Illinois Learning Standards
Stage H - Fine Arts—Drama
Students who meet the standard understand the sensory
elements, organizational principles, and expressive qualities
of the arts.
- Compare and contrast how the vocal elements (i.e., pitch,
rate, volume, dialect, diction) and the physical elements
(i.e., posture, gestures, facial expressions, mannerisms)
are used to communicate character and conflict.
- Analyze actor movement and voice in relation to the type
of performance space (e.g., proscenium stage and theater
in the round).
- Analyze the choice of design elements incorporated by
a setting, costume, prop, sound, make-up, and/or lighting
designer (color, line, texture, shape, space) to communicate
- Combine the principles of tension, rhythm, pattern, unity,
balance, and repetition to communicate an idea
- Analyze dialogue, monologue, narration, and asides used
to communicate events in a drama.
- Identify dramatic structure (exposition, rising action,
- Evaluate the mood communicated by a performed drama against
the written text and/or intention of the creators.
- Analyze character and plot dynamics.
- Use appropriate language to reflect on and analyze student
and/or professional work.
Students who meet the standard understand the similarities,
distinctions, and connections in and among the arts.
- Compare and contrast works of art in two or more art forms
that share similar artistic components, themes or subject
matter (e.g., self-portrait to monologue or solo) using
the appropriate artistic component (i.e., elements, principles,
expressive ideas; tools, processes, technologies; creative
Students who meet the standard understand processes,
traditional tools, and modern technologies used in the arts.
- Describe how actors use primary tools in training, auditioning,
rehearsing, and performing.
- Evaluate the choice of support tools (i.e., costumes,
sets, lights, props, sounds, make-up) to communicate an
- Compare designing and directing.
- Analyze the process used to plan and practice a drama.
- Explain the collaborative nature of theatre production
including the roles and responsibilities of playwrights,
actors, directors, designers, technicians, business managers,
- Compare the Creative Process to the Scientific and Writing
Students who meet the standard can apply skills
and knowledge necessary to create and perform in one or more
of the arts.
- Use research to create a drama.
- Write a scene using script conventions.
- Create a floor plan for a scene indicating environmental
objects and set props.
- Use vocal techniques (e.g., enunciation, pronunciation,
rate, rhythm, tempo, tone, pitch, volume) to perform monologue
- Memorize and deliver character lines, actions, and reactions
from a play, script, scenario, or original work.
- Demonstrate concentration, observation, imagination, and
- Demonstrate verbal and non-verbal choices in character
interpretation showing physical, emotional, and environmental
- Select set, props, costumes, lights, and sounds to support
- Direct a scene.
Students who meet the standard can analyze how the
arts function in history, society and everyday life.
- Demonstrate good audience behavior and evaluate the behavior
of self and others.
- Describe how audience behavior changes a product or performance.
- Analyze how the arts function in ceremonies (e.g., Olympics,
- Analyze how various arts are used to persuade and promote
ideas (e.g., political conventions, campaigns, advertising).
- Analyze how the artist in each of the arts uses technology
- Investigate occupations that are related to the arts industry
(e.g., record producers, museum lecturers, gallery owners,
box office administrators, wardrobe designers).
Students who meet the standard understand how the
arts shape and reflect history, society and everyday life.
- Analyze how a particular art work (e.g., social dance,
political cartoons, protest songs, films) influenced society
in a given time period.
- Analyze how the works of a particular artist (e.g., playwright,
composer, computer artist, choreographer) shape or reflect
a given time period or event.
- Describe the influences of at least two artists (dance,
drama, music or visual art) on their times.
Return to Fine Arts Classroom
Assessments and Performance Descriptors