Fine Arts Content Statement Feedback – Dec 2018

Submitting Feedback on Content Statements
Scroll down to review the content statements for individual standards. Use the green Submit Feedback button to provide comments on the content statements.

Fine Arts Dance Standard - Kindergarten (Perceiving/Knowing)

Content Statements

1- Demonstrate curiosity and engagement with the dances they observe and experience.
2- Observe and explore dance forms from various cultures.
3- Demonstrate awareness of moving safely within personal and general space.
4- Identify and name basic concepts used in dance.
5- Observe dances and dancers and share what they see using words, pictures or movements.
6- Name and point out basic dance elements, subject matter and movements in dances they create and view.
7- Describe the meaning of the movements and shapes made in space.

Fine Arts Dance Standard - Kindergarten (Producing/Performing)

Content Statements

1- Explore and experiment with locomotor and non-locomotor movements using changes in body shape, time, space and movement quality to construct meaning.
2- Explore movement ideas for dance-making based on observation, memory, imagination and experience.
3- Explore, select and combine dance concepts and improvisational elements to communicate subject matter in dance-making.
4- Explore and combine rhythmic play in movement sequencing, problem-solving and to construct meaning.
5- Engage in and learn developmentally appropriate cultural dances.
6- Explore structured improvisations and movement sequences that explore a central theme across disciplines.

Fine Arts Dance Standard - Kindergarten (Responding/Reflecting)

Content Statements

1- Demonstrate awareness of their dance movements and ideas for generating them.
2- Communicate ideas, stories and personal experiences they see in dances performed using their own developing language.
3- Demonstrate and discuss how to respond to dance as an audience member.
4- Demonstrate social skills when collaborating with peers to create and perform dances.
5- Recognize that people have different opinions and responses to works of art.
6- Show confidence and pride in their artistic accomplishments.
7- Recognize dancing as a tool for healthful living.

Fine Arts Dance Standard - Grade 1 (Perceiving/Knowing)

Content Statements

1- Recognize and use descriptive language when engaging in conversations about their dance experiences.
2- Recognize the similarities and differences between dance forms.
3- Observe a culturally representative dance and describe the visual, kinetic and expressive elements.
4- Explore ways to use their imaginations when engaged in dance-making.
5- Recognize and talk about how dancing can build coordination and memory.
6- Describe what a choreographer does and find examples of dances by choreographers in their school or community.
7- Describe different ways that movements shaped into dance depict feelings and emotions.

Fine Arts Dance Standard - Grade 1 (Producing/Performing)

Content Statements

1- Demonstrate basic locomotor and non-locomotor movement patterns using changes in time, space, body shape and movement quality to construct and express personal meaning.
2- Create and perform a memorized movement sequence with a clear beginning, middle and end.
3- Play creatively with rhythm games.
4- Cooperate with others to make decisions during a dance activity.
5- Learn developmentally appropriate cultural dances.
6- Explore movement to create images using words, sound and music.
7- Explore and use a range of subject matter to create original dance improvisations and dances.

Fine Arts Dance Standard - Grade 1 (Responding/Reflecting)

Content Statements

1- Assess their own learning in dance and express ways to improve it.
2- Share their dance-making processes with one another.
3- Demonstrate and discuss how to respond to dance as an audience member.
4- Demonstrate responsibility and social skills when collaborating with peers.
5- Share their ideas about dances they observe and tell what they think the work was about.
6- Discuss how dance can help people communicate.
7- Recognize and discuss why dance is a healthy activity.

Fine Arts Dance Standard - Grade 2 (Perceiving/Knowing)

Content Statements

1- Name and use dance movement vocabulary when exploring, making and describing dance.
2- Recognize how technology increases opportunities to view dance worldwide.
3- Observe and explore dance forms from various cultures.
4- Notice and point out the expressive details of dances made and shared.
5- Identify sources that inspire dance-making.
6- Recognize and point out basic elements and concepts in their dance studies and those of others.

