Colorado Academic Standards Online
Use the options below to create customized views of the Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support.
Current selections are shown below (maximum of five)
clear Content Area: Drama and Theatre Arts - 2022 // Grade Level: Preschool // Standard Category: 3. Critically Respond
clear Content Area: Drama and Theatre Arts - 2022 // Grade Level: Kindergarten // Standard Category: 3. Critically Respond
clear Content Area: Drama and Theatre Arts - 2022 // Grade Level: First Grade // Standard Category: 3. Critically Respond
clear Content Area: Drama and Theatre Arts - 2022 // Grade Level: Second Grade // Standard Category: 3. Critically Respond
clear Content Area: Drama and Theatre Arts - 2022 // Grade Level: Third Grade // Standard Category: 3. Critically Respond
Drama and Theatre Arts - 2022
Preschool, Standard 3. Critically Respond
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Prepared Graduates:
- 9. Theatre artists reflect to understand the impact of drama processes and theatre experiences.
Preschool Learning and Development Expectation:
1. Perceive and analyze artistic work.
Indicators of Progress:
By the end of the preschool experience (approximately 60 months/5 years old) students may:
- With prompting and support, recall an emotional response in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
Examples of High-Quality Teaching and Learning Experiences:
Supportive Teaching Practices/Adults May:
- Ask reflective questions concerning a dramatic play or guided drama such as, "How did your character feel when the wolf knocked on the door?" "What did you do when your character felt that way?"
Examples of Learning/Children May:
- Express (through vocalizations or movements) how his/her character felt, moved, vocalized, or gestured when thinking about various moments in a dramatic play or guided drama.
Colorado Essential Skills:
- Critical Thinking and Analysis
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Prepared Graduates:
- 10. Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics.
Preschool Learning and Development Expectation:
2. Interpret intent and meaning in artistic work.
Indicators of Progress:
By the end of the preschool experience (approximately 60 months/5 years old) students may:
- With prompting and support, reflect on choices in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
- With prompting and support, name and describe characters in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
Examples of High-Quality Teaching and Learning Experiences:
Supportive Teaching Practices/Adults May:
- Ask reflective "what questions" on student experiences such as, "What did your biggest shape look like?" or "What movement was the most sharp?"
- Utilize story to have students define a character's appearance and feelings. For example, "Which characters came to help?" "What did the animals look like?" "What did the characters do when they received help?"
Examples of Learning/Children May:
- Answer questions using vocalizations or movements to define and describe characters.
Colorado Essential Skills:
- Critical Thinking and Analysis
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Prepared Graduates:
- 11. Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
Preschool Learning and Development Expectation:
3. Connect artistic experiences to our world; past, present, and future.
Indicators of Progress:
By the end of the preschool experience (approximately 60 months/5 years old) students may:
- With prompting and support, identify and connect stories and cultural experiences that are similar to one another in dramatic play or a guided drama experience.
Examples of High-Quality Teaching and Learning Experiences:
Supportive Teaching Practices/Adults May:
- Ask reflective questions that connect personal experiences to a story, for example, “What are ways your family celebrates different holidays?”
Examples of Learning/Children May:
- Connect personal experiences and express ideas in reaction to a story through movements or vocalization.
Colorado Essential Skills:
- Digital Literacy
- Global and Cultural Awareness
- Career Awareness
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Prepared Graduates:
- 12. Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
Preschool Learning and Development Expectation:
4. Apply criteria to evaluate artistic work.
Indicators of Progress:
By the end of the preschool experience (approximately 60 months/5 years old) students may:
- With prompting and support, recognize artistic choices by actively engaging in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
Examples of High-Quality Teaching and Learning Experiences:
Supportive Teaching Practices/Adults May:
- Use questions to lead discussion, for example, “When was the character really scared?” “What did we do to create the environment?” “What was your favorite…”
Examples of Learning/Children May:
- Answer questions and express ideas through movements or vocalizations that define their artistic choices.
Colorado Essential Skills:
- Critical Thinking and Analysis
- Social Awareness
- Self-Awareness
Drama and Theatre Arts - 2022
Kindergarten, Standard 3. Critically Respond
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Prepared Graduates:
- 9. Theatre artists reflect to understand the impact of drama processes and theatre experiences.
