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Rule §117.116 Theatre, Grade 4, Adopted 2013

Published: 2015

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(a) Introduction.
  (1) The fine arts incorporate the study of dance, music,
theatre, and the visual arts to offer unique experiences and empower
students to explore realities, relationships, and ideas. These disciplines
engage and motivate all students through active learning, critical
thinking, and innovative problem solving. The fine arts develop cognitive
functioning and increase student academic achievement, higher-order
thinking, communication, and collaboration skills, making the fine
arts applicable to college readiness, career opportunities, workplace
environments, social skills, and everyday life. Students develop aesthetic
and cultural awareness through exploration, leading to creative expression.
Creativity, encouraged through the study of the fine arts, is essential
to nurture and develop the whole child.
  (2) Four basic strands--foundations: inquiry and understanding;
creative expression; historical and cultural relevance; and critical
evaluation and response--provide broad, unifying structures for organizing
knowledge and skills students are expected to acquire. Through the
foundations: inquiry and understanding strand, students develop a
perception of self, human relationships, and the world using elements
of drama and conventions of theatre. Through the creative expression
strand, students communicate in a dramatic form, engage in artistic
thinking, build positive self-concepts, relate interpersonally, and
integrate knowledge with other content areas in a relevant manner.
Through the historical and cultural relevance strand, students increase
their understanding of heritage and traditions in theatre and the
diversity of world cultures as expressed in theatre. Through the critical
evaluation and response strand, students engage in inquiry and dialogue,
accept constructive criticism, revise personal views to promote creative
and critical thinking, and develop the ability to appreciate and evaluate
live theatre.
  (3) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(b) Knowledge and skills.
  (1) Foundations: inquiry and understanding. The student
develops concepts about self, human relationships, and the environment
using elements of drama and conventions of theatre. The student is
expected to:
    (A) integrate sensory and emotional responses in dramatic
    (B) develop body awareness and spatial perception using
rhythmic and expressive movement;
    (C) respond to sound, music, images, language, and
literature with voice and movement and participate in dramatic play
using actions, sounds, and dialogue;
    (D) express emotions and ideas using interpretive movements,
sounds, and dialogue;
    (E) imitate and synthesize life experiences in dramatic
    (F) use common objects to represent the setting, enhance
characterization, and clarify actions; and
    (G) define and demonstrate correct use of basic theatrical
terms such as dialogue, character, scene, prop, costumes, setting,
and theme.
  (2) Creative expression: performance. The student interprets
characters using the voice and body expressively and creates dramatizations.
The student is expected to:
    (A) demonstrate safe use of the voice and body;
    (B) describe characters, their relationships, and their
    (C) develop characters and assume roles in short improvised
scenes using imagination, personal experiences, heritage, literature,
and history;
    (D) dramatize literary selections in unison, pairs,
or groups, demonstrating a logical connection of events and describing
the characters, their relationships, and their surroundings; and
    (E) create simple stories collaboratively through imaginative
play, improvisations, and story dramatizations, demonstrating a logical
connection of events and describing the characters, their relationships,
and their surroundings.
  (3) Creative expression: production. The student applies
design, directing, and theatre production concepts and skills. The
student is expected to:
    (A) describe the appropriate use of props, costumes,
sound, and visual elements that define character, environment, action,
and theme;
    (B) alter space to create suitable performance environments
for playmaking;
    (C) plan brief dramatizations collaboratively; and
    (D) interact cooperatively with others in brief dramatizations.

  (4) Historical and cultural relevance. The student
relates theatre to history, society, and culture. The student is expected
    (A) explain theatre as a reflection of life in particular
times, places, cultures, and oral traditions specific to Texas;
    (B) identify the role of live theatre, film, television,
and electronic media in American society; and
    (C) compare theatre artists and their contributions
to theatre and society.
  (5) Critical evaluation and response. The student responds
to and evaluates theatre and theatrical performances. The student
is expected to:
    (A) apply appropriate audience behavior at formal and
informal performances;
    (B) compare visual, aural, oral, and kinetic aspects
of informal playmaking with formal theatre; and
    (C) discuss how movement, music, or visual elements
enhance ideas and emotions depicted in theatre.

Source Note: The provisions of this §117.116 adopted to be effective July 28, 2013, 38 TexReg 4575