Fine Arts Dance Standard - Grade 2 (Producing/Performing)

Content Statements

1- Explore the basic elements of dance with an emphasis on expression, focus and confidence.
2- Use technology to view dances and shape dance-making.
3- Share responsibility for collaborating with peers to create movement sequences and informal dances.
4- Explore dance movement vocabulary and basic compositional elements using a range of music genres.
5- Engage in dance experiences that explore social and multicultural themes.

Fine Arts Dance Standard - Grade 2 (Responding/Reflecting)

Content Statements

1- Use feedback and basic self-assessment strategies to improve their dances and dance-making.
2- Talk about the meanings of dances seen and made.
3- Share responsibility to collaborate with peers to create movement sequences.
4- Describe how dancing can be beneficial to a healthy lifestyle.
5- Share their preferences for the dances they observe and consider those of their peers.
6- Discuss how dance can help people communicate.

Fine Arts Dance Standard - Grade 3 (Perceiving/Knowing)

Content Statements

1- Develop an understanding of dance concepts and vocabulary.
2- Observe, identify and describe basic choreographic elements.
3- Observe the dances created by peers and identify and discuss creative Problem-solving strategies.
4- Recognize the connection of somatic sensation of breath and kinesthetic awareness to their personal movement.
5- Recognize and describe the role of dance in their lives and communities

Fine Arts Dance Standard - Grade 3 (Producing/Performing)

Content Statements

1- Explore and improvise with basic choreographic elements.
2- Improvise and create movements that reflect an understanding of themes from a range of sources, including other content areas.
3- Learn dances related to the cultures represented in the local community.
4- Demonstrate kinesthetic awareness, self-direction and safe practices when improvising and performing.
5- Assume shared responsibility for collaboration with peers to create original movement sequences and dances.

Fine Arts Dance Standard - Grade 3 (Responding/Reflecting)

Content Statements

1- Reflect and share personal reactions to viewing, creating and performing dances.
2- Recognize and identify personal characteristics and how these are reflected in their movements.
3- Describe themes, concepts and ideas from other content areas that are reflected in dances they view.
4- Describe why safe practices and kinesthetic awareness are important for participation in dance.
5- Describe the relationship among visual, aural and kinesthetic elements in a dance that is performed or observed.
6- Discuss and develop individual and shared criteria to assess dance performances

Fine Arts Dance Standard - Grade 4 (Perceiving/Knowing)

Content Statements

1- Relate specific dance concepts and vocabulary to meanings conveyed through dance.
2- Observe, identify and describe basic choreographic elements.
3- Observe the dances created by peers and identify creative problem-solving strategies using dance concepts and vocabulary.
4- Increase kinesthetic awareness by attending to and describing a range of somatic ideas.
5- Recognize and describe features of dance in Ohio and how it represents local cultural values.

Fine Arts Dance Standard - Grade 4 (Producing/Performing)

Content Statements

1- Learn and demonstrate dances from various cultures represented in Ohio, past and present.
2- Invent multiple solutions to movement prompts, improvisations and dance compositions by varying aspects of space, time or energy.
3- Improvise, create and perform dances in response to prompts.
4- Demonstrate kinesthetic awareness and safe practices when performing developmentally appropriate movements and sequences
5- Apply and combine the elements of dance to express ideas, feelings, moods and personal narratives.

Fine Arts Dance Standard - Grade 4 (Responding/Reflecting)

Content Statements

1- Discuss personal reactions to dances viewed or performed and explain how these reactions relate to personal artistic criteria.
2- Discuss personal assessment of movement skills and challenges in performing dance movements of increasing difficulty.
3- Describe the relationship among visual, aural and kinesthetic elements in a dance that is performed or observed.
4- Demonstrate inquiry skills when stating and supporting their views about dance.
5- Give and receive constructive feedback to produce dances that achieve learning goals.

