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Topic: Theatre design 

Theatre

 Standard 3.  Designs and produces informal and formal productions
  Level Pre-K (Grade Pre-K)
   Benchmark 1.Create props out of available resources to support dramatic play
    Knowledge/skill statements
     1.Creates props from available resources
     2.Uses props in dramatic play
  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 2.Selects and organizes available materials that suggest scenery, properties, lighting, sound, costumes, and makeup
    Knowledge/skill statements
     1.Selects from available materials to suggest scenery
     2.Selects from available materials to suggest properties
     3.Selects from available materials to suggest lighting
     4.Selects from available materials to suggest sound
     5.Selects from available materials to suggest costume
     6.Selects from available materials to suggest makeup
   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 1.Understands the functions and interrelated nature of scenery, properties, lighting, sound, costumes, and makeup in creating an environment appropriate for the drama
    Knowledge/skill statements
     1.Understands the function of scenery in creating an environment appropriate for the drama
     2.Understands the function of properties in creating an environment appropriate for the drama
     3.Understands the function of lighting in creating an environment appropriate for the drama
     4.Understands the function of sound in creating an environment appropriate for the drama
     5.Understands the function of costumes in creating an environment appropriate for the drama
     6.Understands the function of makeup in creating an environment appropriate for the drama
     7.Understands the interrelated nature of scenery, properties, lighting, sound, costumes, and makeup
   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
   Benchmark 4.Selects and creates elements of scenery, properties, lighting, and sound to signify environments, and costumes and makeup to suggest character
    Knowledge/skill statements
     1.Selects and creates specific elements of scenery to signify environments
     2.Selects and creates properties specific elements of to signify environments
     3.Selects and creates specific elements of lighting to signify environments
     4.Selects and creates specific elements of sound to signify environments
     5.Selects and creates specific elements of costumes to suggest character
     6.Selects and creates specific elements of makeup to suggest character
  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
   Benchmark 5.Conceptualizes and realizes artistic interpretations for informal or formal productions
    Knowledge/skill statements
     1.Conceptualizes artistic interpretations for informal or formal productions
     2.Realizes artistic interpretations for informal or formal productions
 Standard 4.  Directs scenes and productions
  Level III (Grade 5-8)
   Benchmark 1.Plans visual and aural elements for improvised and scripted scenes
    Knowledge/skill statements
     1.Plans the visual elements of scripted scenes
     2.Plans the aural elements of scripted scenes
     3.Plans the visual elements of improvised scenes
     4.Plans the aural elements of improvised scenes
  Level IV (Grade 9-12)
   Benchmark 2.Justifies selections of text, interpretations, and visual and aural artistic choices (e.g., situation, action, direction, design)
    Knowledge/skill statements
     1.Justifies one’s text selection as a director
     2.Justifies one’s interpretations as a director
     3.Justifies one’s visual artistic choices as a director
     4.Justifies one’s aural artistic choices as a director
 Standard 5.  Understands how informal and formal theatre, film, television, and electronic media productions create and communicate meaning
  Level III (Grade 5-8)
   Benchmark 5.Applies research from print and nonprint sources to script writing, acting, design, and directing choices
    Knowledge/skill statements
     1.Applies research from print and nonprint sources to script writing choices
     2.Applies research from print and nonprint sources to acting choices
     3.Applies research from print and nonprint sources to design choices
     4.Applies research from print and nonprint sources to directing choices