Chapter 4
Guidance
for Visual and Theatre
Performing Arts
Programs
As revealed in the earliest recorded history, theatre reflects the
time and place of its origins. The creations of theatre artists
come from perceptions of nature, from relationships and interactions with oth-
ers, and from the artists’ inner selves. Through storytelling and other oral tradi-
tions, cultures define themselves and educate their members down through the
ages. In contemporary and historical commemorations, celebrations, and dra-
matizations, theatre gives voice to culture. Theatre, pageant, entertainment,
new media, and electronic
technology continue to serve
To break through language in order to touch life is to create many social functions. Theatre
or re-create the theatre. (^) unifies groups, expresses im-
—Antonin Artaud (1896–1948) (^) portant knowledge, reinforces
group values, strengthens the
individual, and defines and
commemorates events. It provides a powerful multisensory mirror reflecting
social issues, challenges, and accomplishments.
The elements of theatre in stage, film, and video productions include
scriptwriting, acting, technical production, management, and design. In a
well-planned theatre education program, students engage directly in each of
the elements during grade-by-grade study of theatre, enabling them to learn
time management, solve problems, work collaboratively, and exhibit leadership
skills. Their participation in theatre helps them gain an increased understanding
of self and the world, empathy for others, and self-confidence. They learn to
make critical judgments about television, radio, electronic media, and live
performance.
Standards-Based Curriculum for Theatre
Pretend! Imagine! Imitate! Role-play! Unknowingly, kindergarten students
practice theatrical skills, such as characterization, pantomime, improvisation,
story development, and costuming. In grades one through three, students place
these activities in the context of theatre, film, and video as they dramatize or
improvise familiar stories and learn the vocabulary of theatre and ways to work
cooperatively and develop a commitment to purpose. In grades four through
six, they gain more in-depth knowledge of the elements of theatre as they ana-
lyze a character’s motives and develop criteria to apply to the quality of perfor-
mances. Middle school students continue to develop skills as they compare and
contrast various theatre styles from the past and become more aware of the
influence of theatre and the entertainment industry on their lives. And in high
school students read, write, research, reflect, and synthesize to deepen their