Elementary Theatre

Instructional Guide 2025-2026

Elementary Theatre

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About the Instructional Guide

ARTS INSTRUCTIONAL GUIDE OVERVIEW A rigorous education in the arts is incredibly important. In addition to developing the next generation of performers and artists, the arts can build skills of creativity, collaboration, analysis, synthesis, and problem-solving that will help students succeed in any endeavors they pursue. This instructional guide offers guidance to educators as they plan engaging and impactful learning experiences in their classes by providing several supports, including standards, learning progressions, skill guides, curricular resources, and more. FINE ARTS STANDARDS The Fine Arts Standards for the state of Utah are broken up into four strands . These strands – Create , Perform/Present , Respond , and Connect – touch on all areas of how students can plan, make, share, and think about art. Each strand is important in student development. COURSE AT A GLANCE The Course at a Glance section can help educators think in terms of skills and projects for their classes. Since the standards include skills that can be developed and assessed in several different ways, teachers have the freedom to build unit and year-long maps that best serve the needs of the class and the students. The Course at a Glance section does not dictate a specific progression but can help educators consider how a range of projects can touch on all standards and bring rigor and variety to the course. EXAMPLE LESSONS, ACTIVITIES, AND RESOURCES Throughout the guide are links to resources to help with planning , instruction , and assessment . It is important to utilize trusted and approved resources to enhance the learning experiences of students. By employing district-approved resources for instruction, teachers can ensure compliance with educational standards and foster a safe and robust learning environment. CREDITS & CONTRIBUTIONS This guide was developed by the CSD Elementary BTS Arts Specialist, Mindy Curtis, through a process of feedback and input from CSD Elementary Theatre Teacher Leader, Jordan Nelson, and CSD Elementary theatre teachers.

K-5 Theatre at a Glance for Canyons School District Kindergarten & First Grade Second & Third Grade Fourth & Fifth Grade

Imagine and play with stories, characters, or designs. Make imaginative choices about stories, characters, or designs.

Create and perform imaginative stories, characters, or designs.

Imagination

Explore expressive movement using space, shape, and energy.

Make expressive movement choices using space, shape, and energy.

Make and perform expressive movement choices using, space, shape, energy, and gesture.

Physicality

Explore expressive voice using opposites: loud/soft, fast/slow, high/low, sound/silence, etc.

Make expressive vocal choices using volume, rate, & pitch.

Make and perform expressive vocal choices using volume, rate, pitch, & clarity.

Voice

Identify basic story elements. Make choices about stories and characters. Make connections between stories and personal life.

Identify story elements. Make informed choices about stories and characters. Make connections between stories and personal life.

Analyze story elements. Make informed choices about stories and characters. Make connections between stories and personal life.

Story & Character

Develop appropriate audience observation skills. Engage in collaborative, creative play. Share personal responses and ideas about drama work.

Practice audience observation and response skills. Develop skills to engage in rehearsal and collaboration. Share personal responses and ideas about drama work.

Refine audience observation and response skills. Practice skills to engage in rehearsal & collaboration. Share and justify personal responses and ideas about drama work.

Artistic Process & Practice

Design & Tech. Theatre

Experiment with and explore masks, puppets, simple props, simple costume pieces, etc.

Create and explore masks, puppets, simple props, simple costume pieces, backdrops, etc.

Design and create masks, puppets, props, costume pieces, backdrops, set pieces, etc.

Engage in and explore dramatic play, puppetry, storytelling, mask work, frozen body images, guided explorations, drama games, or soundscapes.

Engage in and explore drama games, improvisation, storytelling, puppetry, pantomime, soundscapes, guided explorations, tableaus, voice acting, mask work, short scenes, short plays, or short reader’s theatre.

Engage in, explore, & perform drama games, improvisation, puppetry, soundscapes, storytelling, tableau, pantomime, voice acting, mask work, scenes, monologues, short plays, short readers theatre, or self-written work.

Age-Aligned Dramatic

Style & Activity Examples

Kindergarten: Seasons, force and motion, living things, story, character, setting, emotions, calming strategies, rules, responsibilities, school & local community, numbers to 100, basic add/subtract with objects, and shapes.

2nd Grade: Life cycle, habitats, states of matter, character conflict, expressive word meanings, personal/family histories, citizenship, and being a good friend, telling time, add/subrtact to 100, measuring with tools.

3rd Grade: Animal survival traits, climate patterns, force affecting motion, story details, figurative language, constitution, government, communication, find perimeter, time intervals, multiplication to 12.

4th Grade: Organisms, energy transfer, wave patterns, Utah history & geography, figurative language, plot structure, goal setting, positive communication, points/lines/rays/angles, perpendicular/parallel, symmetry.

5th Grade: Earth systems, matter changes & cycles, U.S. history & geography, figurative language, plot structure,

1st Grade: Living things, weather, space, story, character, setting, events, rhyming, government, friendship, kindness, community, decision-making, shape attributes, problem & solutions, add/subtract to 20, 2D/3D shapes, modeling.

Grade-Level Integration Connections

personal values & beliefs, standard measurement, and graphing on a coordinate plane.

Kindergarten & First Grade

Second & Third Grade

Fourth & Fifth Grade

K.T.CR.1 & 1.T.CR.1: Develop imagination for artistic ideas and work. K.T.CR.5 & 1.T.CR.5: Create character using body, voice & mind.

2.T.CR.1 & 3.T.CR.1: Develop imagination for artistic ideas and work. 2.T.CR.4 & 3.T.CR.4: Develop skills for group decision making. 2.T.CR.5 & 3.T.CR.5: Create character using body, voice & mind.

