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Elementary TEKS Comparison

§117.4. Theatre, Kindergarten. Adopted 1998§117.104. Theatre, Kindergarten, Adopted 2015
(a Introduction.   (a Introduction.
(1 Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through perceptual studies, students increase their understanding of self and others and develop clear ideas about the world. Through a variety of theatrical experiences, students communicate in a dramatic form, make artistic choices, solve problems, build positive self-concepts, and relate interpersonally.   (1 The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.
(2 Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students who are appreciative and evaluative consumers of live theatre, film, television, and other technologies.   (2 Four basic strands--foundations: inquiry and understanding; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through the foundations: inquiry and understanding strand, students develop a perception of self, human relationships, and the world using elements of drama and conventions of theatre. Through the creative expression strand, students communicate in a dramatic form, engage in artistic thinking, build positive self-concepts, relate interpersonally, and integrate knowledge with other content areas in a relevant manner. Through the historical and cultural relevance strand, students increase their understanding of heritage and traditions in theatre and the diversity of world cultures as expressed in theatre. Through the critical evaluation and response strand, students engage in inquiry and dialogue, accept constructive criticism, revise personal views to promote creative and critical thinking, and develop the ability to appreciate and evaluate live theatre.
  (3 Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(K.1 Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to:   (1 Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:
(A develop self-awareness through dramatic play;   (A develop self-awareness through dramatic play;
(B explore space, using expressive movement;   (B explore space using expressive movement;
(C imitate sounds; and   (C imitate sounds; and
(D imitate and recreate objects in dramatic play.   (D imitate and recreate objects in dramatic play.
(K.2 Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to:   (2 Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:
(A demonstrate safe use of movement and voice;   (A demonstrate safe use of movement and voice;
(B assume roles through imitation and recreation;   (B assume roles through imitation and recreation;
(C identify the characteristics of dramatic play; and   (C identify the characteristics of dramatic play; and
(D participate in dramatic play.   (D participate in dramatic play.
(K.3 Creative expression/performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to:   (3 Creative expression: production. The student applies design, directing, and theatre production concepts and skills. The student is expected to:
(A create playing space, using simple materials;   (A create playing space using common objects such as tables or chairs;
(B create costumes, using simple materials;   (B create costumes using simple materials such as cardboard, newspaper, or fabric;
(C plan dramatic play; and   (C rehearse dramatic play; and
(D cooperate with others in dramatic play.   (D cooperate with others in dramatic play.
(K.4 Historical/cultural heritage. The student relates theatre to history, society, and culture. The student is expected to:   (4 Historical and cultural relevance. The student relates theatre to history, society, and culture. The student is expected to:
(A play and replay real and imaginative situations of various cultures; and   (A rehearse and perform real and imaginative situations of family cultures of students in the class; and
(B play and replay stories from American history.   (B rehearse and perform stories from American history.
(K.5 Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to:   (5 Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to:
(A begin to identify appropriate audience behavior;   (A discuss, practice, and display appropriate audience behavior; and
(B respond to dramatic activities;   (B respond to dramatic activities through discussion.
(C demonstrate awareness of the use of music, creative movement, and visual components in dramatic play; and  
(D observe the performance of artists and identify theatrical vocations.  
§117.7. Theatre, Grade 1. Adopted 1998§117.107. Theatre, Grade 1, Adopted 2015
(a Introduction.   (a Introduction.
(1 Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through perceptual studies, students increase their understanding of self and others and develop clear ideas about the world. Through a variety of theatrical experiences, students communicate in a dramatic form, make artistic choices, solve problems, build positive self-concepts, and relate interpersonally.   (1 The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.
(2 Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students who are appreciative and evaluative consumers of live theatre, film, television, and other technologies.   (2 Four basic strands--foundations: inquiry and understanding; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through the foundations: inquiry and understanding strand, students develop a perception of self, human relationships, and the world using elements of drama and conventions of theatre. Through the creative expression strand, students communicate in a dramatic form, engage in artistic thinking, build positive self-concepts, relate interpersonally, and integrate knowledge with other content areas in a relevant manner. Through the historical and cultural relevance strand, students increase their understanding of heritage and traditions in theatre and the diversity of world cultures as expressed in theatre. Through the critical evaluation and response strand, students engage in inquiry and dialogue, accept constructive criticism, revise personal views to promote creative and critical thinking, and develop the ability to appreciate and evaluate live theatre.