Grade Level Expectation:
1. Perceive and analyze artistic work.
Evidence Outcomes:
Students Can:
- With prompting and support, express an emotional response to characters in dramatic play or a guided drama experience (e.g., process drama or story drama).
Academic Contexts and Connections:
Colorado Essential Skills:
- Interpersonal Communication
- Social Awareness
Inquiry Questions:
- What choices did the character make that you liked? (Aligns with EO a.)
- What actions would you have changed? (Aligns with EO a.)
- How does a story or play make you feel? (Aligns with EO a.)
- What happened to make you feel that way? (Aligns with EO a.)
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Prepared Graduates:
- 10. Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics.
Grade Level Expectation:
2. Interpret intent and meaning in artistic work.
Evidence Outcomes:
Students Can:
- With prompting and support, identify preferences in dramatic play or a guided drama experience (e.g., process drama or story drama).
- With prompting and support, name and describe settings in dramatic play or a guided drama experience (e.g., process drama or story drama).
Academic Contexts and Connections:
Colorado Essential Skills:
- Interpersonal Communication
- Critical Thinking and Analysis
Inquiry Questions:
- What choices were made in your dramatic play or experience? (Aligns with EO a.)
- How did those choices affect your play? (Aligns with EO a.)
- Did other students make choices within your dramatic play? (Aligns with EO a.)
- Who were your favorite characters? Why? (Aligns with EO b.)
- Where did it take place? (Aligns with EO b.)
- How can you describe the setting? (Aligns with EO b.)
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Prepared Graduates:
- 11. Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
Grade Level Expectation:
3. Connect artistic experiences to our world; past, present, and future.
Evidence Outcomes:
Students Can:
- With prompting and support, identify stories that are different from one another in dramatic play or a guided drama experience (e.g., process drama or story drama).
Academic Contexts and Connections:
Colorado Essential Skills:
- Critical Thinking and Analysis
- Interpersonal Communication
Inquiry Questions:
- What are the similarities between the stories? (Aligns with EO a.)
- What questions do you have about the stories? (Aligns with EO a.)
- What interested you the most? (Aligns with EO a.)
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Prepared Graduates:
- 12. Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
Grade Level Expectation:
4. Apply criteria to evaluate artistic work.
Evidence Outcomes:
Students Can:
- With prompting and support, respond to visual, movement, or vocal choices by actively engaging with others in dramatic play or a guided drama experience (e.g., process drama or story drama).
Academic Contexts and Connections:
Colorado Essential Skills:
- Critical Thinking and Analysis
- Interpersonal Communication
- Civic Engagement
Inquiry Questions:
- Did you enjoy creating with others? Why or why not? (Aligns with EO a.)
- What was your favorite part of the experience? (Aligns with EO a.)
- What was your least favorite part? Why? (Aligns with EO a.)
Drama and Theatre Arts - 2022
First Grade, Standard 3. Critically Respond
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Prepared Graduates:
- 9. Theatre artists reflect to understand the impact of drama processes and theatre experiences.
Grade Level Expectation:
1. Perceive and analyze artistic work.
Evidence Outcomes:
Students Can:
- Recall choices made in a guided drama experience (e.g., process drama or story drama).
Academic Contexts and Connections:
Colorado Essential Skills:
- Media Literacy
- Critical Thinking and Analysis
Inquiry Questions:
- How did the students with whom you played change their bodies and voices to create a character? (Aligns with EO a.)
- What costumes, props, sets, sounds, or lights did they use to create the drama experience? (Aligns with EO a.)
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Prepared Graduates:
- 10. Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics.
Grade Level Expectation:
2. Interpret intent and meaning in artistic work.
Evidence Outcomes:
Students Can:
- Explain preferences and emotions in a guided drama experiences (e.g., process drama or story drama).
- Identify causes of character actions in a guided drama experience (e.g., process drama or story drama).
- Compare personal emotions and choices to the emotions and choices of characters in a guided drama experience (e.g., process drama or story drama).
