Illinois Learning Standards

Stage J - Fine Arts—Drama


25A —

Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
  1. Compare movement and use of voice among characters.
  2. Analyze the actor's use of relaxation, reaction, timing, pause, focus, pacing, spatial relationships, diction, accent, and dialect in rehearsals.
  3. Assess design and execution of set, light, costume, make-up, and sound design to communicate an idea.
  4. Analyze how focus is achieved on stage, on camera, and in film.
  5. Analyze how actors create relationships and amplify conflict or dramatic action.
  6. Evaluate the effectiveness of a dramatic ensemble performed on stage or in film.
  7. Analyze a script's use of dramatic structure and conventions.
  8. Analyze how a director's choices (e.g., casting) support a script's genre or style.
  9. Analyze how a designer's choices support tension, conflict, and create visual and aural variety.
  10. Evaluate a production's individuality, originality, and universality.
  11. Evaluate the collaboration used in a production.
  12. Evaluate the intrinsic or extrinsic choices of a director's interpretation.
  13. Suggest and justify alternative artistic choices and predict their effects on a production.
  14. Evaluate how performance "moments" in acting, scripting, and designing create an emotional impact.
  15. Compare the social context in which the work was prepared to the one in which it is observed.

25B —

Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
  1. Critique the dominant artistic components (i.e., elements, principles, expressive ideas; processes, technologies; creative processes) using appropriate vocabulary in all the arts.
  2. Evaluate the use of similar and distinctive artistic components across art forms.
  3. Analyze how different art forms combine to create an interdisciplinary work (e.g., ballet, musical theatre, opera, cinematography, music videos).

26A —

Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
  1. Describe and critique the proficiency exhibited in the use of media, traditional tools, and technologies.
  2. Compare how camera acting and stage acting are similar and distinct.
  3. Describe how video and film have altered the temporal nature of theatre.
  4. Analyze a complex work of art (acting, scripting, designing, directing) that demonstrates a conceptual rationale (researching, planning, practicing, evaluating, revising) and proficiency in advanced techniques, tools, and technologies.
  5. Analyze how film and TV editing have influenced the tools and processes of actors, the director, and the designers.
  6. Describe how the rehearsal and performance processes are altered by technology.
  7. Evaluate how the choices of media, tools, and technologies influence and support the communication of artists' ideas.
  8. Predict the future of theatre relative to technology.

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 conceptualize and design a scene or play.
  2. Analyze text for physical, social, and psychological dimensions of the characters.
  3. Demonstrate rehearsal techniques (e.g., memorization, pacing, polishing work, vocal and physical encoding) used to prepare characterization for an audience.
  4. Develop a director's notebook.
  5. Direct a scene or play (e.g., blocking, staging, characterization).
  6. Select and use elements of spectacle/technology that will support the performance.
  7. Create and perform a complex work of art (e.g., acting, scripting, designing, directing) using advanced techniques and technologies.
  8. Refine a performance based on review.

27A —

Students who meet the standard can analyze how the arts function in history, society and everyday life.
  1. Evaluate the function of the arts in historical, societal, economic, and personal contexts (e.g. careers, aesthetics, commentary or criticism, predictor of or catalyst for change, tools for learning, economic contribution, therapy, propaganda/ advertising, making the invisible visible, cross disciplinary synthesis).
  2. Evaluate the ways the arts are used to inform and persuade through traditional and contemporary art forms.
  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. Hypothesize how the arts will function in the future as a result of changes in traditional and contemporary media.

27B —

Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
  1. Analyze the impact of political actions, current events, and natural phenomena (e.g., wars, civil unrest, disasters, economic prosperity, discovery, technology, legislation) on the development and production of art.
  2. Cite examples of where the arts shaped aspects of a culture (e.g., Dionysian theatre festival, Renaissance church art and music, cinema and the Depression). Analyze how historical and cultural contexts influence arts processes and products (e.g., Reformation, patronage system, invention of microphone, camera, and printing press, WPA).

Return to Fine Arts Classroom Assessments and Performance Descriptors