Fine Arts Dance Standard - Grade 5 (Perceiving/Knowing)

Content Statements

1- Interpret various dances and support their interpretations with specific observations using appropriate dance vocabulary.
2- Observe, identify and describe basic choreographic elements.
3- Observe selected dances and identify creative problem-solving strategies using specific dance concepts and vocabulary.
4- Further develop kinesthetic awareness by attending to and describing a range of somatic ideas.
5- Recognize and describe features of dance forms in the United States and how they represent their historical and cultural contexts.

Fine Arts Dance Standard - Grade 5 (Producing/Performing)

Content Statements

1- Demonstrate strength, flexibility and movement patterning when performing movement sequences with clarity, focus and kinesthetic awareness.
2- Demonstrate safe practices for dance, including warm-up, stretching, partnering and appropriate use of shared spaces in increasingly complex movement situations.
3- Learn and demonstrate dances from various cultures represented in the United States, past and present.
4- Create, refine and perform dances based on concepts and issues drawn from historical and contemporary times.
5- Use formal and informal compositional structures in choreography and improvisation.
6- Demonstrate initiative when working alone, with partners and in small groups to improvise and solve movement problems.

Fine Arts Dance Standard - Grade 5 (Responding/Reflecting)

Content Statements

1- Discuss personal reactions to dances viewed or performed and consider how these are informed by cultural and social influences.
2- Identify ways that the same dance movement can be described differently, based on point of view.
3- Reflect on how attention to physical sensations can impact movement experiences and performance.
4- Use forms of writing (e.g., note-taking, graphic organizers, motif notation) to record choices made in the dance-making process.
5- Reflect on, evaluate and refine choreographic, rehearsal and performance processes based on established criteria.

Fine Arts Dance Standard - Grade 6 (Perceiving/Knowing)

Content Statements

1- Deepen personal awareness of the expressive body as it moves and feels in personal and communal spaces.
2- Deepen personal awareness of the expressive body as it moves and feels in relation to the dance elements.
3- Observe and ask questions about movement concepts.
4- Explore the body's range of movement possibilities.
5- View works by various influential choreographers.
6- Recognize how thoughts and ideas influence dance.
7- Observe dances with attention to rhythmic structure, with or without musical accompaniment.

Fine Arts Dance Standard - Grade 6 (Producing/Performing)

Content Statements

1- Create movement that is influenced by personal, social, cultural and political concepts
2- Perform dances from various global cultures, theatrical styles and historical periods.
3- Perform movement phrases with increased focus, alignment, strength, flexibility, coordination and skill.
4- Demonstrate and use available technology including new media to create, record and share dances in conventional and innovative ways.
5- Demonstrate how to dance with a supporting partner or group

Fine Arts Dance Standard - Grade 6 (Responding/Reflecting)

Content Statements

1- Identify a variety of career possibilities in which dance skills are useful.
2- Explain the role of dance in daily life across various periods and cultures and provide examples.
3- Identify an influential choreographer and describe his or her choreographic work in terms of genre, form and style.
4- State and support a personal preference of dance genre, form and style.
5- Create and apply criteria to make judgments about self-made dances and dances made by others.
6- Share ideas and raise questions about the relevance of dance skills to their lives and adult career choices.

Fine Arts Dance Standard - Grade 7 (Perceiving/Knowing)

Content Statements

1- Demonstrate a perspective by explaining different societal values on the meaning and function of dances made, performed or shared.
2- View choreographic works and improvisations by various influential choreographers.
3- Explore the expressive body range of movement possibilities.
4- Sense and express the impact and interrelationship between dance and the body's physical and emotional state of being.
5- Recognize and discuss how thoughtful inquiry influences dance making, performing and sharing.
6- Observe dances with attention to rhythmic structure, with or without musical accompaniment.

Fine Arts Dance Standard - Grade 7 (Producing/Performing)

Content Statements

1- Explore and refine the body's movement possibilities in relation to varied dance techniques and choreography.
2- Perform dances from various global cultures, theatrical styles and historical periods.
3- Embody dance performance with attention to rhythmic structure with or without musical accompaniment.
4- Create dance movement studies with clear intent and attention to dance elements, features and choreographic principles.
5- Perform movement phrases with increased focus, alignment, strength, flexibility, coordination and skill.
6- Recognize the importance of warm-up and cross-discipline training to dance (e.g., sports, yoga, Pilates, swimming, running, walking and cycling).
7- Demonstrate self-direction and independence.