  (3 Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(b Knowledge and skills.   (b Knowledge and skills.
(1 Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to:   (1 Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:
(A develop confidence and self-awareness through dramatic play;   (A develop confidence and self-awareness through dramatic play;
(B develop spatial awareness in dramatic play, using expressive and rhythmic movement;   (B develop spatial awareness in dramatic play using expressive and rhythmic movement;
(C imitate actions and sounds; and   (C imitate actions and sounds; and
(D imitate and create animate and inanimate objects in dramatic play.   (D imitate and create animate and inanimate objects in dramatic play.
(2 Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to:   (2 Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:
(A demonstrate safe use of movement and voice;   (A demonstrate safe use of movement and voice;
(B assume roles through imitation;   (B create roles through imitation;
(C dramatize limited-action stories; and   (C dramatize simple stories; and
(D dramatize poems and songs.   (D dramatize poems and songs.
(3 Creative expression/performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to:   (3 Creative expression: production. The student applies design, directing, and theatre production concepts and skills. The student is expected to:
(A select aspects of the environment for use in dramatic play;   (A discuss aspects of the environment for use in dramatic play such as location or climate;
(B adapt the environment for dramatic play, using simple materials;   (B adapt the environment for dramatic play using common objects such as tables or chairs;
(C plan dramatic play; and   (C rehearse dramatic play; and
(D cooperate with others in dramatic play.   (D cooperate with others in dramatic play.
(4 Historical/cultural heritage. The student relates theatre to history, society, and culture. The student is expected to:   (4 Historical and cultural relevance. The student relates theatre to history, society, and culture. The student is expected to:
(A imitate life experiences from various historical periods in dramatic play; and   (A imitate life experiences from school and community cultures in dramatic play; and
(B identify diverse cultural dimensions in dramatic play.   (B explore diverse cultural and historical experiences through fables, myths, or fairytales in dramatic play.
(5 Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to:   (5 Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to:
(A identify appropriate audience behavior;   (A discuss, practice, and display appropriate audience behavior;
(B respond to and begin to evaluate dramatic activities;   (B discuss dramatic activities; and
(C identify the use of music, creative movement, and visual components in dramatic play; and   (C discuss the use of music, creative movement, and visual components in dramatic play.
(D observe the performance of artists and identify theatrical vocations.  
§117.10. Theatre, Grade 2. Adopted 1998§117.110. Theatre, Grade 2, Adopted 2015
(a Introduction.   (a Introduction.
(1 Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through perceptual studies, students increase their understanding of self and others and develop clear ideas about the world. Through a variety of theatrical experiences, students communicate in a dramatic form, make artistic choices, solve problems, build positive self-concepts, and relate interpersonally.   (1 The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.
(2 Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students who are appreciative and evaluative consumers of live theatre, film, television, and other technologies.   (2 Four basic strands--foundations: inquiry and understanding; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through the foundations: inquiry and understanding strand, students develop a perception of self, human relationships, and the world using elements of drama and conventions of theatre. Through the creative expression strand, students communicate in a dramatic form, engage in artistic thinking, build positive self-concepts, relate interpersonally, and integrate knowledge with other content areas in a relevant manner. Through the historical and cultural relevance strand, students increase their understanding of heritage and traditions in theatre and the diversity of world cultures as expressed in theatre. Through the critical evaluation and response strand, students engage in inquiry and dialogue, accept constructive criticism, revise personal views to promote creative and critical thinking, and develop the ability to appreciate and evaluate live theatre.
  (3 Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(b Knowledge and skills. (b Knowledge and skills.
(1 Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to: (1 Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:
(A react to sensory experiences; (A react to sensory experiences such as sight or sound through dramatic play;
(B expand spatial awareness in dramatic play, using expressive and rhythmic movement; (B expand spatial awareness in dramatic play using expressive and rhythmic movement;
(C participate in dramatic play, using actions, sounds, and dialogue; and (C participate in dramatic play using actions, sounds, and dialogue; and
(D role-play, imitate, and recreate dialogue. (D role play, imitate, and recreate dialogue.