4.T.CR.1 & 5.T.CR.1: Develop imagination for artistic ideas & work. 4.T.CR.4 & 5.T.CR.4: Develop skills for group decision making. 4.T.CR.5 & 5.T.CR.5: Create character using body, voice & mind. 4.T.CR.7 & 5.T.CR.7: Engage in rehearsal to refine & revise. 4.T.P.1 & 5.T.P.1: Identify character, setting, and plot in a story and use those choices when creating drama work. 4.T.P.2 & 5.T.P.2: Demonstrate the ability to work effectively alone, cooperatively, and as a member of an ensemble. 4.T.P.4 & 5.T.P.4: Use the body to communicate meaning. 4.T.P.5 & 5.T.P.5: Use voice to communicate meaning. 4.T.P. 7 & 5.T.P.7: Select materials to be used for technical elements. 4.T.R.1 & 5.T.R.1: Demonstrate audience skills of observing attentively and responding appropriately. 4.T.R.2 & 5.T.R.2: Share and justify personal responses about drama work. 4.T.R.4 & 5.T.R.4: Give and accept feedback. Analyze and describe personal strengths & weaknesses.

Create

K.T.P.1 & 1.T.P.1: Identify character, setting, and plot in a story and use those choices when creating drama work. K.T.P.2 & 1.T.P.2: Demonstrate the ability to work effectively alone and cooperatively. K.T.P.4 & 1.T.P.4: Use the body to communicate meaning. K.T.P.5 & 1.T.P.5: Use voice to communicate meaning. K.T.P. 7 & 1.T.P.7: Select materials to be used for technical elements.

2.T.P.1 & 3.T.P.1: Identify character, setting, and plot in a story and use those choices when creating drama work. 2.T.P.2 & 3.T.P.2: Demonstrate the ability to work effectively alone and cooperatively. 2.T.P.4 & 3.T.P.4: Use the body to communicate meaning. 2.T.P.5 & 3.T.P.5: Use voice to communicate meaning. 2.T.P. 7 & 3.T.P.7: Select materials to be used for technical elements.

Perform

K.T.R.1 & 1.T.R.1: Demonstrate audience skills of observing attentively and responding appropriately. K.T.R.2 & 1.T.R.2: Share personal responses about drama work.

2.T.R.1 & 3.T.R.1: Demonstrate audience skills of observing attentively and responding appropriately. 2.T.R.2 & 3.T.R.2: Share personal responses about drama work.

Respond

K.T.CO.1 & 1.T.CO.2: Identify similarities between story elements and personal experiences.

2.T.CO.1 & 3.T.CO.1: Identify similarities between story elements and personal experiences.

4.T.CO.2 & 5.T.CO.2: Engage with stories from various cultures, genres & styles.

Connect

Elementary Theatre Instructional Resources

Drama Works Online - District-paid elementary theatre curriculum resource. Drama Notebook - District-paid K-8 theatre curriculum resource. UEN BTS Arts Lesson Plans and BTSarts.org Lesson Plans - Arts-integrated lesson plans for grades K-6 created by BTS Arts Educators and shared by USBE BTS specialists. The same lesson plans are housed on both platforms. BYU Arts Partnership Drama Homepage - Includes element and concept vocabulary, basic drama skills list, teaching ideas, integration lesson plans, and assessments. Theatrefolk Free Resources - Free curriculum, articles, and scripts for theatre teachers. CSD Brain Booster Elementary Arts Shared Drive

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Theatre Skill: Imagination CSD K-5 Theatre CSD teachers must log in to Drama Works! and Drama Notebook to access those resources. Example Warm-ups and Games Drama Works: Magic Dust Adventure (K-3rd) - Dramatize an imaginary adventure to develop imagination, body, and voice skills. Drama Works: Magic Crayon (K-3rd) - Develop imagination by pretending to draw and use different objects/props. Drama Works: Witches and Wizards (K-5th) - Energize the group and warm up the mind, body, and voice by becoming different characters. Drama Works: Melting Tag (K-5th) - Energize the group and warm up the mind, body, and voice by acting out dramatic deaths. Drama Works: Energy Ball (K-5th) - Focus and warm up the mind, body, and voice by expressing a range of movements and sounds while imagining passing an imaginary ball. Drama Works: Imaginary Journey (K-5th) - Relax the mind/body and develop the imagination through a guided sensory journey. Drama Works: Yes, Let’s! (K-5th) - Develop spontaneity and cooperation by validating/using fellow players’ Ideas. BTS Arts: Animal Traits and Adaptations Games (2nd-3rd) - Learn about animal traits and adaptations while playing theatre games. Drama Works: Yes and . . . (2nd-5th) - Develop spontaneity and cooperation by accepting and adding onto fellow players’ ideas Drama Works: Add a Word (2nd-5th) - Create/tell a story or speak on a topic together one word at a time.

Example Activities, Lessons, and Projects Resource Grades

Learning Intention and Success Criteria

Drama Notebook: Space Journey

K-3rd

I am learning to use pretend play to explore an imaginary world in character. I’ll know I have it when I can explore outer space in the role of an astronaut with guidance. I am learning to use my imagination & body to communicate an idea. I’ll know I have it when I can pantomime imaginary props. I am learning to use relaxation and imagination to access memories of my senses. I’ll know I have it when I can answer questions about what I imagined during the journey . I am learning to use imagination and creativity to create new ideas and stories. I’ll know I have it when I can write and perform an original scene or song about a world I created. I am learning to retell the details of a real or fictional event in the character of a newscaster. I’ll know I have it when I can role-play a news report of a fictional or historical event.

