Quick Finder

Grade 9
Grade 10
Grade 11
Grade 12

Other Comparisons Available

Return to Resources Menu
Elementary ArtElementary Music
Middle School ArtMiddle School Music
High School ArtHigh School Music
 Elementary Theatre
High School DanceMiddle School Theatre
High School Theatre
 
Print Preview

High School TEKS Comparison

§117.64. Theatre, Grade 9. Adopted 1998§117.315. Theatre, Level I (One Credit), Adopted 2015
(a General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following theatre courses: Theatre Arts I (one credit), Theatre Production I (one-half to one credit)   (a General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following theatre courses: Theatre Arts I, Theatre and Media Communications I (one credit per course)
(b Introduction.   (b 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 Through diverse forms of storytelling and production, students will exercise and develop creativity, intellectual curiosity, critical thinking, problem solving, and collaborative skills. Participation and evaluation in a variety of theatrical experiences will afford students opportunities to develop an understanding of self and their role in the world.
  (4 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.
(c Knowledge and skills.   (c 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 improvise, using emotional and sensory recall;   (A understand the value and purpose of using listening, observation, concentration, cooperation, and emotional and sensory recall;
(B develop and practice theatre preparation and warm-up techniques;   (B develop and practice theatre preparation and warm-up techniques;
(C employ stage movement and pantomime consistently to express thoughts, feelings, and actions;   (C develop and practice stage movement techniques such as mime, pantomime, stage combat, Laban, Lecoq, or Viewpoints consistently to express thoughts, feelings, and actions non-verbally;
(D develop and practice effective voice and diction to express thoughts and feelings;   (D develop and practice effective voice and diction to express thoughts and feelings;
(E define and give examples of theatrical conventions (time, setting, fourth wall, visual elements   (E analyze characters by describing attributes such as physical, intellectual, emotional, and social dimensions through reading scripts of published plays;
(F analyze and describe the interdependence of all theatrical elements.   (F demonstrate a working knowledge of the language of theatre such as stage terminology, elements of theatre, or theatrical conventions;
  (G analyze and describe the interdependence of all theatrical elements;
  (H define the roles of and appreciate the collaborative relationships between all artistic partners such as playwrights, composers, directors, actors, designers, technicians, and audience;
  (I identify and practice memorization skills;
  (J identify the principles of improvisation; and
  (K identify and recognize the importance of safe theatre practices.
(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 analyze a character from a script, describing physical, intellectual, emotional, and social dimensions;   (B define creativity as it relates to personal expression;
(C portray believable characters when applying acting concepts, skills, and techniques; and   (C employ effective voice and diction to express thoughts and feelings;
(D improvise, write, and refine monologues, scenes, and vignettes to convey meaning to the audience.   (D use physical, intellectual, emotional, and social awareness to portray believable characters and convey a story when applying acting concepts, skills, and techniques;
  (E employ physical techniques consistently to express thoughts, feelings, and actions non-verbally; and
  (F create, write, and refine original monologues, improvisations, scenes, or vignettes that reflect dramatic structure to convey meaning to the audience through live performance or media forms.
(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 develop and practice stage-craft skills;   (A develop and practice technical theatre skills;
(B safely apply technical knowledge and skills to create and/or operate functional scenery, properties, lighting, sound, costumes, makeup, and publicity;   (B apply technical knowledge and skills safely to create or operate theatrical elements such as scenery, properties, lighting, sound, costumes, makeup, current technology, or publicity;
(C define the director's role as a unifying force, problem-solver, interpreter of script, and collaborator;   (C perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others in a production role to tell a story through live theatre or media performance; and
(D define the director's responsibility to the author's intent, script, actors, designers, technicians, and the audience;   (D demonstrate responsibility, artistic discipline, and creative problem solving by concentrating in one or more areas of theatre production such as acting, technical theatre, or theatre management.
(E perform the roles of actor, ensemble member, and director in production decision making and collaborates with others to produce theatre with a unified production for public performance; and  
(F concentrate in one or more areas of theatre production (acting, technical theatre, theatre management  
(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 portray theatre as a reflection of life in particular times, places, and cultures; and   (A portray theatre as a reflection of life in particular times, places, and cultures;
(B relate historical and cultural influences on theatre and analyze the roles of live theatre, film, television, and electronic media in American society.   (B relate historical and cultural influences on theatre;
  (C identify the impact of live theatre, film, television, and electronic media on contemporary society;
  (D appreciate the cultural heritages of world drama and theatre and identify key figures, works, and trends in dramatic literature;
  (E appreciate the multicultural heritage of United States drama and theatre and identify key figures, works, and trends in dramatic literature; and
  (F identify and appreciate the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology, or electronic media.