Academic Contexts and Connections:
Colorado Essential Skills:
- Interpersonal Communication
- Self-Awareness
- Critical Thinking and Analysis
Inquiry Questions:
- How did the experience make you feel? What was your favorite part? (Aligns with EO a.)
- Why did the character make its choice? (Aligns with EO b.)
- Did the character feel the same way you would have? If not, how would you have felt? (Aligns with EO c.)
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Prepared Graduates:
- 11. Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
Grade Level Expectation:
3. Connect artistic experiences to our world; past, present, and future.
Evidence Outcomes:
Students Can:
- Identify similarities and differences in stories from one’s own community in a guided drama experience (e.g., process drama or story drama).
Academic Contexts and Connections:
Colorado Essential Skills:
- Critical Thinking and Analysis
- Civic Engagement
Inquiry Questions:
- How are your experiences similar and different to those of a friend’s? (Aligns with EO a.)
- What questions could you ask your group about your dramatic play? (Aligns with EO a.)
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Prepared Graduates:
- 12. Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
Grade Level Expectation:
4. Apply criteria to evaluate artistic work.
Evidence Outcomes:
Students Can:
- Build on others’ ideas in a guided drama experience (e.g., process drama or story drama).
- Identify props and costumes that might be used in a guided drama experience (e.g., process drama or story drama).
- Compare and contrast the experiences of characters in a guided drama experience (e.g., process drama or story drama).
Academic Contexts and Connections:
Colorado Essential Skills:
- Critical Thinking
- Creativity and Innovation
- Civic Engagement
Inquiry Questions:
- Why did you make the choices you did in the dramatic experience? (Aligns with EO a.)
- Why did other students make the choices they made? (Aligns with EO a.)
- What were the costumes and props used in each of the dramatic experiences? (Aligns with EO b.)
- How were the characters’ experiences similar? What made them different? (Aligns with EO c.)
Drama and Theatre Arts - 2022
Second Grade, Standard 3. Critically Respond
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Prepared Graduates:
- 9. Theatre artists reflect to understand the impact of drama processes and theatre experiences.
Grade Level Expectation:
1. Perceive and analyze artistic work.
Evidence Outcomes:
Students Can:
- Recognize when artistic choices are made in a guided drama experience (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
Academic Contexts and Connections:
Colorado Essential Skills:
- Interpersonal Communication
- Social Awareness
- Self-Advocacy and Initiative
Inquiry Questions:
- How can we represent an idea with our body or voice? (Aligns with EO a.)
- What was your favorite thing to see in the play? (Aligns with EO a.)
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Prepared Graduates:
- 10. Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics.
Grade Level Expectation:
2. Interpret intent and meaning in artistic work.
Evidence Outcomes:
Students Can:
- Explain how personal preferences and experiences impact audience response in a guided drama experience (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
- Identify causes and effects of character actions in a guided drama experience (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
- Explain or use text and pictures to describe how others’ emotions and choices may compare to the emotions and choices of characters in a guided drama experience (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
Academic Contexts and Connections:
Colorado Essential Skills:
- Interpersonal Communication
- Social Awareness
- Civic Engagement
Inquiry Questions:
- Why did we all enjoy different parts of the story? (Aligns with EO a.)
- What would have happened to the character if they made a different choice? (Aligns with EO a.)
- Who would react the same as the characters in the same situation? Who would react differently? (Aligns with EO c.)
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Prepared Graduates:
- 11. Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
Grade Level Expectation:
3. Connect artistic experiences to our world; past, present, and future.
Evidence Outcomes:
Students Can:
- Identify similarities and differences in stories from multiple cultures in a guided drama experience (e.g., process drama, story drama, creative drama).
Academic Contexts and Connections:
Colorado Essential Skills:
- Social Awareness
- Global and Cultural Awareness
- Civic Engagement
Inquiry Questions:
- Why are there so many plots that revolve around community and family stories? (Aligns with EO a.)
- What do all of these stories have in common? (Aligns with EO a.)
- What can we learn from our collaborations? (Aligns with EO a.)
