(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
(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
(A) develop confidence and self-awareness through dramatic
(B) develop spatial awareness in dramatic play using
expressive and rhythmic movement;
(C) imitate actions and sounds; and
(D) imitate and create animate and inanimate objects
in dramatic play.
(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) create roles through imitation;
(C) dramatize simple stories; and
(D) dramatize poems and songs.
(3) Creative expression: production. The student applies
design, directing, and theatre production concepts and skills. The
student is expected to:
(A) discuss aspects of the environment for use in dramatic
play such as location or climate;
(B) adapt the environment for dramatic play using common
objects such as tables or chairs;
(C) rehearse dramatic play; and
(D) cooperate with others in dramatic play.
(4) Historical and cultural relevance. The student
relates theatre to history, society, and culture. The student is expected
(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
(B) discuss dramatic activities; and
(C) discuss the use of music, creative movement, and
visual components in dramatic play.