| (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 and emotional experiences such
as sight or sound and happiness or sadness through creative play;
(B) create playing space using expressive and rhythmic
movement;
(C) respond to sounds, music, images, language, and
literature using movement; and
(D) reflect the environment, portray character, and
demonstrate actions in classroom dramatizations.
(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) participate in a variety of roles in real life
or imaginative situations through narrative pantomime, dramatic play,
or story dramatization;
(C) dramatize literary selections using shadow play
or puppetry; and
(D) dramatize literary selections using pantomime and
imitative dialogue.
(3) Creative expression: production. The student applies
design, directing, and theatre production concepts and skills. The
student is expected to:
(A) identify technical theatre elements such as props,
costumes, sound, and visual elements that define character, environment,
action, and theme;
(B) use simple technical theatre elements such as props,
costumes, sound, and visual elements that define character, environment,
action, and theme;
(C) plan dramatic play;
(D) cooperate and interact with others in dramatic
play; and
(E) observe live or multimedia theatrical performances.
(4) Historical and cultural relevance. The student
relates theatre to history, society, and culture. The student is expected
to:
(A) explore historical and diverse cultural influences
from a variety of sources through dramatic activities;
(B) illustrate similarities and differences between
life and theatre, television, and film through dramatic play; and
(5) Critical evaluation and response. The student responds
to and evaluates theatre and theatrical performances. The student
is expected to:
(A) apply appropriate audience behavior consistently;
(B) discuss and evaluate simple dramatic activities
and performances; and
(C) discuss the use of music, movement, and visual
components in dramatic activities and performances.
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