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Prepared Graduates:
- 12. Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
Grade Level Expectation:
4. Apply criteria to evaluate artistic work.
Evidence Outcomes:
Students Can:
- Reflect on collaboration in a scene in a guided drama experience (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
- Discuss the use a prop or costume in a guided drama experience (e.g., process drama, story drama, creative drama) to describe characters, settings, or events.
- Describe how characters respond to challenges in a guided drama experience (e.g., story drama, creative drama, movement pieces, pantomime, etc.).
Academic Contexts and Connections:
Colorado Essential Skills:
- Global and Cultural Awareness
- Social Awareness
- Civic Engagement
Inquiry Questions:
- How are performers impacted by feedback? (Aligns with EO a.)
- How did the costume or prop help tell the story? (Aligns with EO b.)
- How did the character overcome the obstacles? (Aligns with EO c.)
Drama and Theatre Arts - 2022
Third Grade, Standard 3. Critically Respond
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Prepared Graduates:
- 9. Theatre artists reflect to understand the impact of drama processes and theatre experiences.
Grade Level Expectation:
1. Perceive and analyze artistic work.
Evidence Outcomes:
Students Can:
- Understand and interpret why artistic choices are made in creative drama or theatre work.
Academic Contexts and Connections:
Colorado Essential Skills:
- Media Literacy
- Critical Thinking and Analysis
Inquiry Questions:
- What do you think about when watching a performance? (Aligns with EO a.)
- How do the surroundings such as sets, props, and costumes influence your opinion of a performance? (Aligns with EO b.)
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Prepared Graduates:
- 10. Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics.
Grade Level Expectation:
2. Interpret intent and meaning in artistic work.
Evidence Outcomes:
Students Can:
- Utilize various personal experiences and background knowledge to analyze creative drama or theatre work.
- Examine and analyze the different ways characters are developed through the inclusion of props, costume design, and makeup that reflect cultural perspectives in creative drama or theatre work.
- Examine how connections are made between oneself and a character's emotions in creative drama or theatre work.
Academic Contexts and Connections:
Colorado Essential Skills:
- Media Literacy
- Data Literacy
- Critical Thinking and Analysis
Inquiry Questions:
- How can personal experiences affect how audience members feel when viewing a performance? (Aligns with EO a.)
- What are the technical choices that develop characters? (Aligns with EO b.)
- What are the physical choices that show how an actor connects his/herself to a character’s emotions? (Aligns with EO c.)
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Prepared Graduates:
- 11. Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
Grade Level Expectation:
3. Connect artistic experiences to our world; past, present, and future.
Evidence Outcomes:
Students Can:
- Examine how artists have historically presented the same stories using different art forms, genres, or drama/theatre conventions.
Academic Contexts and Connections:
Colorado Essential Skills:
- Digital Literacy
- Global and Cultural Awareness
- Career Awareness
Inquiry Questions:
- How is theatre in the United States different from other cultures? How is it similar? (Aligns with EO a.)
- Why do various cultures seem to tell the same stories? How do these similar stories differ? (Aligns with EO a.)
- How can we adapt our stories to understand other perspectives? (Aligns with EO a.)
- How can we adapt our perspectives to understand other stories? (Aligns with EO a.)
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Prepared Graduates:
- 12. Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
Grade Level Expectation:
4. Apply criteria to evaluate artistic work.
Evidence Outcomes:
Students Can:
- Identify the processes that groups use to evaluate creative drama or theatre work.
- Consider and analyze design or technical elements from multiple creative drama or theatre works.
- Evaluate and analyze problems and situations in a creative drama or theatre work from an audience perspective.
Academic Contexts and Connections:
Colorado Essential Skills:
- Media Literacy
- Data Literacy
Inquiry Questions:
- What ways did the ensemble work together? (Aligns with EO a.)
- Which ways created stronger theatre pieces? Why? (Aligns with EO a.)
- How does the placement of items on stage affect the audience? (Aligns with EO b.)
- Why is furniture set where it is in your house? (Aligns with EO b.)
- How does the placement of items on stage affect the performers? (Aligns with EO b.)
- Why is it important for audience members to see a problem solved on stage? (Aligns with EO c.)
Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us