Drama Works: Magic Hat

K-5th

Drama Notebook: Guided Imagery Journeys

K-5th

Drama Notebook: Imaginary Worlds

4th-5th

Drama Works: Live on the Scene Social Studies, Science, or ELA Integration

4th-5th

BTS Arts: Once Upon a Gravitational Field Science Integration BTS Arts: Transcontinental Railroad Social Studies Integration

3rd

I am learning about gravitational force and how to use my imagination so I can create and perform various realities. I’ll know I have it when I can perform various gravitational pulls. I am learning about the transcontinental railroad and how to tell a story with body, voice, and imagination. I’ll know I have it when I can tell a story of the transcontinental railroad through an original short scene performance. I am learning about the geosphere and biosphere and how to communicate an idea with body, voice, and imagination. I’ll know I have it when I can describe the interaction between the geosphere and biosphere through dramatic role-play.

4th

BTS Arts: Volcanoes Science Integration

5th

Kindergarten & First Grade Imagination Imagination Skills: Imagine and play with story, character, or design ideas. Dramatic Styles & Activities: Engage in and explore dramatic play, puppetry, storytelling, mask work, frozen body images, guided explorations, drama games, or soundscapes. Imagination-Related Focus Standards: K.T.CR.1 & 1.T CR.1: Develop imagination to create artistic ideas and work. K.T.CR.5 & 1.T CR.5: Create character through imagination, physical movement, gesture, sound, and/or speech, and facial expression. Second & Third Grade Imagination Imagination Skills: Make imaginative choices about stories, characters, or designs. Dramatic Styles & Activities: Engage in and explore drama games, improvisation, storytelling, puppetry, pantomime, soundscapes, guided explorations, tableaus, voice acting, mask work, short scenes, short plays, or short reader’s theatre. Imagination-Related Focus Standards: 2.T.CR.1 & 3.T.CR.1: Develop imagination to create artistic ideas and work. 2.T.CR.5 & 3.T.CR.5: Create character through imagination, physical movement, gesture, sound and/or speech, and facial expression based on stories or through improvisation. Fourth & Fifth Grade Imagination Imagination Skills: Analyze story elements. Make informed choices about stories and characters. Make connections between stories and personal life. Dramatic Styles & Activities: Engage in, explore, & perform drama games, improvisation, puppetry, soundscapes, storytelling, tableau, pantomime, voice acting, mask work, scenes, monologues, short plays, short readers theatre, or self-written work. Imagination-Related Focus Standards: 4.T.CR.1 & 5.T.CR.1: Develop imagination to create artistic ideas and work. 4.T.CR.5 & 5.T.CR.5: Create character through imagination, physicality, sound, speech, and expression based on story or improvisation.

Theatre Skill: Physicality CSD K-5 Theatre CSD teachers must log in to Drama Works! and Drama Notebook to access those resources. Example Warm-ups and Games Drama Works: Follow the Leader (K-3rd) - Energize and warm up the body by creating and imitating expressive movements. Drama Works: Musical Moods (K-3rd) - Use different selections and styles of music to inspire movement, characterization, and story ideas. Music and Dance Integration Drama Works: Freeze Dance - (K-3rd) - Demonstrate creative expression and control of the body by dancing and freezing on cue. Drama Works: Space Bubbles (K-5th) - Heighten spatial awareness and focus by learning how to find and keep a space bubble. Drama Works: Silent Shapes (K-5th) - Work together to become the shape of different objects silently. Drama Works: Movin’ Machine (K-5th) - Explore movement qualities and concepts by physically expressing the meaning of words. ELA Integration Drama Works: Animal Tag (K-5th) - Energize & warm-up mind, voice, & body by playing tag as animals. Drama Works: Forces of Nature (K-5th) - Explore natural phenomena by dramatizing the weather, elements of nature, and natural disasters. Science Integration. Drama Notebook: Greetings Game (K-5th) - Students experiment with movement and character in a non-threatening way. Drama Notebook: Movement Games (K-5th) - Over 100 ways for students to become comfortable in their bodies on stage and learn stage movement techniques.

Example Activities, Lessons, and Projects Resource Grades

Learning Intention and Success Criteria

Drama Notebook: Slide Show ELA Integration

K-5th

I am learning to create a tableau, or stage picture, to tell a story with a frozen image. I’ll know I’ve got it when I can work with a group to create tableaus that tell a story. I am learning to share details from a text and how to use my body to communicate an idea. I’ll know I have it when I can follow directions to show how a plant grows using my body. I am learning to create a tableau, or stage picture, to describe a setting physically. I’ll know I have it when I can make a tableaus that show the things found at a pond. I am learning to express the meaning of words and emotions with my body. I’ll know I have it when I express the idea of a poem through my body movements. I am learning to use the shape of my body to tell a story. I’ll know I have it when I use body sculptures to perform a short scene.

CSD Wonders Integration: How Plants Grow ELA Integration CSD Wonders Integration: This Pond Needs ELA Integration CSD Wonders Integration: Poetry in Movement ELA & Dance Integration Drama Works: Human Clay ELA & Dance Integration

K

1st

2nd

2nd-5th

Drama Works: Tell and Show ELA Integration

2nd-5th

I am learning to use my body to tell a story with pantomime. I will know I have it when I can communicate an activity using narration and pantomime. I am learning how to show the meaning of figurative language with my body to use movement to express how various energies work, move, and feel. I’ll know I have it when I can show the meanings of the poems with movement. I am learning to communicate story elements with pantomime. I’ll know I have it when I can pantomime reactions to sensory stimuli. I’m learning pantomime skills and story structure to write and perform an original story. I’ll know I have it when I write and perform a pantomime with a clear story structure.

