| (a) Introduction.
(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) Four basic strands--foundations: inquiry and understanding;
creative expression; historical and cultural relevance; and critical
evaluation and response--provide broad, unifying structures for organizing
knowledge and skills students are expected to acquire. Through the
foundations: inquiry and understanding strand, students develop a
perception of self, human relationships, and the world using elements
of drama and conventions of theatre. Through the creative expression
strand, students communicate in a dramatic form, engage in artistic
thinking, build positive self-concepts, relate interpersonally, and
integrate knowledge with other content areas in a relevant manner.
Through the historical and cultural relevance strand, students increase
their understanding of heritage and traditions in theatre and the
diversity of world cultures as expressed in theatre. Through the critical
evaluation and response strand, students engage in inquiry and dialogue,
accept constructive criticism, revise personal views to promote creative
and critical thinking, and develop the ability to appreciate and evaluate
live theatre.
(3) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(b) Knowledge and skills.
(1) Foundations: inquiry and understanding. The student
develops concepts about self, human relationships, and the environment
using elements of drama and conventions of theatre. The student is
expected to:
(A) react to sensory experiences such as sight or sound
through dramatic play;
(B) expand spatial awareness in dramatic play using
expressive and rhythmic movement;
(C) participate in dramatic play using actions, sounds,
and dialogue; and
(D) role play, imitate, and recreate dialogue.
(2) Creative expression: performance. The student interprets
characters using the voice and body expressively and creates dramatizations.
The student is expected to:
(A) demonstrate safe use of movement and voice;
(B) role play in real life and imaginative situations
through narrative pantomime, dramatic play, and story dramatization;
(C) create dramatizations of limited-action stories
using simple pantomime or puppetry; and
(D) dramatize poems and songs using simple pantomime
or puppetry.
(3) Creative expression: production. The student applies
design, directing, and theatre production concepts and skills. The
student is expected to:
(A) select aspects of the environment such as location,
climate, or time for use in dramatic play;
(B) adapt the environment for dramatic play using common
objects such as tables or chairs;
(C) plan dramatic play; and
(D) cooperate and interact with others in dramatic
play.
(4) Historical and cultural relevance. The student
relates theatre to history, society, and culture. The student is expected
to:
(A) imitate life experiences from school and community
cultures in dramatic play; and
(B) explore diverse cultural and historical experiences
through fables, myths, or fairytales in dramatic play.
(5) Critical evaluation and response. The student responds
to and evaluates theatre and theatrical performances. The student
is expected to:
(A) discuss, practice, and display appropriate audience
behavior;
(B) react to and discuss dramatic activities; and
(C) integrate music, creative movement, and visual
components in dramatic play.
|
