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TEKS
for Theatre, Grade 4
§117.16. Theatre, Grade 4.
(a) Introduction.
(1) Four basic strands--perception,
creative expression/performance, historical and cultural heritage,
and critical evaluation--provide broad, unifying structures
for organizing knowledge and skills students are expected
to acquire. Through perceptual studies, students increase
their understanding of self and others and develop clear ideas
about the world. Through a variety of theatrical experiences,
students communicate in a dramatic form, make artistic choices,
solve problems, build positive self-concepts, and relate interpersonally.
(2) Students increase their understanding
of heritage and traditions through historical and cultural
studies in theatre. Student response and evaluation promote
thinking and further discriminating judgment, developing students
that are appreciative and evaluative consumers of live theatre,
film, television, and other technologies.
(b) Knowledge and skills.
| (4.1)
Perception.
The student develops concepts
about self, human relationships, and the environment,
using elements of drama and conventions of theatre.
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The
student is expected to:
(A) relate sensory and
emotional responses to theatre;
(B) develop body awareness
and spatial perceptions, using rhythmic and expressive
movement;
(C) respond to sounds,
music, images, and the written word, using movement;
(D) express emotions and
ideas, using interpretive movements, sounds, and dialogue;
(E) imitate and synthesize
life experiences in dramatic play; and
(F) represent environment,
characterization, and actions.
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| (4.2)
Creative expression/performance.
The student interprets
characters, using the voice and body expressively, and
creates dramatizations.
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The
student is expected to:
(A) demonstrate safe use
of the voice and body;
(B) describe clearly characters,
their relationships, and their surroundings;
(C) develop characters
and assume roles in short improvised scenes, using imagination,
personal experiences, heritage, literature, and history;
and
(D) dramatize literary
selections in unison, pairs, and groups and create simple
stories collaboratively through imaginative play in
improvisations and story dramatizations, describing
the characters, their relationships, and their environments
and demonstrating a logical connection of events.
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| (4.3)
Creative expression/performance.
The student applies design,
directing, and theatre production concepts and skills.
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The
student is expected to:
(A) demonstrate the safe
use of props, costumes, and visual elements, defining
character, environment, action, and theme;
(B) alter space to create
suitable environments for play-making;
(C) plan brief dramatizations
collaboratively; and
(D) interact cooperatively
with others in brief dramatizations.
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| (4.4)
Historical/cultural heritage.
The student relates theatre
to history, society, and culture.
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The
student is expected to:
(A) explain theatre as
a reflection of life in particular times, places, and
cultures; and
(B) identify the role of
live theatre, film, television, and electronic media
in American society.
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| (4.5) Response/evaluation.
The student responds to
and evaluates theatre and theatrical performances.
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The student
is expected to:
(A) identify and apply
appropriate audience behavior at performances;
(B) define visual, aural,
oral, and kinetic aspects of informal play-making and
formal theatre and discuss these aspects as found in
art, dance, and music;
(C) compare and contrast
the ways ideas and emotions are depicted in art, dance,
music, and theatre and select movement, music, or visual
elements to enhance classroom dramatizations; and
(D) compare theatre artists
and their contributions.
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