Illinois Learning Standards

Stage H - Fine Arts—Drama


25A —

Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
  1. 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.
  2. Analyze actor movement and voice in relation to the type of performance space (e.g., proscenium stage and theater in the round).
  3. 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 an idea.
  4. Combine the principles of tension, rhythm, pattern, unity, balance, and repetition to communicate an idea
  5. Analyze dialogue, monologue, narration, and asides used to communicate events in a drama.
  6. Identify dramatic structure (exposition, rising action, climax, conflict/resolution.)
  7. Evaluate the mood communicated by a performed drama against the written text and/or intention of the creators.
  8. Analyze character and plot dynamics.
  9. Use appropriate language to reflect on and analyze student and/or professional work.

25B —

Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
  1. 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 processes) vocabulary.

26A —

Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
  1. Describe how actors use primary tools in training, auditioning, rehearsing, and performing.
  2. Evaluate the choice of support tools (i.e., costumes, sets, lights, props, sounds, make-up) to communicate an idea.
  3. Compare designing and directing.
  4. Analyze the process used to plan and practice a drama.
  5. Explain the collaborative nature of theatre production including the roles and responsibilities of playwrights, actors, directors, designers, technicians, business managers, and others.
  6. Compare the Creative Process to the Scientific and Writing processes.

26B —

Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
  1. Use research to create a drama.
  2. Write a scene using script conventions.
  3. Create a floor plan for a scene indicating environmental objects and set props.
  4. Use vocal techniques (e.g., enunciation, pronunciation, rate, rhythm, tempo, tone, pitch, volume) to perform monologue and dialogue.
  5. Memorize and deliver character lines, actions, and reactions from a play, script, scenario, or original work.
  6. Demonstrate concentration, observation, imagination, and physical action/reaction.
  7. Demonstrate verbal and non-verbal choices in character interpretation showing physical, emotional, and environmental influences.
  8. Select set, props, costumes, lights, and sounds to support a drama.
  9. Direct a scene.

27A —

Students who meet the standard can analyze how the arts function in history, society and everyday life.
  1. Demonstrate good audience behavior and evaluate the behavior of self and others.
  2. Describe how audience behavior changes a product or performance.
  3. Analyze how the arts function in ceremonies (e.g., Olympics, political conventions).
  4. Analyze how various arts are used to persuade and promote ideas (e.g., political conventions, campaigns, advertising).
  5. Analyze how the artist in each of the arts uses technology creatively.
  6. Investigate occupations that are related to the arts industry (e.g., record producers, museum lecturers, gallery owners, box office administrators, wardrobe designers).

27B —

Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
  1. Analyze how a particular art work (e.g., social dance, political cartoons, protest songs, films) influenced society in a given time period.
  2. Analyze how the works of a particular artist (e.g., playwright, composer, computer artist, choreographer) shape or reflect a given time period or event.
  3. Describe the influences of at least two artists (dance, drama, music or visual art) on their times.

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