CSD Wonders Integration: Moving Energy ELA & Science Integration

3rd

Drama Works: Do You See What I See? Dance Integration BTS Arts: Purposes of Writing Pantomime ELA Integration

4th-5th

4th-5th

Kindergarten & First Grade Physicality Physicality Skills: Explore expressive movement using space, shape, and energy. Dramatic Styles & Activities: Engage in and explore dramatic play, puppetry, storytelling, mask work, frozen body images, guided explorations, drama games, or soundscapes. Physicality-Related Focus Standards: K.T.P.4 & 1.T.P.4: Use the body to communicate meaning through space, shape, energy, and gesture. Second & Third Grade Physicality Physicality Skills: Make expressive movement choices using space, shape, and energy. Dramatic Styles & Activities: Engage in and explore drama games, improvisation, storytelling, puppetry, pantomime, soundscapes, guided explorations, tableaus, voice acting, mask work, short scenes, short plays, or short reader’s theatre. Physicality-Related Focus Standards: 2.T.P.4 & 3.T.P.4: Use the body to communicate meaning through space, shape, energy, and gesture. Fourth & Fifth Grade Physicality Physicality Skills: Make and perform expressive movement choices using, space, shape, energy, and gesture. Dramatic Styles & Activities: Engage in, explore, & perform drama games, improvisation, puppetry, soundscapes, storytelling, tableau, pantomime, voice acting, mask work, scenes, monologues, short plays, short readers theatre, or self-written work. Physicality-Related Focus Standards: 4.T.P.4 & 5.T.P.4: Communicate meaning using the body through space, shape, energy, and gesture.

Theatre Skill: Voice CSD K-5 Theatre CSD teachers must log in to Drama Works! and Drama Notebook to access those resources. Example Warm-ups and Games Drama Works: Sound Around (K-5th) - Explore aspects of vocal expression by making and imitating a variety of sounds. Drama Works: Sound Collage (K-5th) - Work together to combine vocal sound effects that believably convey a setting. Social Studies or Science Integration Drama Works: Words Alive (K-5th) - Make words memorable by dramatizing them with face, body, and voice. ELA Integration Drama Works: Mystery Voice (K-5th) - Enhance vocal expression by experimenting with ways to change and disguise one’s voice. Drama Works: Symphony (K-5th) - Combine sounds, words, phrases, or sentences into an expressive “symphony.” Music Integration Drama Works: Tongue Twisters (K-5th) - Prepare the mind and mouth for speaking clearly and confidently in front of an audience. Drama Works: Grandma, Can you Hear Me? (K-5th) - learn how to speak loudly, clearly, and expressively enough for Grandma in the back row. Drama Notebook: Vocal Warmups (K-5) - Twelve fun ways for children to warm up their voices. Drama Works: Morphing (2nd-5th) - Explore movement/sound by making, imitating, and transforming expressive ideas. ELA, Social Studies, or Science Integration

Example Activities, Lessons, and Projects Resource Grades

Learning Intention and Success Criteria

BTS Arts: Spider Choral Reading Science Integration Drama Works: Say What I Say ELA Integration

K

I am learning the traits of spiders and how to use my voice so I can share about spiders in a performance. I’ll know I have it when I can perform a poem about spiders with a group. I am learning to project, articulate, and express vocally to communicate meaning. I’ll know I have it when I can repeat a line of text at different volumes. I am learning to use my voice and body to create and perform characters on stage. I’ll know I have it when I portray an inanimate object on stage with human characteristics I am learning to use and identify different vocal timbres to change my voice. I’ll know I have it when I can listen for and use different vocal timbres.

K-5th

Drama Works: If It Could Talk ELA Integration

K-5th

CSD Wonders Integration: Different Sounds Around Me ELA Integration

1st

Drama Works: Emotional Roller Coaster ELA Integration

2nd-5th I am learning to add meaning and emotion to words with my voice. I’ll know I have it when I can read/perform the text using many vocal choices. I am learning to use my voice to communicate an idea. I’ll know I have it when I can perform in a commercial using my voice. 4th-5th I am learning about story and voice to adapt and perform a simple story. I’ll know I’ve got it when I’ve adapted a nursery rhyme and performed it with puppetry. I am learning to use my voice to express meaning and expressive features in text. I’ll know I have it when I use voice to perform onomatopoeic words, sounds, & punctuation. 5th 4th-5th

Drama Works: Commercial

BYU Arts Partnership: Mother Goose Academy ELA Integration BYU Arts Partnership: Just the Right Word ELA Integration

Kindergarten & First Grade Voice Voice Skills: Explore expressive voice using opposites: loud/soft, fast/slow, high/low, sound/silence, etc. Dramatic Styles & Activities: Engage in and explore dramatic play, puppetry, storytelling, mask work, frozen body images, guided explorations, drama games, or soundscapes. Voice-Related Focus Standards: K.T.P.5 & 1.T.P.5: Use voice to communicate meaning through volume, pitch, tone, rate, and clarity. Second & Third Grade Voice Voice Skills: Make expressive vocal choices using volume, rate, & pitch. Dramatic Styles & Activities: Engage in and explore drama games, improvisation, storytelling, puppetry, pantomime, soundscapes, guided explorations, tableaus, voice acting, mask work, short scenes, short plays, or short reader’s theatre. Voice-Related Focus Standards: 2.T.P.5 & 3.T.P.5: Use voice to communicate meaning through volume, pitch, tone, rate, and clarity. Fourth & Fifth Grade Voice Voice Skills: Make and perform expressive vocal choices using volume, rate, pitch, & clarity. Dramatic Styles & Activities: Engage in, explore, & perform drama games, improvisation, puppetry, soundscapes, storytelling, tableau, pantomime, voice acting, mask work, scenes, monologues, short plays, short readers theatre, or self-written work. Voice-Related Focus Standards: 4.T.P.5 & 5.T.P.5: Communicate meaning using the voice through volume, pitch, tone, rate, and clarity.

