Illinois Learning Standards

Stage I - Fine Arts—Drama



Descriptors


25A —

Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
  1. Explain how actors make sure they are seen, heard, and understood by an audience using movement, sound and spectacle; how they alter physical and vocal expression and communicate characters.
  2. Analyze locomotor and non-locomotor strategies to support conflict; describe timing, reaction, rhythm, pacing, listening, and spontaneity as it relates to actor movement; identify the effective use of vocal pause, rate, rhythm, pitch, intensity, and volume.
  3. Evaluate volume, rhythm, tempo, and dynamics in sound design.
  4. Determine the effective use of line, shape, size, color, and texture in set, light, make-up, and costume design.
  5. Analyze the effectiveness of technology used to support the spectacle.
  6. Demonstrate the use of support elements to communicate a variety of ideas.
  7. Analyze the use of unifying and contrasting characteristics to communicate story or idea.
  8. Identify a script's use of dramatic structure, conventions and genre/style.
  9. Analyze casting, blocking, and design choices and the use of design elements to communicate locale, time, place, culture, genre/style, theme, conflict, and tension.
  10. Compare an adaptation of a script with the original intent.
  11. Analyze collaboration used to create a theatrical production and how a production is altered by time and location.
  12. Determine the emotional quality or theme of performed or scripted scenes and how the elements and organizational principles combine to create an emotional effect.
  13. Explain how performance "moments" in acting, scripting, and designing create an emotional impact.
  14. Identify aesthetic criteria for evaluating one's own and other's art works.

25B —

Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
  1. Analyze the dominant artistic components (i.e., elements, principles, expressive ideas; processes, technologies; creative processes) using appropriate vocabulary in all the arts.
  2. Compare and contrast similar and distinctive artistic components (i.e., elements, principles, expressive ideas; processes, technologies; creative processes) across art forms.
  3. Select works from each art form that share similar theme/subject matter and justify selection.

26A —

Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
  1. Describe how movement and sound are combined to shape a performance.
  2. Predict audience reactions to visual, audible, and language stimuli.
  3. Combine the use of primary tools (i.e., body, mind, voice) to demonstrate the difference between internal and external conflict.
  4. Use mind, body, and voice to make support tools/design elements appear real to an audience.
  5. Evaluate the use of movement and spatial relationships.
  6. Demonstrate auditioning, rehearsing, and memorizing techniques.
  7. Describe the roles and responsibilities of support technical staff.
  8. Document a process used by a director, actor, playwright, or designer in the creation of a performance project.
  9. Describe ensemble and teamwork activities required in a theatre production.
  10. Analyze the processes of improvisation, pantomime, and playmaking.
  11. Explain a range of resources one can use for acting, scripting, and designing (e.g., web-sites, dialect tapes, source books, fieldtrips, interviews).

26B —

Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
  1. Construct and refine an original script.
  2. Adapt a text piece (e.g., poem, prose, monologue, scene, short story) for a performance.
  3. Design a few production elements (e.g., costumes, scenery, props, lights, sound, promotional materials).
  4. Create a character in an ensemble, solo, or duet performance so the vocal and physical qualities support the script and provide a distinct contrast to other characters.
  5. Demonstrate concentration, observation, imagination, vocal and physical adaptation, memorization, relaxation, listening, reacting, motivation, and sensory recall in the creation of a drama/theater activity or performance.
  6. Perform a scripted ensemble, solo, or duet scene using research, collaboration, and appropriate staging.
  7. Demonstrate improvisational skills.
  8. Demonstrate directing skills of blocking, casting, and script analysis.

27A —

Students who meet the standard can analyze how the arts function in history, society and everyday life.
  1. Analyze how the arts function in historical, societal, economic, and personal contexts (e.g. economic trends, creative thinking, intra/inter communication, adornment, environments, entertainment, historical record, jobs).
  2. Analyze how the arts inform and persuade through movement, sound, and image.
  3. Examine the purposes and effects of various media (e.g., film, print, multimedia presentations) in terms of informing, entertaining, and persuading the public.
  4. Justify an opinion about the purposes and effects of various media in terms of informing and persuading the public.

27B —

Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
  1. Classify selected works of art by style, periods, or cultures (e.g., Classical, Renaissance, Romanticism, Pan-Asian, Native American).
  2. Analyze selected historical and contemporary works of art for distinguishing characteristics of style, period, or culture.
  3. Trace how artistic styles have changed in response to cultural, historical, and technological events (e.g., inventions, transportation, economics, wars).
  4. Connect the artists/works with the trends and/or influences of others (e.g. Picasso's "Guernica"; Stravinsky's "Firebird", Rodgers & Hammerstein's Oklahoma).

Return to Fine Arts Classroom Assessments and Performance Descriptors