(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 behavior at various types of live performances;   (A analyze and apply appropriate behavior at various types of live performances;
(B develop appropriate theatre vocabulary to apply the concepts of evaluation (intent, structure, effectiveness, value   (B recognize theatre as an art form and evaluate self as a creative being;
(C identify and compare the treatment of moods in theatre, musical theatre, dance, art, and music and integrate more than one art form in informal performances; and   (C offer and receive constructive criticism of peer performances;
(D select career and avocational opportunities in theatre and describe the training, skills, self-discipline, and artistic discipline needed to pursue them.   (D evaluate live theatre in written and oral form with precise and specific observations using appropriate evaluative theatre vocabulary such as intent, structure, effectiveness, and value;
  (E evaluate film, television, or other media in written or oral form with precise and specific observations using appropriate evaluative theatre vocabulary such as intent, structure, effectiveness, and value;
  (F explore career and avocational opportunities such as theatre education, arts administration, performance, design, management, and playwriting in theatre or media and evaluate the training, skills, self-discipline, and artistic discipline needed to pursue such opportunities;
  (G use technology such as electronic portfolios, research projects, and journals to document and present information in a clear and coherent manner; and
  (H connect theatre skills and experiences to higher education and careers outside of the theatre.
§117.65. Theatre, Grade 10. Adopted 1998§117.316. Theatre, Level II (One Credit), Adopted 2015
(a General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following theatre courses: Theatre Arts II (one credit), Theatre Production II (one-half to one credit)   (a General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following theatre courses: Theatre Arts II, Theatre and Media Communications II (one credit per course) The prerequisite for each Theatre, Level II course is one credit of Theatre, Level I in the corresponding discipline.
(b Introduction.   (b 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 Through diverse forms of storytelling and production, students will exercise and develop creativity, intellectual curiosity, critical thinking, problem solving, and collaborative skills. Participation and evaluation in a variety of theatrical experiences will afford students opportunities to develop an understanding of self and their role in the world.
  (4 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.
(c Knowledge and skills.   (c 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 practice warm-up techniques;   (A develop and practice theatre warm-up techniques;
(B employ stage movement and pantomime consistently;   (B develop and practice stage movement techniques consistently to express thoughts, feelings, and actions non-verbally;
(C demonstrate effective voice and diction;   (C demonstrate effective voice and diction;
(D analyze dramatic structure and genre;   (D analyze dramatic structure and genre;
(E identify examples of theatrical conventions in theatre, film, television, and electronic media; and   (E identify examples of theatrical conventions in theatre, film, television, and electronic media;
(F relate the interdependence of all theatrical elements.   (F relate the interdependence of all theatrical elements; and
  (G develop and practice memorization skills.
(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 model safe, appropriate techniques to allow for physical, vocal, and emotional expression;
(B analyze characters from various genres and media, describing physical, intellectual, emotional, and social dimensions;   (B explore creativity as it relates to self and ensemble;
(C create and sustain believable characters; and   (C demonstrate effective voice and diction to express thoughts and feelings;
(D improvise and write dialogue that reveals character motivation in short vignettes.   (D apply physical, intellectual, emotional, and social interactions to portray believable characters and convey a story when applying acting concepts, skills, and techniques;
  (E develop physical techniques consistently to express thoughts, feelings, and actions non-verbally; and
  (F create, write, devise, and refine original monologues, improvisations, scenes, or vignettes to convey meaning to the audience through live performance or media forms.
(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 construct and operate the technical elements of theatre safely and effectively;   (A develop and practice safe and effective stagecraft skills;
(B examine cultural, social, and political aspects of a script to depict appropriately technical elements;   (B read and analyze cultural, social, and political aspects of a script to determine technical elements;
(C consider script selection, casting, and directing skills;   (C analyze characters, themes, duties, and elements of a script to determine artistic roles and technical assignments;
(D define the director's responsibility to the author's intent, script, actors, designers, technicians, and the audience;   (D perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others to tell a story through live theatre or media performance; and
(E compare the roles of actor, ensemble, and director in production decision making and produce theatre with a unified production concept and style for public performance; and   (E develop responsibility, artistic discipline, and creative problem solving by concentrating in one or more areas of theatre production such as acting, technical theatre, or theatre management.