Theatre Skill: Story & Character CSD K-5 Theatre CSD teachers must log in to Drama Works! & Drama Notebook to access those resources. Example Warm-ups and Games Drama Works: All Together Now (K-5th) - Dramatize a story in two lines with players speaking/acting in unison. ELA Integration Drama Works: Build a Story (K-5th) - Collaborate to retell/create a story one sentence at a time. ELA Integration Drama Notebook: Character & Acting Games (K-5th) - Seventy-five drama games for creating characters. Drama Works: Survivor (2nd-5th) - Collaborate to retell/invent a story by switching the narrator. ELA Integration Drama Works: Three-headed Expert (2nd-5th) - Collaborate to answer questions, speak about a topic, or tell a story one word at a time in character.

Example Activities, Lessons, and Projects Resource Grades

Learning Intention and Success Criteria

K-3rd

I am learning about problems and solutions so I can perform a clear and complete story. I'll know I have it when I can perform a scene with a problem and solution. I am learning the parts of a story & how to create stage pictures to tell a story through tableau. I’ll know I have it when I create tableaus that show major points of a story. I am learning the animal features for survival and how to perform a character based on analysis. I’ll know I have it when I can answer questions in character as an animal. I am learning the five elements of story to analyze and perform a complete story dramatically. I will know I have it when I can perform a story using dramatic storytelling and improvisation. I am learning characterization so I can act as a historical character. I’ll know I have it when I can act or improvise a scene as a historical character. I am learning dramatic story structure so I can create a clear and complete scene. I’ll know I have it when I can improvise a scene with a clear beginning, middle, and end. 4th-5th I am learning dramatic story structure to write and perform an original story. I’ll know I have it when I can write and perform an original performance. 4th-5th I am learning the elements of dramatic plot to write an original story with a clear dramatic structure. I’ll know I have it when I can use the outline to write an original story. I am learning dramatic staging to tell stories through stage pictures. I will know I have it when I can create three tableaus to show important characters or actions in the story. 5th

Drama Works: Conflicts ELA Integration

Drama Works: Storyboards ELA Integration

K-5th

BYU Arts Partnership: Animal Question & Answer Science & ELA Integration BYU Arts Partnership: Coyote and Frog Race - A Goshute Tale ELA Integration Drama Works: Time Machine Social Studies & ELA Integration Drama Works: Author/Actor ELA Integration BYU Arts Partnership: A Funny Thing Happened. . . ELA Integration Drama Notebook: Short Story Outlines ELA Integration

2nd-3rd

2nd-4th

2nd-5th

4th-5th

CSD Wonders Integration Lesson: Character Snapshots ELA Integration

Example Instructional Resources Drama Works: Character Choices Poster - Outlines types of characters, internal & external forces, and basic character elements Drama Works: Plot/Action Poster - Outlines basic dramatic plot structure and action Kindergarten & First Grade Story and Character Story and Character Skills: Identify basic story elements. Make choices about stories and characters. Make connections between stories and personal life. Dramatic Styles & Activities: Engage in and explore dramatic play, puppetry, storytelling, mask work, frozen body images, guided explorations, drama games, or soundscapes. Story and Character-Related Focus Standards: K.T.P.1 & 1.T.P.1: Identify the character, setting, and essential events (plot) in a story that make up dramatic structure, and use choices to shape believable and sustainable dramatic work. K.T.CO.1& 1.T.CO.1: Identify similarities between story elements and personal experiences in dramatic play or guided drama experiences. Second & Third Grade Story and Character Story and Character Skills: Identify story elements. Make informed choices about stories and characters. Make connections between stories and personal life. Dramatic Styles & Activities: Engage in and explore drama games, improvisation, storytelling, puppetry, pantomime, soundscapes, guided explorations, tableaus, voice acting, mask work, short scenes, short plays, or short reader’s theatre. Story and Character-Related Focus Standards: 2.T.P.1 & 3.T.P.1: Identify the character, setting, and essential events (plot) in a story that make up dramatic structure, and use choices to shape believable and sustainable dramatic work. 2.T.CO.1 & 3.T.CO.1: Identify similarities between story elements and personal experiences in dramatic play or guided drama experiences. Fourth & Fifth Grade Story and Character Story and Character Skills: Write, improvise, create, and perform imaginative stories, characters, or designs for dramatic works. Dramatic Styles & Activities: Engage in, explore, & perform drama games, improvisation, puppetry, soundscapes, storytelling, tableau, pantomime, voice acting, mask work, scenes, monologues, short plays, short readers theatre, or self-written work. Story and Character-Related Focus Standards: 4.T.P.1 & 5.T.P.1: Analyze the character, setting, and essential events (plot) in a story that make up the dramatic structure and use choices to enhance the story in drama/theatre work. 4.T.CO.2 & 5.T.CO.2: Read plays and stories from a variety of cultures and historical periods and identify the characters, setting, plot, theme, and conflict to better understand the performance and design choices.

Theatre Skill: Artistic Process & Practice CSD K-5 Theatre CSD teachers must log in to Drama Works! & Drama Notebook to access those resources. Example Warm-ups and Games Drama Works: Name Game (K-5th) - Use the mind, body, and voice to dramatize and learn each other’s names. Drama Works: Pass it On (K-5th) - Develop spontaneity and cooperation by expressing & imitating words/actions. Drama Works: Mimic Circle (K-5th) - Develop spontaneity and creative problem-solving by expressing and imitating words/actions. Drama Works: Mirror Mirror (K-5th) - Collaborate and move in sync to create the illusion of a mirror. Drama Works: Four Up (K-5th) - Work together to determine who should stand or sit. Drama Works: Who’s the Leader? (K-5th) - Enhance concentration and observation by trying to conceal/discover the secret leader. Drama Notebook: Self-Esteem Activities (K-5th) - Sixteen confidence-boosting activities for young actors. Drama Works: Sea Stars (2nd-5th) - Show willingness to work with and accept any fellow player by forming random groups. Drama Works: Zip, Zap, Zop (2nd-5th) - Energize and focus by quickly choosing players randomly.