Fine Arts Dance Standard - Grade 7 (Responding/Reflecting)

Content Statements

1- Discuss ways that dance contributes to a community and provide examples.
2- Analyze and describe the movement patterns and the expressive and stylistic characteristics of selected dances.
3- Evaluate and refine collaborative rehearsal processes.
4- Articulate the intended meanings of the dances they create.
5- Critique a dance based on how effectively the formal, technical and expressive aspects communicate a theme or idea.
6- Demonstrate initiative and confidence when creating and presenting dances to express their feelings, ideas and viewpoints.

Fine Arts Dance Standard - Grade 8 (Perceiving/Knowing)

Content Statements

1- Attend to, consider and articulate the aesthetic qualities in dances observed.
2- Explore and interpret the expressive body's movement possibilities in relation to other choreography tools and dance techniques with increased skill.
3- View and describe choreographic works and improvisations by various influential choreographers.
4- Explore the body's range of movement possibilities.
5- Observe dances with attention to rhythmic structure, with or without musical accompaniment.
6- Observe how gender influences dance across cultures.
7- Investigate and explain how cultural and ethnic groups contribute to the development of a particular dance.

Fine Arts Dance Standard - Grade 8 (Producing/Performing)

Content Statements

1- Perform dances from various global cultures, theatrical styles and historical periods.
2- Use theatrical features (e.g., sound scores, music, lighting, costumes props and text) in dance performance to enhance artistic expression.
3- Refine the use of available technology and the media arts to create, record, and share dance in creative ways.
4- Perform movement phrases with increased focus, alignment, strength, flexibility, coordination and skill.
5- Demonstrate self-direction, independence and risk-taking when creating and performing dances.

Fine Arts Dance Standard - Grade 8 (Responding/Reflecting)

Content Statements

1- Describe, interpret and assess their dance works and challenge the opinions of others.
2- Compare the creative process in dance to the creative process in other arts disciplines (e.g., generating ideas, problem-solving and communicating).
3- Differentiate among statements of description, interpretation and evaluation within a variety of published dance literature selections.
4- Differentiate among statements of description, interpretation and evaluation and use them in a discussion about dance performance.
5- Examine and discuss the way that different events (e.g., cultural, political, social and technological) impact dance and dance development.
6- Recognize, advocate and discuss how participation in dance develops skills that are valuable and applicable to their lives and adult careers.

Fine Arts Dance Standard - HS-Beginning (Perceiving/Knowing)

Content Statements

1- Explain how the study of dance broadens perspectives on the arts and the connection to the global community.
2- Identify and explore how the study of dance provides knowledge and skills essential to life and personal health.
3- Observe and describe specific historic and traditional dances from various cultures.
4- Explain the impact of history and culture on dance as an art form.
5- Recognize the importance of artistry and technical proficiency in dance.
6- Articulate points of view about dance and respond thoughtfully to the viewpoints of others.
7- Use inquiry skills to develop opinions about dance.

Fine Arts Dance Standard - HS-Beginning (Producing/Performing)

Content Statements

1- Explore a variety of improvisational techniques in order to generate original movement material.
2- Demonstrate self-awareness and awareness of others.
3- Compose and perform a dance that demonstrates expression and clarity of intention.
4- Explore interdisciplinary ideas to support and inspire the choreographic process.
5- Demonstrate self-direction and accountability for technical growth to facilitate communication.
6- Create and perform dances from various cultures and historical periods.

Fine Arts Dance Standard - HS-Beginning (Responding/Reflecting)

Content Statements

1- Apply review and revision processes to improve personal dance works.
2- Identify criteria for assessing dance performances.
3- Analyze and interpret recognized works by a variety of historical and contemporary choreographers.
4- Analyze and discuss the relationship between form and meaning in dances from various cultures.
5- Discuss technical theater and design innovations.
6- Make entries in journals and create goals that connect somatic understanding with the ability to enhance performance and technique.
7- Evaluate and refine the elements of an effective rehearsal process.