(F select one or more areas of theatre production, demonstrating responsibility, artistic discipline, and creative problem solving.  
(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 analyze historical and cultural influences on theatre; and   (A analyze historical and cultural influences on theatre;
(B define the influence of American society on live theatre and film.   (B analyze ways in which theatre, television, and film play a role in our daily lives and influence our values and behaviors;
  (C analyze and evaluate the impact of live theatre, film, television, and electronic media in contemporary society;
  (D research the influences of world drama and theatre and identify key figures, works, and trends in dramatic literature;
  (E research the influences of the multicultural heritage of drama and theatre in the United States and identify key figures, works, and trends in dramatic literature; and
  (F identify and appreciate the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology, or electronic media.
(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 judge and apply appropriate audience behavior at various types of performances;   (A evaluate and apply appropriate audience etiquette at various types of performances;
(B evaluate emotional responses to and personal preferences for dramatic performances, using appropriate theatre vocabulary, and apply the concepts of evaluation (intent, structure, effectiveness, value   (B analyze theatre as an art form and evaluate self as a creative being;
(C identify the treatment of theme, character, setting, and action in theatre, musical theatre, dance, art, and music and integrate more than one art form in informal presentations; and   (C offer and receive constructive criticism of peer performances;
(D select career and avocational opportunities in theatre and film and explore the training, skills, self-discipline, and artistic discipline needed to pursue them.   (D evaluate the treatment of artistic elements such as theme, character, setting, and action in theatre, musical theatre, dance, art, music, or other media and integrate more than one art form in informal presentations;
  (E examine career and avocational opportunities such as theatre education, arts administration, performance, design, management, and playwriting in theatre or other media and evaluate the training, skills, self-discipline, and artistic discipline needed to pursue such opportunities;
  (F use technology such as portfolios, research projects, and journals to document and present information in a clear and coherent manner; and
  (G connect theatre skills and experiences to higher education and careers outside of the theatre.
§117.66. Theatre, Grade 11. Adopted 1998§117.317. Theatre, Level III (One Credit), Adopted 2015
(a General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following theatre courses: Theatre III (one credit), Theatre Production III (one-half to one credit) Theatre Arts SL, IB Theatre Arts HL (one credit per course)   (a General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following theatre courses: Theatre III (one credit), Playwriting I, Directing I, International Baccalaureate (IB), and IB Theatre, Higher Level (HL). The prerequisite for IB Theatre SL and IB Theatre HL is one credit of any Theatre, Level II course. The prerequisite for all other Theatre, Level III courses is one credit of Theatre, Level II in the corresponding discipline.
(b Introduction.   (b 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 Through diverse forms of storytelling and production, students will exercise and develop creativity, intellectual curiosity, critical thinking, problem solving, and collaborative skills. Participation and evaluation in a variety of theatrical experiences will afford students opportunities to develop an understanding of self and their role in the world.
  (4 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.
(c Knowledge and skills.   (c 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 practice theatre preparation and warm-up techniques effectively;   (A apply theatre preparation and warm-up techniques effectively;
(B employ stage movement and pantomime consistently;   (B experiment with stage movement;
(C demonstrate effective voice and diction;   (C distinguish the proper techniques such as diction, inflection, and projection in the use of voice;
(D analyze dramatic structure and genre;   (D analyze and evaluate dramatic structure and genre;
(E compare and contrast theatrical conventions of theatre to the conventions of film, television, and electronic media; and   (E distinguish between the theatrical conventions of theatre, film, television, and other media;
(F analyze the interdependence of all theatrical elements.   (F evaluate the interdependence of all theatrical elements; and
  (G develop and practice memorization skills.
(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 practice appropriate safety measures;   (A employ safe, appropriate techniques to allow for physical, vocal, and emotional expression;
(B analyze characters from various genres and styles, describing physical, intellectual, emotional, and social dimensions;   (B analyze creativity as it relates to self and ensemble and its effect on audience;
(C portray believable characters in improvised and scripted scenes of various styles; and   (C analyze characters from various genres and styles, describing physical, intellectual, emotional, and social dimensions;
(D improvise and write dialogue that reveals character motivation, advances plot, provides exposition, and reveals theme.   (D experiment with improvisation and scripted scenes of various styles to portray believable characters;
  (E write dialogue that reveals character motivation, advances plot, provides exposition, and reveals theme; and
  (F integrate two or more art or media forms in a performance.
