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TEKS
for Theatre, Elementary
Chapter 117.
Texas Essential Knowledge and Skills for Fine Arts
Subchapter A.
Elementary
Statutory Authority: The provisions
of this Subchapter A issued under the Texas Education Code,
§28.002, unless otherwise noted.
§117.1. Implementation of Texas
Essential Knowledge and Skills for Fine Arts, Elementary.
The provisions of this subchapter
shall supersede §75.31(a)-(f) of this title (relating to
Fine Arts) beginning September 1, 1998.
Source: The provisions of
this §117.1 adopted to be effective September 1, 1998, 22
TexReg 4943.
§117.4. Theatre,
Kindergarten.
(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
who are appreciative and evaluative consumers of live theatre,
film, television, and other technologies.
(b) Knowledge and skills.
| (K.1)
Perception.
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) develop self-awareness
through dramatic play;
(B) explore space, using
expressive movement;
(C) imitate sounds; and
(D) imitate and recreate
objects in dramatic play.
|
| (K.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) assume roles through
imitation and recreation;
(C) identify the characteristics
of dramatic play; and
(D) participate in dramatic
play.
|
| (K.3) Creative
expression/performance.
The student applies design,
directing, and theatre production concepts and skills.
|
The student is expected
to:
(A) create playing space,
using simple materials;
(B) create costumes, using
simple materials;
(C) plan dramatic play;
and
(D) cooperate with others
in dramatic play.
|
| (K.4) Historical/cultural
heritage.
The student relates theatre
to history, society, and culture.
|
The student
is expected to:
(A) play and replay real
and imaginative situations of various cultures; and
(B) play and replay stories
from American history.
|
| (K.5) Response/evaluation.
The student responds to
and evaluates theatre and theatrical performances.
|
The student
is expected to:
(A) begin to identify appropriate
audience behavior;
(B) respond to dramatic
activities;
(C) demonstrate awareness
of the use of music, creative movement, and visual components
in dramatic play; and
(D) observe the performance
of artists and identify theatrical vocations.
|
§117.7. Theatre, Grade 1.
(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 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
who are appreciative and evaluative consumers of live theatre,
film, television, and other technologies.
(b) Knowledge and skills.
| (1.1)
Perception.
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) develop confidence
and self-awareness through dramatic play;
(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.
|
| (1.2) 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) assume roles through
imitation;
(C) dramatize limited-action
stories; and
(D) dramatize poems and
songs.
|
| (1.3) Creative
expression/performance.
The student applies design,
directing, and theatre production concepts and skills.
|
The student
is expected to:
(A) select aspects of the
environment for use in dramatic play;
(B) adapt the environment
for dramatic play, using simple materials;
(C) plan dramatic play;
and
(D) cooperate with others
in dramatic play.
|
| (1.4) Historical/cultural
heritage.
The student relates theatre
to history, society, and culture.
|
The student
is expected to:
(A) imitate life experiences
from various historical periods in dramatic play; and
(B) identify diverse cultural
dimensions in dramatic play.
|
| (1.5) Response/evaluation.
The student responds to
and evaluates theatre and theatrical performances.
|
The student
is expected to:
(A) identify appropriate
audience behavior;
(B) respond to and begin
to evaluate dramatic activities;
(C) identify the use of
music, creative movement, and visual components in dramatic
play; and
(D) observe the performance
of artists and identify theatrical vocations.
|
§117.10. Theatre,
Grade 2.
(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
who are appreciative and evaluative consumers of live theatre,
film, television, and other technologies.
(b) Knowledge and skills.
| (2.1)
Perception.
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;
(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.
|
| (2.2)
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 and
puppetry; and
(D) dramatize poems and
songs, using simple pantomime and puppetry.
|
| (2.3)
Creative expression/performance.
The student applies design,
directing, and theatre production concepts and skills.
|
The student
is expected to:
(A) select aspects of the
environment for use in dramatic play;
(B) adapt the environment
for dramatic play, using simple materials;
(C) plan dramatic play;
and
(D) cooperate and interact
with others in dramatic play.
|
| (2.4)
Historical/cultural heritage.
The student relates theatre
to history, society, and culture.
|
The student
is expected to:
(A) imitate life experiences
from various historical periods in dramatic play; and
(B) identify diverse cultural
dimensions in dramatic play.
|
| (2.5) Response/evaluation.
