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Topic: Establishing a context for drama 

Theatre

 Standard 1.  Demonstrates competence in writing scripts
  Level II (Grade K-4)
   Benchmark 1.Selects interrelated characters, environments, and situations for simple dramatizations
    Knowledge/skill statements
     1.Selects interrelated characters for simple dramatizations
     2.Selects interrelated environments for simple dramatizations
     3.Selects interrelated situations for simple dramatizations
  Level III (Grade 5-8)
   Benchmark 1.Creates characters, environments (e.g., place, time, atmosphere/mood), and actions that create tension and suspense
    Knowledge/skill statements
     1.Creates characters that create tension and suspense
     2.Creates environments, such as place, time, and mood, that create tension and suspense
     3.Creates actions that create tension and suspense
 Standard 2.  Uses acting skills
  Level II (Grade K-4)
   Benchmark 1.Knows characters in dramatizations, their relationships, and their environments
    Knowledge/skill statements
     1.Knows characters in dramatizations
     2.Knows the relationships among characters in dramatizations
     3.Knows character environments in dramatizations
 Standard 3.  Designs and produces informal and formal productions
  Level II (Grade K-4)
   Benchmark 1.Knows how visual elements (e.g., space, color, line, shape, texture) and aural aspects are used to communicate locale and mood
    Knowledge/skill statements
     1.Knows how visual elements are used to communicate the locale and mood of a scene
     2.Knows how aural elements are used to communicate the locale and mood of a scene
     3.Knows that space, color, line, shape, and texture are elements that can communicate locale and mood to an audience
   Benchmark 3.Visualizes and arranges environments for classroom dramatizations
    Knowledge/skill statements
     1.Visualizes environments for classroom dramatizations
     2.Arranges environments for classroom dramatizations
  Level III (Grade 5-8)
   Benchmark 3.Develops focused ideas for the environment using visual elements (e.g., line, texture, color, space), visual principles (e.g., repetition, balance, emphasis, contrast, unity), and aural qualities (e.g., pitch, rhythm, dynamics, tempo, expression) from traditional and nontraditional sources
    Knowledge/skill statements
     1.Develops focused ideas for the environment using visual elements, such as line, texture, color, and space
     2.Develops focused ideas for the environment using visual principles, such as repetition, balance, emphasis, contrast, and unity
     3.Develops focused ideas for the environment using aural qualities, such as pitch, rhythm, dynamics, tempo, and expression
  Level IV (Grade 9-12)
   Benchmark 3.Develops designs that use visual and aural elements to convey environments (e.g., place, time, atmosphere/mood) that clearly support the text
    Knowledge/skill statements
     1.Develops designs that use visual elements to convey environments
     2.Develops designs that use aural elements to convey environments
     3.Develops designs to convey place, time, and atmosphere/mood that clearly support the text
 Standard 5.  Understands how informal and formal theatre, film, television, and electronic media productions create and communicate meaning
  Level IV (Grade 9-12)
   Benchmark 3.Understands how the context in which a dramatic performance is set can enhance or hinder its effectiveness
    Knowledge/skill statements
     1.Understands how the context in which a dramatic performance is set can enhance its effectiveness
     2.Understands how the context in which a dramatic performance is set can hinder its effectiveness