(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 construct and operate the technical elements of theatre safely and effectively;   (A experiment with technical elements of theatre safely and effectively in improvisation or scripted scenes or plays;
(B analyze and evaluate dramatic texts as a basis for technical discussions, considering themes, settings, times, literary styles, genres, and characters;   (B analyze and evaluate dramatic texts as a basis for technical discussions, considering themes, settings, times, literary styles, genres, and characters;
(C cast and direct duet scenes;   (C cast and direct duet scenes;
(D analyze the director's responsibility to the author's intent, script, actors, designers, technicians, and audience;   (D perform a role such as actor, director, designer, technician, or editor in production decision making and collaborate with others to tell a story through live theatre or media performance; and
(E analyze the roles of actor, ensemble, and director in production decision making and produce a unified theatrical production; and   (E perform the role of actor, director, or technician, demonstrating responsibility, artistic discipline, and creative problem solving.
(F select one or more areas of theatre production for study, demonstrating responsibility, artistic discipline, and creative problem solving.  
(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 evaluate historical and cultural influences on theatre;   (A evaluate historical and cultural influences on theatre;
(B analyze the influence of television on American society; and   (B analyze ways in which theatre, television, and film play a role in our daily lives and influence our values and behaviors;
(C define selected theatrical styles and genres.   (C employ and evaluate the impact of live theatre, film, television, and other media in contemporary society;
  (D research the influences of world drama and theatre and identify key figures, works, and trends in dramatic literature;
  (E research the influences of the multicultural heritage of drama and theatre in the United States and identify key figures, works, and trends in dramatic literature; and
  (F identify and appreciate the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology, or electronic media.
(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 compare behavior at various types of performances and practice audience etiquette;   (A compare behavior at various types of performances and practice appropriate audience etiquette;
(B apply the concepts of evaluation to performances and evaluate theatre, film, television, and electronic media with depth and complexity, using appropriate vocabulary;   (B recognize theatre as an art form and evaluate self as a creative being;
(C compare communication methods of theatre with that of art, music, and dance and integrate more than one art form in informal and formal performances; and   (C apply the concepts of evaluation to performances and evaluate theatre, film, television, and other media with depth and complexity using appropriate vocabulary;
(D make judgments about selected career and avocational opportunities in theatre, film, and television and analyze the training, skills, self-discipline, and artistic discipline needed to pursue them.   (D compare communication methods of theatre with those of art, music, dance, and other media;
  (E make judgments about selected career and avocational opportunities such as theatre education, arts administration, performance, design, management, and playwriting in theatre, film, television, and other media and analyze the training, skills, self-discipline, and artistic discipline needed to pursue such opportunities;
  (F use technology such as portfolios, research projects, and journals to document and present information in a clear and coherent manner;
  (G relate theatre skills and experiences to higher education and careers outside of the theatre; and
  (H create a personal resume or portfolio of theatrical experience.
§117.67. Theatre, Grade 12. Adopted 1998117.318. Theatre, Level IV (One Credit), Adopted 2015
(a General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following theatre courses: Theatre Arts IV (one credit), Theatre Production IV (one-half to one credit), Theatre Arts SL, IB Theatre Arts HL (one credit per course   (a General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following theatre courses: Theatre Arts IV (one credit) , Theatre Production IV (one-half to one credit), Playwriting II, Directing II, International Baccalaureate (IB) Theatre, Standard Level (SL), and IB Theatre, Higher Level (HL) (one credit per course). The prerequisite for IB Theatre SL and IB Theatre HL is one credit of any Theatre, Level III course. The prerequisite for all other Theatre, Level IV courses is one credit of Theatre, Level III in the corresponding discipline.
(b Introduction.   (b 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 Through diverse forms of storytelling and production, students will exercise and develop creativity, intellectual curiosity, critical thinking, problem solving, and collaborative skills. Participation and evaluation in a variety of theatrical experiences will afford students opportunities to develop an understanding of self and their role in the world.
  (4 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.