Example Activities, Lessons, & Projects Resource Grades

Learning Intention and Success Criteria

Drama Works: Introducing ​ ELA & Health Integration

K-5th

I am learning about my classmates to make introductions that build community. I’ll know I have it when I can introduce a classmate to the whole class confidently and clearly.

Drama Works: Assembly Line STEM Integration

2nd-5th I am learning to collaborate and about machines/systems with processes to create a theatrical ensemble performance. I’ll know I have it when I perform a real or imagined process with a group. 2nd-5th I am learning to collaborate with classmates and about simple machines to create a theatrical ensemble performance. I’ll know I have it when I perform as a real or imaginary machine with a group. 2nd-5th I am learning about story beginnings, middles, and ends to create art that shows a moment in a story. I’ll know I have it when I create and explain a piece of art that shows a beginning, middle, or end.

Drama Works: Gizmos & Gadgets STEM Integration

CSD Arts: The Story of Art - Beginning, Middle, and End ELA & Visual Art Integration

Example Instructional Resources Drama Notebook: Theatre Etiquette for Elementary Students - Outlines basic theatre etiquette.

Kindergarten & First Grade Artistic Process and Practice Artistic Process & Practice Skills: Develop appropriate audience observation skills. Engage in collaborative, creative play. Share personal responses and ideas about drama work. Dramatic Styles & Activities: Engage in and explore dramatic play, puppetry, storytelling, mask work, frozen body images, guided explorations, drama games, or soundscapes. Artistic Process & Practice-Related Priority Standards: K.T.P.2 & 1.T.P.2: Demonstrate the ability to work effectively alone & cooperatively with a partner or an ensemble. K.T.R.1 & 1.T.R.1: Demonstrate audience skills of observing attentively and responding appropriately. K.T.R.2 & 1.T.R.2: Share personal responses about classroom dramatizations and performances. Second & Third Grade Artistic Process and Practice Artistic Process & Practice Skills: Practice audience observation and response skills. Develop skills to engage in rehearsal and collaboration. Share personal responses and ideas about drama work. Dramatic Styles & Activities: Engage in and explore drama games, improvisation, storytelling, puppetry, pantomime, soundscapes, guided explorations, tableaus, voice acting, mask work, short scenes, short plays, or short reader’s theatre. Artistic Process & Practice-Related Focus Standards: 2.T.CR.4 & 3.T.CR.4: Define roles, identify responsibilities, and participate in group decision-making. 2.T.P.2 & 3.T.P.2: Demonstrate the ability to work effectively alone & cooperatively with a partner or an ensemble. 2.T.R.1 & 3.T.R.1: Demonstrate audience skills of observing attentively and responding appropriately. 2.T.R.2. & 3.T.R.2: Share personal responses about classroom dramatizations and performances. Fourth & Fifth Grade Artistic Process and Practice Artistic Process & Practice Skills: Refine audience observation and response skills. Practice skills to engage in rehearsal & collaboration. Share and justify personal responses and ideas about drama work. Dramatic Styles & Activities: Engage in, explore, & perform drama games, improvisation, puppetry, soundscapes, storytelling, tableau, pantomime, voice acting, mask work, scenes, monologues, short plays, short readers theatre, or self-written work. Artistic Process & Practice-Related Focus Standards: 4.T.CR.4 & 5.T.CR.4: Define roles, identify responsibilities, and participate in group decision-making. 4.T.CR.7 & 5.T.CR.7: Recognize that engaging in the rehearsal process is necessary to refine and revise. 4.T.P.2 & 5.T.P.2: Demonstrate the ability to work effectively alone & cooperatively with a partner or an ensemble. Perform as a productive and responsible member of an acting ensemble in both rehearsal and performance situations. 4.T.R.1 & 5.T.R.1: Demonstrate audience skills of observing attentively and responding appropriately. 4.T.R.2 & 5.T.R.2: Justify responses based on personal experiences when participating in observing a drama/theatre work. 4.T.R.4 & 5.T.R.4. Give and accept constructive and supportive feedback; analyze and describe strengths and weaknesses of own work.

Theatre Skill: Design & Technical Theatre CSD K-5 Theatre CSD teachers must log in to Drama Works! and Drama Notebook to access those resources. Example Activities, Lessons, and Projects Resource Grades Learning Intention and Success Criteria

Drama Works: Director’s Chair

K-5th I am learning blocking directions and stage terms so I can use the areas of the stage appropriately. I’ll know I have it when I can move to different areas of the stage on command. I am learning about puppetry so I can create and perform with puppets. I’ll know I have it when I perform a puppet play with original puppets. I am learning how to make a puppet to show a character or concept theatrically. I’ll know I have it when I’ve designed and created an original puppet. I am learning how to make a mask to show a character or concept theatrically. I’ll know I have it when I’ve designed and created an original mask. 2nd-5th I am learning about sound effects to incorporate sound into a scene. I will know I have it when I work with a group to add sounds in an improvised scene. 2nd-5th I’m learning to see items creatively so I can develop the eye of an artistic designer. I’ll know I have it when I can use everyday items in a new and creative way. K-5th K-5th K-5th

Drama Notebook: Puppetry

BTS Arts: Paper Mit Puppets

Child Drama: Paper Masks

Drama Works: Sound FX

Drama Works: Prop Swap

Drama Notebook: Superhero Character and Costume Design

2nd-5th I am learning about characters and costumes to design a

costume fitting for a specific character. I’ll know I have it when I can create an original superhero and design a costume for them.

