The history–social science and theatre curricula emphasize the ideas, values,
and beliefs of people from many lands who have contributed to a vast body of
knowledge. Students should recognize that literature and the arts reflect the
inner life of a culture. To support this learning, the theatre content standards
introduce stories, fables, and formal and informal dramatizations incorporating
conflict and raising value issues both interesting and age appropriate.
Because theatre and the language arts are interrelated, oral and literacy skills
are integral to the theatrical process. Learning verbal and nonverbal communi-
cation, students experience the value and application of both. They are taught
that the sequence of skill development in the language arts is the body and soul
of theatre.
In mathematics and the arts, students learn how to analyze problems and
select strategies. Accordingly, in theatre students apply mathematical concepts
and skills in making a model, drawing a picture, organizing information on a
table or chart, finding a simpler related problem, acting out a situation, restat-
ing a problem, looking for patterns, estimating and predicting, and working on
a problem with the end always in mind. They should feel free to take risks and
recognize that many ways exist to arrive at the “right” answer.
Levels of Theatre Instruction
The standards-based theatre program promotes the development of each
student’s imagination, knowledge, problem-solving ability, understanding of
human relationships, and communication skills. To accomplish that purpose,
school administrators, theatre arts specialists, and teachers need to establish
a carefully planned program of instruction for each elementary
school, middle school, and high school student.
Elementary School Level
Students in California elementary schools
should all have opportunities for theatre instruction
in their regular classrooms. At this level students
work toward achieving the theatre content standards
through a variety of instructional strategies, including
creative dramatics, improvisation, pantomime,
storytelling, and the acting out of stories. Students should
explore their creative potential by participating in theatre.
Teachers should have instructional materials and
resources on theatre, including films, audiotapes, videos,
DVDs, prints, photographs, props, and literature,
that are appropriate for elementary school students.
To obtain those materials and resources, teachers
should find the library media teacher helpful.
Chapter 4
Guidance
for Visual and
Performing Arts
ProgramsTheatre