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Middle School TEKS Comparison

§117.34. Theatre, Middle School 1. Adopted 1998§117.211. Theatre, Middle School 1, Adopted 2015
(a General requirements. When Middle School 1 is part of a departmentalized middle school, students may select the following theatre course: Theatre 6.   (a General requirements. When Theatre, Middle School 1 is part of a departmentalized middle school, students may select the following theatre course: Theatre, Middle School 1.
(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 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 characterization based on sensory and emotional recall;   (A develop characterization based on sensory and emotional recall;
(B expand body awareness and spatial perceptions, using pantomime;   (B expand body awareness and spatial perceptions using mime;
(C respond to sounds, music, images, and the written word, incorporating movement;   (C respond to sounds, music, images, and the written word, incorporating movement;
(D express emotions and ideas, using interpretive movements and dialogue;   (D develop an understanding of the mechanisms of vocal production;
(E imitate and synthesize life experiences in dramatic play; and   (E identify theatrical vocabulary and terminology, including basic anatomy of theatre spaces; and
(F create environments, characters, and actions.   (F identify the structure and form in examples of dramatic literature.
(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 imagine and clearly describe characters, their relationships, and their surroundings;   (B imagine and clearly describe characters, their relationships, and their surroundings;
(C select movements and dialogue to appropriately portray an imaginative character drawn from personal experience, heritage, literature, and history; and   (C select movements and dialogue to appropriately portray an imaginative character drawn from personal experience, cultural heritage, literature, and history;
(D dramatize literary selections in unison, pairs, and groups and incorporate dramatic elements in improvisation.   (D dramatize literary selections and imitate life experiences through dramatic play;
  (E express emotions and ideas using interpretive movements and dialogue; and
  (F create environments, characters, and actions.
(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 collaboratively and safely;   (A create character, environment, action, and theme collaboratively through the safe use of props, costumes, and visual elements;
(B alter space appropriately to create a suitable environment for play-making;   (B create suitable environments for dramatizations;
(C plan brief dramatizations collaboratively; and   (C collaborate to plan brief dramatizations; and
(D interact cooperatively with others in brief dramatizations.   (D use technology in theatrical applications such as live theatre, video, and film.
(4 Historical/cultural heritage. The student comprehends the relationship of 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 demonstrate in dramatic activities that theatre is a reflection of life; and   (A demonstrate the role of theatre as a reflection of history, society, and culture through participation in dramatic activities; and
(B explain the role of theatre, film, television, and electronic media in American society.   (B explore the influences of theatre, film, television, and electronic media such as key developments, figures, and works in 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 audience behavior at all performances;   (A identify and apply audience etiquette at all performances;
(B develop simple oral and written observations about visual, aural, oral, and kinetic aspects of informal play-making and formal theatre and describe these components in art, dance, and music;   (B develop simple oral and written observations about the visual, aural, oral, and kinetic aspects of theatrical performances such as informal playmaking or formal theatre;
(C compare and contrast ideas and emotions depicted in art, dance, music, and theatre and demonstrate uses of movement, music, or visual elements to enhance classroom dramatization; and   (C identify production elements of theatre, film, television, and other media; and
(D compare selected occupations in theatre.   (D examine selected occupations in theatre such as director, stage manager, actor, designer, running crew, front of house, and educator.
§117.37. Theatre, Middle School 2. Adopted 1998§117.212. Theatre, Middle School 2, Adopted 2015
(a General requirements. Students may select the following theatre course: Theatre 7  
(b 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
(c 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 explore characterization using sensory and emotional recall;
(B develop and apply theatre preparation and warm-up techniques;>   (B develop and apply theatre preparation and warm-up techniques;
(C create expressive and rhythmic movements;>   (C create expressive and rhythmic movements;
(D express thoughts and feelings, using effective voice and diction;>   (D develop an increased understanding of the mechanisms of vocal production;
(E compare and contrast dramatic performances to life; and>   (E demonstrate knowledge of theatrical vocabulary and terminology; and
(F include setting, character, and plot in improvised scenes.>   (F analyze and evaluate the structure and form of dramatic literature.
(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 define characters by what they do, what they say, and what others say about them;>   (B define characters by what they do, what they say, and what others say about them;
(C select movements and dialogue to portray a character appropriately; and>   (C select movements and dialogue to portray a character appropriately;
(D create and improvise collaboratively and individually stories that have a beginning (exposition>   , and ending (denouement, resolution (D create stories collaboratively and individually that have dramatic structure;
  (E apply knowledge of effective voice and diction techniques to express thoughts and feelings;
  (F compare and contrast dramatic performances to life; and
  (G create improvised scenes that include setting, character, and plot.