Fine Arts Dance Standard - HS-Intermediate (Perceiving/Knowing)

Content Statements

1- Explain the connections between dance, other arts areas and disciplines outside the arts.
2- Determine how personal perspectives influence aesthetic opinions about dance.
3- Identify and explore how the study of dance provides knowledge and skills essential to life and personal health.
4- Recognize the importance of artistry and technical proficiency in dance.
5- Observe, analyze and describe a dance and its historical or global context.
6- Understand how the mind-body connection influences choreography and dance technique.

Fine Arts Dance Standard - HS-Intermediate (Producing/Performing)

Content Statements

1- Explore a variety of choreographic processes that demonstrate originality, clarity of intent and a dynamic range of movement.
2- Demonstrate and integrate the use of available technology to inspire, create or record dance.
3- Create and perform a dance that demonstrates a variety of complex movement sequences and the ability to collaborate with an ensemble.
4- Develop strategies that promote personal health, injury prevention, care and rehabilitation.
5- Demonstrate self-direction and accountability for technical growth to facilitate communication and creative expression.
6- Choreograph a dance that explores a universal theme or socio. political or global issue and place it in a historical context.
7- Choreograph a dance that incorporates a multidisciplinary approach to the process.

Fine Arts Dance Standard - HS-Intermediate (Responding/Reflecting)

Content Statements

1- Identify and raise aesthetic questions about dance experiences and how they deepen somatic understandings.
2- Critique a dance based on fundamental dance concepts.
3- Understand the impact of government policy on the arts.
4- Discuss technical theater and design innovations that have affected dance production.
5- Examine the traditions, techniques and cultural contexts of various dance styles.
6- Explain how a choreographer’s philosophy, heritage and cultural traditions influenced his or her choreography.
7- Develop and refine beliefs and questions about dance experiences

Fine Arts Dance Standard - HS-Advanced (Perceiving/Knowing)

Content Statements

1- Demonstrate and explain how the study of dance provides knowledge and skills essential to life and personal health.
2- Synthesize somatic information in response to what they observe and perform.
3- Examine ways in which various dance works relate to the themes and issues of their historical, global and social contexts.
4- Articulate the aesthetics of dance and reflect on how it relates to dance in their lives and the lives of others.
5- Recognize the importance of artistry and technical proficiency in dance.
6- Appreciate how the imagination inspires personal and diverse approaches to the choreographic process.

Fine Arts Dance Standard - HS-Advanced (Producing/Performing)

Content Statements

1- Create a personal work that demonstrates originality, clarity of intent and a dynamic range of movement.
2- Demonstrate self-direction and technical growth when bringing a work of dance to a point of completion.
3- Develop strategies that promote personal health, injury prevention, care and rehabilitation.
4- Experience how anatomical and kinesthetic awareness can alter the artistic interpretation of a dance.
5- Perform various dances from a diverse range of global cultures, theatrical styles and historical periods, both past and present.
6- Demonstrate and integrate the use of advanced technology and the media arts to inspire, create or record dance.
7- Apply production techniques to collaborative concert planning and arts administration skills.

Fine Arts Dance Standard - HS-Advanced (Responding/Reflecting)

Content Statements

1- Identify and raise aesthetic questions about dance experiences and how they deepen somatic understandings.
2- Review, revise and refine an original dance with attention to full production values.
3- Critique personal dances and those of others based on specific dance aesthetics.
4- Discuss advanced technical theater and design innovations that have affected contemporary dance production.
5- Explain how a choreographer’s philosophy, heritage and cultural traditions influenced his or her choreography.
6- Articulate, justify and produce a personal philosophy of dance.
7- Research government policy and its impact on the art form of dance, education and arts advocacy at the local and national level.