(2 Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to: (2 Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:
(A demonstrate safe use of movement and voice; (A demonstrate safe use of movement and voice;
(B role-play in real life and imaginative situations through narrative pantomime, dramatic play, and story dramatization; (B role play in real life and imaginative situations through narrative pantomime, dramatic play, and story dramatization;
(C create dramatizations of limited-action stories, using simple pantomime and puppetry; and (C create dramatizations of limited-action stories using simple pantomime or puppetry; and
(D dramatize poems and songs, using simple pantomime and puppetry. (D dramatize poems and songs using simple pantomime or puppetry.
(3 Creative expression/performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to: (3 Creative expression: production. The student applies design, directing, and theatre production concepts and skills. The student is expected to:
(A select aspects of the environment for use in dramatic play; (A select aspects of the environment such as location, climate, or time for use in dramatic play;
(B adapt the environment for dramatic play, using simple materials; (B adapt the environment for dramatic play using common objects such as tables or chairs;
(C plan dramatic play; and (C plan dramatic play; and
(D cooperate and interact with others in dramatic play. (D cooperate and interact with others in dramatic play.
(4 Historical/cultural heritage. The student relates theatre to history, society, and culture. The student is expected to: (4 Historical and cultural relevance. The student relates theatre to history, society, and culture. The student is expected to:
(A imitate life experiences from various historical periods in dramatic play; and (A imitate life experiences from school and community cultures in dramatic play; and
(B identify diverse cultural dimensions in dramatic play. (B explore diverse cultural and historical experiences through fables, myths, or fairytales in dramatic play.
(5 Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to: (5 Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to:
(A identify and apply appropriate audience behavior; (A discuss, practice, and display appropriate audience behavior;
(B react to and begin to evaluate dramatic activities; (B react to and discuss dramatic activities; and
(C employ music, creative movement, and visual components in dramatic play; and (C integrate music, creative movement, and visual components in dramatic play.
(D observe the performance of artists and identify theatrical vocations.
§117.13. Theatre, Grade 3. Adopted 1998§117.113. Theatre, Grade 3, Adopted 2015
(a Introduction.   (a Introduction.
(1 Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through perceptual studies, students increase their understanding of self and others and develop clear ideas about the world. Through a variety of theatrical experiences, students communicate in a dramatic form, make artistic choices, solve problems, build positive self-concepts, and relate interpersonally.   (1 The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.
(2 Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students who are appreciative and evaluative consumers of live theatre, film, television, and other technologies.   (2 Four basic strands--foundations: inquiry and understanding; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through the foundations: inquiry and understanding strand, students develop a perception of self, human relationships, and the world using elements of drama and conventions of theatre. Through the creative expression strand, students communicate in a dramatic form, engage in artistic thinking, build positive self-concepts, relate interpersonally, and integrate knowledge with other content areas in a relevant manner. Through the historical and cultural relevance strand, students increase their understanding of heritage and traditions in theatre and the diversity of world cultures as expressed in theatre. Through the critical evaluation and response strand, students engage in inquiry and dialogue, accept constructive criticism, revise personal views to promote creative and critical thinking, and develop the ability to appreciate and evaluate live theatre.
  (3 Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(b Knowledge and skills.   (b Knowledge and skills.
(1 Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to:   (1 Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:
(A react to sensory and emotional experiences;   (A react to sensory and emotional experiences such as sight or sound and happiness or sadness through creative play;
(B create playing space, using expressive and rhythmic movement;   (B create playing space using expressive and rhythmic movement;
(C respond to sound, music, images, and the written word with voice and movement and participate in dramatic play, using actions, sounds, and dialogue; and   (C respond to sounds, music, images, language, and literature using movement; and
(D reflect the environment, portray character, and demonstrate actions in classroom dramatizations.   (D reflect the environment, portray character, and demonstrate actions in classroom dramatizations.