The student responds to
and evaluates theatre and theatrical performances.
|
The student
is expected to:
(A) identify and apply
appropriate audience behavior;
(B) react to and begin
to evaluate dramatic activities;
(C) employ music, creative
movement, and visual components in dramatic play; and
(D) observe the performance
of artists and identify theatrical vocations.
|
§117.13. Theatre, Grade 3.
(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
who are appreciative and evaluative consumers of live theatre,
film, television, and other technologies.
(b) Knowledge and skills.
| (3.1)
Perception.
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;
(B) create playing space,
using expressive and rhythmic movement;
(C) respond to sound, music,
images, and the written word with voice and movement
and participate in dramatic play, using actions, sounds,
and dialogue; and
(D) reflect the environment,
portray character, and demonstrate actions in classroom
dramatizations.
|
| (3.2)
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 and imaginative situations through
narrative pantomime, dramatic play, and story dramatization;
(C) dramatize literary
selections, using shadow play and puppetry; and
(D) dramatize literary
selections, using pantomime and imitative dialogue.
|
| (3.3)
Creative expression/performance.
The student applies design,
directing, and theatre production concepts and skills.
|
The student
is expected to:
(A) identify technical
theatre elements;
(B) begin to use simple
technical theatre elements;
(C) plan dramatic play;
and
(D) cooperate and interact
with others in dramatic play.
|
| (3.4)
Historical/cultural heritage.
The student relates theatre
to history, society, and culture.
|
The
student is expected to:
(A) illustrate similarities
and differences in life and theatre through dramatic
play; and
(B) reflect historical
and diverse cultural influences in dramatic activities.
|
| (3.5) Response/evaluation.
The student responds to
and evaluates theatre and theatrical performances.
|
The student
is expected to:
(A) evaluate and apply
appropriate audience behavior consistently;
(B) evaluate simple dramatic
activities and performances;
(C) incorporate music,
movement, and visual components in dramatic play; and
(D) observe the performance
of amateur and professional artists and begin to compare
vocations in theatre.
|
§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.
|
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.
|
| (4.2)
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 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.
|
| (4.3)
Creative expression/performance.
The student applies design,
directing, and theatre production concepts and skills.
|
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.
|
| (4.4)
Historical/cultural heritage.
The student relates theatre
to history, society, and culture.
|
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.
|
| (4.5) Response/evaluation.
The student responds to
and evaluates theatre and theatrical performances.
|
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.
|
§117.19. Theatre,
Grade 5.
(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
who are appreciative and evaluative consumers of live theatre,
film, television, and other technologies.
(b) Knowledge and skills.
| (5.1)
Perception.
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) develop characterization,
using sensory and emotional recall;
(B) develop body awareness
and spatial perceptions, using pantomime;
(C) respond to sounds,
music, images, and the written word, using movement;
(D) express emotions and
relate ideas, using interpretive movement and dialogue;
(E) integrate life experiences
in dramatic play; and
(F) portray environment,
characterization, and actions.
|
| (5.2)
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 the voice and body;
(B) describe characters,
their relationships, and their surroundings in detail;
(C) select movements and
portray a character, using dialogue appropriately; and
(D) dramatize literary
selections in pairs and various groupings and create
simple stories collaboratively in improvisations and
story dramatizations, describing the characters, their
relationships, and their environments
and demonstrating a logical connection of
events.
|
| (5.3)
Creative expression/performance.
The student applies design,
directing, and
theatre production concepts and skills.
The student is expected to:
|
(A)
define character, environment, action,and theme, using
props, costumes, and visual elements;
(B) alter space appropriately
to create a suitable environment for play-making;
(C) plan brief dramatizations
collaboratively; and
(D) interact cooperatively
with others in brief dramatizations.
|
| (5.4)
Historical/cultural heritage.
The student relates theatre
to history, society, and culture. The student is expected
to:
|
(A)
relate theatre to life in particular times, places, and
cultures; and
(B) analyze the role of
live theatre, film, television, and electronic media
in American society.
|
| (5.5)
Response/evaluation.
The student responds to
and evaluates theatre and theatrical performances. The
student is expected to:
|
(A)
analyze and apply appropriate audience behavior at a variety
of performances;
(B) define visual, aural,
oral, and kinetic aspects of informal play-making and
formal theatre and describe these components in art,
dance, and music;
(C) compare and contrast
ideas and emotions depicted in theatre, dance, music,
and art and select and explain the use of movement,
music, or visual elements to enhance classroom dramatizations;
and
(D) analyze and compare
theatre artists and their contributions.
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