, film, television, and electronic media productions create and communicate meaning |
| | Level Pre-K (Grade Pre-K) |
| | 1. | Knows the difference between pretend and real
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| | Level II (Grade K-4) |
| | 1. | Understands the visual, aural, oral, and kinetic elements of dramatic performances |
| | 2. | Understands how the wants and needs of characters are similar to and different from one’s own wants and needs |
| | 3. | Provides rationales for personal preferences about the whole as well as the parts of dramatic performances |
| | 4. | Knows how alternative ideas can be used to enhance character roles, environments, and situations |
| | 5. | Knows appropriate terminology used in analyzing dramatizations (e.g., intent, structure, effectiveness, worth) |
| | 6. | Identifies people, events, time, and place in classroom dramatizations |
| | Level III (Grade 5-8) |
| | 1. | Understands the effect of publicity, study guides, programs, and physical environments on audience response and appreciation of dramatic performances |
| | 2. | Articulates the meanings constructed from one’s own and others’ dramatic performances |
| | 3. | Understands the perceived effectiveness of artistic choices found in dramatic performances |
| | 4. | Understands the perceived effectiveness of contributions (e.g., as playwrights, actors, designers, directors) to the collaborative process of developing improvised and scripted scenes |
| | 5. | Applies research from print and nonprint sources to script writing, acting, design, and directing choices |
| | Level IV (Grade 9-12) |
| | 1. | Knows how social meanings (aural, oral, and visual symbols with personal and/or social significance) communicated in informal productions, formal productions, and personal performances of different cultures and historical periods can relate to current personal, national, and international issues |
| | 2. | Articulates and justifies personal aesthetic criteria for comparing perceived artistic intent with the final aesthetic achievement |
| | 3. | Understands how the context in which a dramatic performance is set can enhance or hinder its effectiveness |
| | 4. | Knows how varying collaborative efforts and artistic choices can affect the performance of informal and formal productions |
| | 5. | Identifies and researches cultural, historical, and symbolic clues in dramatic texts |
| | 6. | Understands the validity and practicality of cultural, historical, and symbolic information used in making artistic choices for informal and formal productions |