(2 Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to:   (2 Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:
(A demonstrate safe use of movement and voice;   (A demonstrate safe use of movement and voice;
(B participate in a variety of roles in real life and imaginative situations through narrative pantomime, dramatic play, and story dramatization;   (B participate in a variety of roles in real life or imaginative situations through narrative pantomime, dramatic play, or story dramatization;
(C dramatize literary selections, using shadow play and puppetry; and   (C dramatize literary selections using shadow play or puppetry; and
(D dramatize literary selections, using pantomime and imitative dialogue.   (D dramatize literary selections using pantomime and imitative dialogue.
(3 Creative expression/performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to:   (3 Creative expression: production. The student applies design, directing, and theatre production concepts and skills. The student is expected to:
(A identify technical theatre elements;   (A identify technical theatre elements such as props, costumes, sound, and visual elements that define character, environment, action, and theme;
(B begin to use simple technical theatre elements;   (B use simple technical theatre elements such as props, costumes, sound, and visual elements that define character, environment, action, and theme;
(C plan dramatic play; and   (C plan dramatic play;
(D cooperate and interact with others in dramatic play.   (D cooperate and interact with others in dramatic play; and
  (E observe live or multimedia theatrical performances.
(4 Historical/cultural heritage. The student relates theatre to history, society, and culture. The student is expected to:   (4 Historical and cultural relevance. The student relates theatre to history, society, and culture. The student is expected to:
(A illustrate similarities and differences in life and theatre through dramatic play; and   (A explore historical and diverse cultural influences from a variety of sources through dramatic activities;
(B reflect historical and diverse cultural influences in dramatic activities.   (B illustrate similarities and differences between life and theatre, television, and film through dramatic play; and
(5 Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to:   (5 Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to:
(A evaluate and apply appropriate audience behavior consistently;   (A apply appropriate audience behavior consistently;
(B evaluate simple dramatic activities and performances;   (B discuss and evaluate simple dramatic activities and performances; and
(C incorporate music, movement, and visual components in dramatic play; and   (C discuss the use of music, movement, and visual components in dramatic activities and performances.
(D observe the performance of amateur and professional artists and begin to compare vocations in theatre.  
§117.16. Theatre, Grade 4. Adopted 1998§117.116. Theatre, Grade 4, Adopted 2015
(a Introduction.   (a Introduction.
(1 Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through perceptual studies, students increase their understanding of self and others and develop clear ideas about the world. Through a variety of theatrical experiences, students communicate in a dramatic form, make artistic choices, solve problems, build positive self-concepts, and relate interpersonally.   (1 The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.
(2 Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students who are appreciative and evaluative consumers of live theatre, film, television, and other technologies.   (2 Four basic strands--foundations: inquiry and understanding; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through the foundations: inquiry and understanding strand, students develop a perception of self, human relationships, and the world using elements of drama and conventions of theatre. Through the creative expression strand, students communicate in a dramatic form, engage in artistic thinking, build positive self-concepts, relate interpersonally, and integrate knowledge with other content areas in a relevant manner. Through the historical and cultural relevance strand, students increase their understanding of heritage and traditions in theatre and the diversity of world cultures as expressed in theatre. Through the critical evaluation and response strand, students engage in inquiry and dialogue, accept constructive criticism, revise personal views to promote creative and critical thinking, and develop the ability to appreciate and evaluate live theatre.
  (3 Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(b Knowledge and skills.   (b Knowledge and skills.
(1 Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to:   (1 Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:
(A relate sensory and emotional responses to theatre;   (A integrate sensory and emotional responses in dramatic play;
(B develop body awareness and spatial perceptions, using rhythmic and expressive movement;   (B develop body awareness and spatial perception using rhythmic and expressive movement;
(C respond to sounds, music, images, and the written word, using movement;   (C respond to sound, music, images, language, and literature with voice and movement and participate in dramatic play using actions, sounds, and dialogue;
(D express emotions and ideas, using interpretive movements, sounds, and dialogue;   (D express emotions and ideas using interpretive movements, sounds, and dialogue;
(E imitate and synthesize life experiences in dramatic play; and   (E imitate and synthesize life experiences in dramatic play;
(F represent environment, characterization, and actions.   (F use common objects to represent the setting, enhance characterization, and clarify actions; and
  (G define and demonstrate correct use of basic theatrical terms such as dialogue, character, scene, prop, costumes, setting, and theme.