Drama Works: Set the Scene

2nd-5th I am learning to use theatre props/scenery, imagination, and attention to detail to use props and set pieces on stage. I’ll know I have it when I can add and use props/set in an improvised scene.

Example Instructional Resources for Design and Technical Theatre Drama Works: Basic Stage Map - Simple stage directions map with up, down, left, right, and center. Drama Works: Advanced Stage Map - Advanced stage directions map with the nine major stage areas. Drama Works: Stage Positions Graphic - Graphic showing body positions for actors on the stage. Knowitall.org: Theater Work Zone - Interactive website. A diagram of a proscenium theatre with terms and definitions.

Knowitall.org: Shakespearean Costume Shop - Interactive website. Explore fashion in Shakespeare’s time and dress the actors portraying Romeo and Juliet in costumes. Knowitall.org: Lighting Studio - Interactive website. Students will explore theatre lighting and change front, back, and character lighting for a scene on stage. Knowitall.org: Scene Shop - Interactive website. Students will explore how scenery creates the illusion of a particular time and place in a play. Kindergarten & First Grade Design & Technical Theatre Design & Technical Theatre Skills: Experiment with and explore masks, puppets, simple props, simple costume pieces, etc. Dramatic Styles & Activities: Engage in and explore dramatic play, puppetry, storytelling, mask work, frozen body images, guided explorations, drama games, or soundscapes. Design & Technical Theatre-Related Focus Standards: K.T.CR.1 & 1.T.CR.1: Develop imagination to create artistic ideas and work. K.T.P.7 & 1.T.P.7: Select materials to be used for scenery, properties, costumes, lighting, and sound effects for informal classroom presentations. Second & Third Grade Design & Technical Theatre Design & Technical Theatre Skills : Create and explore masks, puppets, simple props, simple costume pieces, backdrops, etc. Dramatic Styles & Activities: Engage in and explore drama games, improvisation, storytelling, puppetry, pantomime, soundscapes, guided explorations, tableaus, voice acting, mask work, short scenes, short plays, or short reader’s theatre. Design & Technical Theatre-Related Focus Standards: 2.T.CR.1 & 3.T.CR.1: Develop imagination to create artistic ideas and work. 2.T.P.7 & 3.T.P.7: Select materials to be used for scenery, properties, costumes, lighting, and sound effects for informal classroom presentations. Fourth & Fifth Grade Design & Technical Theatre Design & Technical Theatre Skills : Design and create masks, puppets, props, costume pieces, backdrops, set pieces, etc. Dramatic Styles & Activities: Engage in, explore, & perform drama games, improvisation, puppetry, soundscapes, storytelling, tableau, pantomime, voice acting, mask work, scenes, monologues, short plays, short readers theatre, or self-written work. Design & Technical Theatre-Related Focus Standards: 4.T.CR.1 & 5.T.CR.1: Develop imagination to create artistic ideas and work. 4.T.P.7 & 5.T.P.7: Select materials to be used for scenery, properties, costumes, lighting, and sound effects for informal classroom presentations.

Grade-Specific Integration Connections K-5 Theatre

Kindergarten & First Grade Integration Connections to Theatre Kindergarten Science: Seasons, force and motion, living things ELA: Story, character, setting Health: Emotions, calming strategies Social Studies: Rules, responsibilities, school & local community Math: Numbers to 100, basic addition/subtraction with objects, shapes First Grade Science : Needs of living things, weather, space ELA: Character, setting, events, rhyming Health : Kindness, decision-making, friendship Social Studies: Government, community Math: Addition/subtraction to 20, attributes of shapes, finding solutions to problems, modeling Second & Third Grade Integration Connections to Theatre Second Grade Science : Life cycle, habitats, states of matter ELA: Character conflict, setting, events, expressive word meanings Health : Being a good friend Social Studies: Personal/family histories, citizenship Math: Telling time, addition/subtraction to 100, measuring with appropriate tools Third Grade Science : Animal survival traits, climate patterns, forces affecting motion ELA: Character, setting, and event details, figurative language Health : Verbal/nonverbal communication Social Studies: The Constitution, government Math: Time intervals, multiplication to 12 Fourth & Fifth Grade Integration Connections to Theatre Fourth Grade: Science : Organisms, energy transfer, wave patterns ELA: Character, setting, and event details, plot structure, figurative language, writing narratives Health : Goal setting, positive communication Social Studies: Utah history & geography Math: Points/lines/rays/angles, perpendicular/parallel, symmetry Fifth Grade: Science : Earth systems, matter changes & cycles ELA: Character, setting, and event details, plot structure, figurative language, writing narratives Health : Personal values and beliefs

Social Studies: U.S. history & geography figurative language Math: Standard measurement, graphing on a coordinate plane

DEFINITION OF ARTS INTEGRATION

Arts Integration is an approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process which connects an art form and another subject area to meet evolving objectives in both. The Kennedy Center’s Changing Education Through The Arts Program

BEVERLY TAYLOR SORENSON ARTS LEARNING PROGRAM Currently, 26 CSD Schools have the Beverly Taylor Sorenson Arts Learning Program (BTS Arts). BTS Arts supports arts integrated instruction to elementary students, effectively increasing student performance in every subject—from language arts and social studies to math and science. BTS Arts schools in Canyons School District should be aware of and adhere to the BTS Arts Implementation Guidelines and utilize the current BTS Arts Handbook. BTS Arts Educators must be licensed and endorsed according to USBE policy.