Fine Arts Drama Standard - Kindergarten (Creating)

Content Statements

1- Demonstrate observation and listening skills in a theatrical context.
2- Listen to stories, myths and fairy tales from various time periods and cultures and describe the storyline.
3- Identify the characters, place and time in stories.
4- Predict endings of a stories or theatre performances.
5- Listen to and follow directions in both classroom and theatrical settings.
6- Use basic, appropriate vocabulary while engaging in dramatic play and attending theatre productions.

Fine Arts Drama Standard - Kindergarten (Producing/Performing)

Content Statements

1- Imitate movements, voices and feelings of people, animals and objects through dramatic play.
2- Perform group pantomimes and improvisations to retell stories.
3- Create an imaginary character using costumes and props.
4- Imagine and create a physical environment for stories (e.g., arrange classroom furniture, suggest lighting or sound effects to suggest mood, choose characters’ clothing).
5- Engage in drama and theatre experiences to explore concepts from other academic areas.
6- Work cooperatively to dramatize a story.

Fine Arts Drama Standard - Kindergarten (Responding/Reflecting)

Content Statements

1- Share thoughts, emotions and ideas in response to a dramatic or theatrical experiences
2- Distinguish between the real and imagined worlds when experiencing stories, myths and fairytales.
3- Describe a character’s feelings in stories and make comparisons to people and events in their own lives.
4- Describe what a playwright does.
5- Articulate the strengths and weaknesses of self and peers following performances.
6- Demonstrate confidence and pride in individual and collaborative dramatic play.

Fine Arts Drama Standard - Grade 1 (Creating)

Content Statements

1- Retell the beginning, middle and ending of stories in proper sequence.
2- Identify the characters, time, place and major events in stories.
3- Use vivid language to describe the setting of real or imaginary locations.
4- Use appropriate dramatic and theatrical vocabulary (e.g., character, time and place) to describe dramatic and theatrical experiences.
5- Demonstrate audience behavior appropriate for the forms and styles of theatre (e.g. live theatre, film, television, film and media).
6- Identify how audience behavior differs among dramatic forms (e.g., live theatre, film, video and broadcast media.)

Fine Arts Drama Standard - Grade 1 (Producing/Performing)

Content Statements

1- Retell or dramatize stories, myths and fairy tales from various time periods and cultures.
2- Create, write and tell stories based on personal experience.
3- Demonstrate various movements, voices and feelings by performing a variety of familiar roles.
4- Dramatize and improvise familiar stories from classroom literature or life experiences with a plot and beginning, middle and end.
5- Arrange classroom objects to represent a suitable environment for dramatic and theatrical activities (e.g., arrange classroom furniture into a theatre space, use resources to add lighting or sound to create mood, and choose characters’ clothing).
6- Work cooperatively to present a tableau, improvisation or pantomime.

Fine Arts Drama Standard - Grade 1 (Responding/Reflecting)

Content Statements

1- Explain personal and collective emotional responses to dramatic and theatrical works or experiences.
2- Recognize that there are a variety of points of view and interpretations of stories.
3- Compare and contrast the elements (e.g., plot, character, setting) of various stories and dramatic texts.
4- Describe the consequences of a character’s decisions and actions in a story or play.
5- Describe characters in stories and tell how they are similar to or different from themselves.
6- Use feedback to improve their dramatic works.
7- Demonstrate confidence and self-direction when engaging in dramatic play.

Fine Arts Drama Standard - Grade 2 (Creating)

Content Statements

1- Describe the characters, setting, central ideas and plot in stories or dramatic and theatrical works.
2- Identify the theme of stories or dramatic and theatrical works.
3- Compare the same stories across cultures.
4- Identify the arts that are used to create a theatrical performance.
5- Use appropriate dramatic and theatrical vocabulary (e.g., plot, setting) to describe dramatic and theatrical experiences.
6- Listen to and follow directions from instructor and peers in both classroom and theatrical settings.
7- Demonstrate appropriate audience behavior when engaging in dramatic experiences.