(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 determine specific technical elements to safely provide setting and to support character and action in improvised and scripted scenes;>   (A determine specific technical elements to provide a safe setting and to support character and action in improvised and scripted scenes;
(B create elements of scenery, properties, lighting, sound, costume, makeup, and publicity appropriate to specific performances;>   (B create theatrical elements such as scenery, properties, lighting, sound, costume, makeup, and publicity appropriate to specific performances;
(C define the role of the director; and>   (C define the role of the director; and
(D direct brief dramatizations.>   (D use technology in theatrical applications such as live theatre, video, and film.
(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 demonstrate in performances that theatre is a reflection of life in particular times, places, and cultures; and>   (A demonstrate knowledge of theatre as a reflection of life in particular times, places, and cultures;
(B identify how specific dramatic texts, theatre traditions, and conventions reflect theatre heritage and explains the influences of theatre, film, and television in daily American life.>   (B explore the relevance and influence of theatre heritage and dramatic texts on the student's daily life; and
  (C explore the roles of theatre, film, television, and electronic media such as key developments, figures, and works on American 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 demonstrate appropriate audience behavior at various types of performances;>   (A understand and demonstrate appropriate audience etiquette at various types of performances;
(B evaluate the effectiveness of selected film and television performances;>   (B evaluate the effectiveness of selected film and television performances;
(C identify visual, aural, oral, and kinetic components in art, dance, music, and theatre; compare and contrast the presentation of the same subject in art, dance, music, and theatre; and create improvisations, integrating art, dance, and/or music to express ideas and emotions; and>   (C demonstrate knowledge of production elements in theatre, film, television, and other media; and
(D compare career and avocational opportunities in theatre.>   (D explore career and vocational opportunities in theatre.
§117.40. Theatre, Middle School 3. Adopted 1998§117.213. Theatre, Middle School 3, Adopted 2015
(a General requirements. Students may select the following theatre course: Theatre 8.  
(b 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.
(c 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 improvise, using emotional and sensory recall;   (A evaluate characterization using emotional and sensory recall;
(B apply preparation and warm-up techniques;   (B explore preparation and warm-up techniques;
(C create expressive movement and pantomime to define space and characters;   (C create expressive movement and mime to define space and characters;
(D express thoughts and feelings, using effective voice and diction;   (D demonstrate an increased understanding of the mechanisms of vocal production;
(E compare dramatic performances to life; and   (E apply knowledge of theatrical vocabulary and terminology; and
(F create setting, character, and plot in improvised and scripted scenes.   (F explore and evaluate the structure and form of dramatic literature.
(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 life interactions, choices, and responses to describe character motivation;   (B portray characters through familiar movements and dialogue;
(C portray characters through familiar movements and dialogue; and   (C create characters, dialogue, and actions that reflect dramatic structure in improvised and scripted scenes, individually and collaboratively; and
(D create, improvise, and record individually and collaboratively characters, setting, dialogue, and actions that have tension and suspense and that reflect a beginning (exposition   , and ending (denouement, resolution (D express thoughts and feelings using effective voice and diction.
(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 specific technical elements for improvised and scripted scenes to suggest environment, to establish mood, and to support character and actions;   (A recognize and select specific technical elements to suggest environment, establish mood, and support character and actions for performance;
(B create elements of scenery, properties, lighting, sound, costume, makeup, and publicity, using visual elements (line, texture, color, space   , and aural qualities (pitch, rhythm, dynamics, tempo, expression (B create theatrical elements such as scenery, properties, lighting, sound, costume, makeup, and publicity using the principles of design;
(C identify the director's role as a unifying force, problem-solver, interpreter of script, and collaborator; and   (C explore the director's role as a unifying force, problem solver, interpreter of script, and collaborator; and
(D direct brief dramatizations.   (D use technology in theatrical applications such as live theatre, video, and film.
(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 demonstrate knowledge of theatre as a reflection of life in particular times, places, and cultures; and   (A demonstrate theatre as a reflection of life in particular times, places, and cultures through performance;
(B define theatre heritage as it is preserved in dramatic text, traditions, and conventions and describe the roles of theatre, film, television, and electronic media in American society.   (B explore theatre heritage such as historical and cultural influences as it is preserved in dramatic text, traditions, and conventions; and
  (C explore the roles of theatre, film, television, and electronic media such as key developments, figures, and works on American 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 practice appropriate audience behavior at various types of live performances;   (A understand and demonstrate appropriate audience etiquette at various types of live performances;
(B define the terminology and process of evaluation (intent, structure, effectiveness, value   (B develop a knowledge of the terminology and process of evaluation such as intent, structure, effectiveness, and value and apply this process to performances using appropriate theatre vocabulary;
(C identify visual, aural, oral, and kinetic components in art, dance, music, and theatre; compare character, setting, and action in art, musical theatre, dance, and theatre; and express emotions and ideas in improvisations and scripted scenes that integrate art, dance, and/or music; and   (C demonstrate knowledge of production elements in theatre, film, television, and other media; and
(D compare career and avocational opportunities in theatre.   (D explore career and vocational opportunities in theatre.
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Center for Educator Development in Fine Arts (CEDFA)
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