A RESEARCH-BASED PRACTICE

“Arts Integration is a research-based curricular strategy that has been utilized in classrooms for more than 30 years. It is grounded in solid pedagogy and numerous studies have supported its effectiveness.” BTS Arts Learning Program

Standards-Based Foundation KEY TENETS OF ARTS INTEGRATION Arts Integration is grounded in and connected to both arts and content standards. Teaching in and Through the Arts The arts are an avenue through which students apply and connect with the other content through balanced and interconnected instruction. Assessing Both Content Areas Assessment reflects students’ growth, skill, or understanding in both the core content & the arts.

MODELS FOR ARTS-INTEGRATED INSTRUCTION There are several models of arts-integrated instruction promoted by CSD and BTS Arts. Schools and educators are encouraged to implement the model, or multiple models, that best fit the students and the school. Collaboration for Integration

The arts teacher and classroom teachers collaborate to select content standards for arts integration lessons. The integrated instruction is designed and delivered by the arts teacher in the arts classroom. The classroom teachers continue to communicate with the arts teacher and attend arts instruction when possible. Collaborative Co-Teaching The classroom teachers and the arts teacher collaborate to design arts integrated instruction together. They then deliver the co-designed instruction in their respective classrooms, during their respective instructional time. Both the classroom teacher and arts teacher check-in, communicate, and attend one another’s instruction when possible. Side-By-Side Instruction The classroom teachers and the arts educator collaborate closely and work side-by-side to design, deliver, and assess arts-integrated instruction. The classroom teacher reinforces the core curriculum content while the arts educator instructs that content through their art form. Instruction occurs with both teachers involved in either the core content classroom or arts classroom.

CSD WONDERS ARTS-INTEGRATED LESSONS CSD Arts Teachers and Specialists have created five optional arts-integrated lesson plans per grade level connected to the Wonders stories and curriculum. These lessons are a CSD resource available through CSD’s grade level instructional guides at the end of each ELA Scope & Sequence. They are also linked below. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade

UNIVERSITY OF UTAH BTS ARTS PROFESSIONAL DEVELOPMENT PARTNERS

CSD INSTRUCTIONAL SUPPORTS DEPARTMENT

Canyons School District’s Instructional Support Department has curriculum supplies and resources that support arts integration. We also offer professional learning and coaching around arts integration practices. Contact CSD’s BTS Arts Integration Specialist Mindy Curtis for more information.

The U of U is Canyon School District’s designated Professional Development Partner (PDP) University through the BTS Arts Learning Program. The U of U BTS Arts PDPs can provide support, professional learning, resources, and supplies to all CSD BTS Arts schools. U of U Region BTS Arts Website

Mindy Curtis, PhD mindy.curtis@canyonsdistrict.org

STATE & NATIONAL ARTS INTEGRATION LESSON RESOURCES

BTS Arts Learning Program Lessons BYU Arts Partnership Lessons USU Arts Access Channel Kennedy Center Arts Integration Lessons Institute for Arts Integration and STEAM Lessons Institute for Arts Integration and STEAM Channel

Utah K-5 Theatre Fine Arts Standards 2016 KINDERGARTEN Strand: CREATE (K.T.CR.) Students will conceptualize, generate, develop, and organize artistic ideas and work. They will complete and refine drama works (Standards K.D.CR.1–5). .Standard K.T.CR.1: Develop imagination to create artistic ideas and work. .Standard K.T.CR.2: Arrange the physical playing space to communicate mood, time, and locale. .Standard K.T.CR.3: Create a scene or play with a beginning, middle, and end. .Standard K.T. CR.4: Define roles and responsibilities and participate in group decision making. .Standard K.T.CR.5: Create character through physical movement, gesture, sound, and/or speech and facial expression. Strand: PERFORM (K.T.P.) Students will analyze, interpret, and select artistic work for performance. They will develop techniques and concepts to refine artistic work, and express meaning through the presentation of drama works (Standards K.T.P.1–9). .Standard K.T.P.1: Identify the character, setting, and essential events (plot) in a story that make up the dramatic structure, and use choices to shape believable and sustainable drama/theatre work .Standard K.T.P.2: Demonstrate the ability to work effectively alone and cooperatively, with a partner or in an ensemble. .Standard K.T.P.3: Observe, listen, and respond in character to other actors. .Standard K.T.P.4: Use the body to communicate meaning through space, shape, energy, and gesture. .Standard K.T.P.5: Use voice to communicate meaning through volume, pitch, tone, rate, and clarity. .Standard K.T.P.6: Use imagination to support artistic choices. .Standard K.T.P.7: Select materials to be used for scenery, properties, costumes, lighting, and sound effects for informal classroom presentations. .Standard K.T.P.8: Develop audience awareness in dramatic play and experiences. .Standard K.T.P.9: Share dramatic play and guided drama experiences within the classroom or with invited guests. Strand: RESPOND (K.T.R) Students will perceive and analyze artistic work and process. They will interpret intent and meaning, and apply criteria to evaluate artistic work and process (Standards K.T.R.1–4). .Standard K.T.R.1: Demonstrate audience skills of observing attentively and responding appropriately. .Standard K.T.R.2: Share personal responses about classroom dramatizations and performances. .Standard K.T.R.3: Identify what drama is and how it happens. .Standard K.T.R.4: Give and accept constructive feedback, using selective criteria to evaluate what is seen, heard, and understood in dramatizations. Strand: CONNECT (K.T.CO.) Students will synthesize and relate knowledge from personal and collaborative experience to make and receive art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding (Standards K.T.CO.1–2). .Standard K.T.CO.1: Identify similarities between story elements and personal experiences in dramatic play or guided drama experiences. .Standard K.T.CO.2: Identify connections to other content areas in dramatic play or guided drama experiences.