Fine Arts Drama Standard - Grade 2 (Producing/Performing)

Content Statements

1- Create movements and voices of characters to communicate feelings and ideas in dramatic or theatrical contexts (e.g., skits, puppetry, pantomime, improvisation and storytelling).
2- Explore and demonstrate various design components of a scene (e.g., draw a picture from the stories, create live sound effects and identify clothing items appropriate to the character).
3- Listen to and convey familiar stories, sequencing events and identify characters, settings, and conflict.
4- Engage in physical warm-ups to develop relaxation and build coordination and flexibility.
5- Describe and model effective social and group skills when participating in dramatic play with partners.

Fine Arts Drama Standard - Grade 2 (Responding/Reflecting)

Content Statements

1- Identify factors that influence personal opinions about a dramatic or theatrical work or experience.
2- Explain choices made in creating settings for classroom performances (e.g. lighting, sound, clothing and mood).
3- Recognize and demonstrate acceptable audience behavior when participating in a drama experience.
4- Restate opinions of others about a dramatic or theatrical work or experience.
5- View a performance and distinguish among the roles of playwright, actor, director and designer and their artistic choices.
6- Discuss and critique personal performance and participation in a theatrical activity, using established criteria.

Fine Arts Drama Standard - Grade 3 (Creating)

Content Statements

1- Identify the plot and retell the sequence of events in a story, play or theatre experience.
2- Identify character types and relationships between characters including thoughts, feelings and information about them.
3- Explain how the cultural and physical setting of a dramatic and theatrical work affects characterization.
4- Differentiate dialogue from action in a specific piece of literature.
5- Discuss the playwright’s intent in a script.
6- Recognize and describe the roles of writers in live theatre, film, video and other media forms of the day.

Fine Arts Drama Standard - Grade 3 (Producing/Performing)

Content Statements

1- Create the movement and expressive voice of a character to explain and solve problems encountered by the character.
2- Use voice, movement, space and physical objects to communicate a storyline and a character’s thoughts, feelings and ideas.
3- Use various design components to create an appropriate and striking environment for a scene or story.
4- Direct peers in performing a task in a dramatic situation.
5- Express a character’s thoughts and feelings in writing.
6- Use problem-solving and communication skills to dramatize a story or current event.
7- Use elements and processes of theatre to integrate information from other academic content areas.

Fine Arts Drama Standard - Grade 3 (Responding/Reflecting)

Content Statements

1- Describe the visual, aural and kinetic elements present in stories and plays from various cultures.
2- Identify universal characters and themes in stories and plays from various time periods and cultures.
3- Compare and contrast the elements (e.g., plot, character, theme, and setting) of various narratives.
4- Share personal opinions about a play or theatre experience and respectfully consider the opinions of others.
5- Develop personal criteria to use for discussion, performance and evaluation of one’s own theatrical experiences.

Fine Arts Drama Standard - Grade 4 (Creating)

Content Statements

1- Connect events in a story to sustain a storyline and achieve resolution.
2- Explore dramatic, theatrical and storytelling traditions in the cultures or ethnic groups throughout the history of Ohio.
3- Explain how certain characters reflect time periods and cultures.
4- Use a variety of dramatic and theatrical vocabulary (e.g., theme, author, conflict, resolution) to describe a dramatic experience.
5- Explain the plot, characters, conflict, resolution and theme of a dramatic and theatrical work or experience using descriptive language.
6- Identify where dramatic and theatrical activities occur in the school or community.

Fine Arts Drama Standard - Grade 4 (Producing/Performing)

Content Statements

1- Create the movement and voice of a character to convey the character’s decisions, actions and motivation.
2- Manipulate voice, movement, space, design and physical objects to communicate thoughts, feelings and ideas in both improvised and scripted activities.
3- Create a variety of improvisations based on a dramatic theme.
4- Direct peers in performing a dramatic task or action in two different ways.
5- Use vivid, descriptive language to create a script around one or more elements of theatre (e.g., character, action, prop, setting).
6- Use problem-solving and cooperative skills to dramatize stories, historical events or concepts from Ohio history.
7- Use the elements of theatre in combination with art elements from at least one other art form.

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