(c Knowledge and skills.   (c 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 and practice theatre preparation and warm-up techniques;   (A create and demonstrate theatre preparation and warm-up techniques;
(B employ stage movement and pantomime consistently;   (B devise and model stage movement;
(C develop effective use of voice and diction;   (C model proper techniques such as diction, inflection, and projection in the use of effective voice;
(D compare the dramatic structure of theatre, film, television, and electronic media;   (D compare the structure of theatre to that of film, television, and other media;
(E evaluate theatrical conventions of various cultural and historical periods; and   (E evaluate theatrical conventions of various cultural and historical periods;
(F evaluate the interdependence of all theatrical elements.   (F evaluate the interdependence of all theatrical elements; and
  (G develop and model memorization skills.
(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 evaluate and apply appropriate safety measures;   (A model safe, appropriate techniques to allow for physical, vocal, and emotional expression;
(B evaluate character dimensions in scripts of various genres and styles;   (B demonstrate creativity as it relates to self and ensemble and its effect on audience;
(C create and sustain believable characters; and   (C analyze and interpret characters from various genres and styles, describing physical, intellectual, emotional, and social dimensions;
(D outline and create imaginative scripts and scenarios that include motivated character, unique dialogue, conflict, and resolution for theatre, film, or television.   (D interpret scripted scenes of various styles to portray believable characters; and
  (E create individually or devise collaboratively imaginative scripts and scenarios.
(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 design, construct, and operate appropriate technical elements of theatre, safely and effectively, collaboratively and individually;   (A experiment with the technical elements of theatre safely and effectively in improvisation or scripted scenes or plays;
(B analyze and evaluate dramatic texts and direct brief scenes;   (B analyze and evaluate dramatic texts and direct brief scenes;
(C evaluate the director's responsibility to the author's intent, script, actors, designers, technicians, and audience;   (C demonstrate understanding of a director's responsibility to the author's intent, script, actors, designers, technicians, and audience;
(D analyze production plans that include research, rehearsal plans, technical designs, and blocking;   (D analyze production plans that include research, rehearsal plans, technical designs, and blocking;
(E cast and direct a long scene or a short play, producing a unified theatrical production; and   (E demonstrate leadership by casting and directing a long scene or a short play, producing a unified theatrical production; and
(F conduct concentrated studies in one or more areas of theatre production, demonstrating responsibility, artistic discipline, and creative problem solving.   (F apply expertise in one or more areas of theatre production, demonstrating responsibility, artistic discipline, and creative problem solving.
(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 evaluate historical and cultural influences on theatre;   (A evaluate historical and cultural influences on theatre;
(B evaluate the role of live theatre, film, television, and electronic media in American society; and   (B analyze ways in which theatre, television, and film play a role in our daily lives and influence our values and behaviors;
(C trace historical and cultural developments in theatrical styles and genres.   (C employ and evaluate the impact of live theatre, film, television, and other media in contemporary society;
  (D research the influences of world drama and theatre and identify key figures, works, and trends in dramatic literature;
  (E research the influences of the multicultural heritage of drama and theatre in the United States and identify key figures, works, and trends in dramatic literature; and
  (F identify and appreciate the innovations and contributions of the United States to the performing arts such as theatre, melodrama, musical theatre, radio, film, television, technology or electronic media.
(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 practice appropriate audience behavior at various types of performances;   (A evaluate and practice appropriate audience behavior at various types of performances;
(B apply evaluation concepts to performances and compare and contrast literary and dramatic criticism of theatre, film, television, or electronic media;   (B defend theatre as an art form and value self as a creative being;
(C compare the nature, components, elements, and communication methods of theatre, music, art, and dance and compare more than one art form in a specific culture or historical period; and   (C apply evaluation concepts to performances, and compare and contrast literary and dramatic criticism of theatre, film, television, or other media;
(D evaluate career and avocational opportunities in theatre, film, television, and electronic media, justifying choice(s   (D compare and contrast the elements and communication methods of theatre, film, music, art, dance, or other media in a specific culture or historical period;
  (E evaluate selected career and avocational opportunities such as theatre education, arts administration, performance, design, management, playwriting, and dramatic criticism in theatre, film, television, and other media and analyze the training, skills, self-discipline, and artistic discipline needed to pursue such opportunities;
  (F employ technology such as portfolios, research projects, and journals to communicate and present findings in a clear and coherent manner;
  (G appraise personal theatre skills and experiences to opportunities in higher education and careers outside of the theatre; and
  (H create a personal resume or portfolio of theatrical experience.
©Copyright 2013, Texas Education Agency (TEA). All rights reserved.
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.