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: 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
clear Content Area: Drama and Theatre Arts - 2022 // Grade Level: Fourth Grade // Standard Category: 3. Critically Respond
clear Content Area: Drama and Theatre Arts - 2022 // Grade Level: Fifth Grade // Standard Category: 3. Critically Respond
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.)
Drama and Theatre Arts - 2022
Fourth 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:
- Analyze personal reactions to artistic choices made in a creative drama or theatre work.
Academic Contexts and Connections:
Colorado Essential Skills:
- Media Literacy
- Critical Thinking and Analysis
Inquiry Questions:
- How do students develop aesthetic choices in life? (Aligns with EO a.)
- What kinds of art speaks to students and why? (Aligns with EO a.)
- What does a work of art mean? (Aligns with EO a.)
- How does this apply to the lives of our school and community? (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:
- Compare and contrast multiple personal experiences when participating in or observing a creative drama or theatre work.
- Compare and contrast the characters in creative drama and theatre works through identifying prop choices and makeup and costume designs that reflect cultural perspective.
- Identify and discuss physiological changes connected to emotion and character development in a creative drama or theatre work.
Academic Contexts and Connections:
Colorado Essential Skills:
- Media Literacy
- Data Literacy
- Critical Thinking and Analysis
Inquiry Questions:
- What selections in the performance most engaged the audience and why? (Aligns with EO a.)
- Could you relate to character(s) in this story? Why or why not? (Aligns with EO a.)
- How did props, makeup, and costume help create specific and believable characters? (Aligns with EO b.)
- What changes did you observe in character(s) from the beginning to the end of the piece? (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 the ways a creative drama or theatre work reflects the perspectives of a community or culture.
Academic Contexts and Connections:
Colorado Essential Skills:
- Digital Literacy
- Global and Cultural Awareness
- Career Awareness
Inquiry Questions:
- What questions or themes are explored in a dramatic piece? (Aligns with EO a.)
- Why are these themes relevant to our world today? (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:
- Propose a plan to evaluate a creative drama or theatre work.
- Investigate how design or technical elements may support a theme or idea in a creative drama or theatre work.
- Hypothesize how a character’s choices may impact an audience’s perspective in a creative drama or theatre work.
Academic Contexts and Connections:
Colorado Essential Skills:
- Media Literacy
- Data Literacy
Inquiry Questions:
- Is there a way we can share our thoughts about the work? (Aligns with EO a.)
- How do we respond to theatre? (Aligns with EO a.)
- How does design impact the performers and audience? (Aligns with EO b.)
- What character choices most engaged the audience and why? (Aligns with EO c.)
Drama and Theatre Arts - 2022
Fifth 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:
- Explain personal reactions to artistic choices made in a creative drama or theatre work through participation and observation.
Academic Contexts and Connections:
Colorado Essential Skills:
- Media Literacy
- Critical Thinking and Analysis
Inquiry Questions:
- How do you make decisions about your personal aesthetics? (Aligns with EO a.)
- What forces inform these selections? Why? (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:
- Justify or explain personal reactions when participating in or observing a creative drama or theatre work.
- Explain responses to characters based on personal cultural perspectives when participating in or observing a creative drama or theatre work.
- Investigate the effects of emotions on posture, gesture, breathing, and vocal intonation in a creative drama or theatre work.
Academic Contexts and Connections:
Colorado Essential Skills:
- Media Literacy
- Data Literacy
- Critical Thinking and Analysis
Inquiry Questions:
- What was your initial emotional experience to the piece and why? (Aligns with EO a.)
- Why do you think the artists made those choices? (Aligns with EO a.)
- What impact did the work have on you as an audience member, and what other choices could have helped to make a performance clearer or more meaningful? (Aligns with EO b.)
- In what ways can we observe the emotions of a character? (Aligns with EO c.)
- How can an actor express emotion through voice and movement? (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:
- Investigate historical, global, and social issues expressed in a creative drama or theatre work.
Academic Contexts and Connections:
Colorado Essential Skills:
- Digital Literacy
- Global and Cultural Awareness
- Career Awareness
Inquiry Questions:
- What did the audience come away with in their hearts and minds after the performance? (Aligns with EO a.)
- What moments were most engaging and why? (Aligns with EO a.)
- What moments were the least engaging and why? (Aligns with EO a.)
- If the performance could be reworked, what should be changed, altered, or clarified and why? (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:
- Develop and implement a plan to evaluate a creative drama or theatre work.
- Assess how technical elements represent the theme of a creative drama or theatre work.
- Recognize and connect how a character’s circumstances impact an audience’s perspective in a creative drama or theatre work.
Academic Contexts and Connections:
Colorado Essential Skills:
- Media Literacy
- Data Literacy
Inquiry Questions:
- Which character choices most engaged the audience and why? (Aligns with EO a.)
- How did the costumes, props, sound, lighting, and scenic choices help the audience understand the theme of the story? (Aligns with EO b.)
- How does altering a design choice impact the performers and audience? (Aligns with EO c.)
Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us