(2 Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to:   (2 Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:
(A demonstrate safe use of the voice and body;   (A demonstrate safe use of the voice and body;
(B describe clearly characters, their relationships, and their surroundings;   (B describe characters, their relationships, and their surroundings;
(C develop characters and assume roles in short improvised scenes, using imagination, personal experiences, heritage, literature, and history; and   (C develop characters and assume roles in short improvised scenes using imagination, personal experiences, heritage, literature, and history;
(D dramatize literary selections in unison, pairs, and groups and create simple stories collaboratively through imaginative play in improvisations and story dramatizations, describing the characters, their relationships, and their environments and demonstrating a logical connection of events.   (D dramatize literary selections in unison, pairs, or groups, demonstrating a logical connection of events and describing the characters, their relationships, and their surroundings; and
  (E create simple stories collaboratively through imaginative play, improvisations, and story dramatizations, demonstrating a logical connection of events and describing the characters, their relationships, and their surroundings.
(3 Creative expression/performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to:   (3 Creative expression: production. The student applies design, directing, and theatre production concepts and skills. The student is expected to:
(A demonstrate the safe use of props, costumes, and visual elements, defining character, environment, action, and theme;   (A describe the appropriate use of props, costumes, sound, and visual elements that define character, environment, action, and theme;
(B alter space to create suitable environments for play-making;   (B alter space to create suitable performance environments for playmaking;
(C plan brief dramatizations collaboratively; and   (C plan brief dramatizations collaboratively; and
(D interact cooperatively with others in brief dramatizations.   (D interact cooperatively with others in brief dramatizations.
(4 Historical/cultural heritage. The student relates theatre to history, society, and culture. The student is expected to:   (4 Historical and cultural relevance. The student relates theatre to history, society, and culture. The student is expected to:
(A explain theatre as a reflection of life in particular times, places, and cultures; and   (A explain theatre as a reflection of life in particular times, places, cultures, and oral traditions specific to Texas;
(B identify the role of live theatre, film, television, and electronic media in American society.   (B identify the role of live theatre, film, television, and electronic media in American society; and
  (C compare theatre artists and their contributions to theatre and society.
(5 Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to:   (5 Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to:
(A identify and apply appropriate audience behavior at performances;   (A apply appropriate audience behavior at formal and informal performances;
(B define visual, aural, oral, and kinetic aspects of informal play-making and formal theatre and discuss these aspects as found in art, dance, and music;   (B compare visual, aural, oral, and kinetic aspects of informal playmaking with formal theatre; and
(C compare and contrast the ways ideas and emotions are depicted in art, dance, music, and theatre and select movement, music, or visual elements to enhance classroom dramatizations; and   (C discuss how movement, music, or visual elements enhance ideas and emotions depicted in theatre.
(D compare theatre artists and their contributions.  
§117.19. Theatre, Grade 5. Adopted 1998§117.119. Theatre, Grade 5, Adopted 2015
(a Introduction.   (a Introduction.
(1 Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through perceptual studies, students increase their understanding of self and others and develop clear ideas about the world. Through a variety of theatrical experiences, students communicate in a dramatic form, make artistic choices, solve problems, build positive self-concepts, and relate interpersonally.   (1 The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.
(2 Students increase their understanding of heritage and traditions through historical and cultural studies in theatre. Student response and evaluation promote thinking and further discriminating judgment, developing students who are appreciative and evaluative consumers of live theatre, film, television, and other technologies.   (2 Four basic strands--foundations: inquiry and understanding; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing knowledge and skills students are expected to acquire. Through the foundations: inquiry and understanding strand, students develop a perception of self, human relationships, and the world using elements of drama and conventions of theatre. Through the creative expression strand, students communicate in a dramatic form, engage in artistic thinking, build positive self-concepts, relate interpersonally, and integrate knowledge with other content areas in a relevant manner. Through the historical and cultural relevance strand, students increase their understanding of heritage and traditions in theatre and the diversity of world cultures as expressed in theatre. Through the critical evaluation and response strand, students engage in inquiry and dialogue, accept constructive criticism, revise personal views to promote creative and critical thinking, and develop the ability to appreciate and evaluate live theatre.
  (3 Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(b Knowledge and skills.   (b Knowledge and skills.
(1 Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to:   (1 Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:
(A develop characterization, using sensory and emotional recall;   (A develop characterization using sensory and emotional recall;
(B develop body awareness and spatial perceptions, using pantomime;   (B develop body awareness and spatial perceptions using pantomime;
(C respond to sounds, music, images, and the written word, using movement;   (C respond to sounds, music, images, language, and literature using movement;
(D express emotions and relate ideas, using interpretive movement and dialogue;   (D express emotions and relate ideas using interpretive and planned movement and dialogue;
(E integrate life experiences in dramatic play; and   (E integrate life experiences in dramatic play;
(F portray environment, characterization, and actions.   (F portray environment, character, and actions; and
  (G demonstrate correct use of basic theatrical terminology.
(2 Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to:   (2 Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:
(A demonstrate safe use of the voice and body;   (A demonstrate safe use of the voice and body;
(B describe characters, their relationships, and their surroundings in detail;   (B describe characters, their relationships, and their surroundings in detail;
(C select movements and portray a character, using dialogue appropriately; and   (C create movements and portray a character using dialogue appropriately;
(D dramatize literary selections in pairs and various groupings and create simple stories collaboratively in improvisations and story dramatizations, describing the characters, their relationships, and their environments and demonstrating a logical connection of events.   (D dramatize literary selections in unison, pairs, or groups, demonstrating a logical connection of events and describing the characters, their relationships, and their surroundings; and
  (E create simple stories collaboratively through imaginative play, improvisations, and story dramatizations, demonstrating a logical connection of events describing the characters, their relationships, and their surroundings.
(3 Creative expression/performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to:   (3 Creative expression: production. The student applies design, directing, and theatre production concepts and skills. The student is expected to:
(A define character, environment, action, and theme, using props, costumes, and visual elements;   (A demonstrate character, environment, action, and theme using props, costumes, and visual elements;
(B alter space appropriately to create a suitable environment for play-making;   (B alter space appropriately to create suitable performance environments for playmaking;
(C plan brief dramatizations collaboratively; and   (C plan dramatizations collaboratively; and
(D interact cooperatively with others in brief dramatizations.   (D interact cooperatively with others in dramatizations.
(4 Historical/cultural heritage. The student relates theatre to history, society, and culture. The student is expected to:   (4 Historical and cultural relevance. The student relates theatre to history, society, and culture. The student is expected to:
(A relate theatre to life in particular times, places, and cultures; and   (A explain theatre as a reflection of life in particular times, places, cultures, and oral traditions specific to American history;
(B analyze the role of live theatre, film, television, and electronic media in American society.   (B examine the role of live theatre, film, television, or electronic media throughout American history; and
  (C analyze and compare theatre artists and their contributions to theatre and society.
(5 Response/evaluation. The student responds to and evaluates theatre and theatrical performances. The student is expected to:   (5 Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to:
(A analyze and apply appropriate audience behavior at a variety of performances;   (A analyze and apply appropriate audience behavior at a variety of performances;
(B define visual, aural, oral, and kinetic aspects of informal play-making and formal theatre and describe these components in art, dance, and music;   (B compare visual, aural, oral, and kinetic aspects of informal and formal theatre with the elements of art, dance, or music; and
(C compare and contrast ideas and emotions depicted in theatre, dance, music, and art and select and explain the use of movement, music, or visual elements to enhance classroom dramatizations; and   (C identify and discuss how movement, music, or visual elements enhance ideas and emotions depicted in theatre.
(D analyze and compare theatre artists and their contributions.  
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Center for Educator Development in Fine Arts (CEDFA)
9233 Partridge Circle
Austin, TX 78758
Phone: 512-491-8087
©Copyright 2015; Center for Educator Development in Fine Arts all rights reserved.