Imagining characters and stories
Students dream up characters and pretend-play simple stories from their own lives. They try out voices, faces, and movements to bring an idea to life.
What does a student learn in
This is the year make-believe starts to look like real theatre. Students take their own ideas and turn them into short scenes, using their bodies, voices, and simple props to show a character. They also watch classmates perform and talk about what the story meant. By spring, they can act out a small scene with a beginning, middle, and end, then say what they liked about someone else's.
- Pretend play
- Acting out scenes
- Using voice and body
- Watching a performance
- Talking about stories
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Building a scene together
Students work with classmates to shape a short scene. They decide who plays whom, what happens first, and how the story ends.
- 3
Sharing a performance
Students rehearse and perform a short piece for the class. They practice speaking clearly, using their bodies, and showing feelings the audience can read.
- 4
Watching and responding
Students watch performances and talk about what they noticed. They share what the story meant to them and connect it to their own lives and the world around them.
Mastery Learning Standards
The required skills a student should display by the end of Grade 1.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students connect something from their own life to a scene or character they create. A memory, a feeling, or something they've seen at home becomes part of the story they perform.
-
Relate artistic ideas and works with societal, cultural
Students connect a play, puppet show, or story performance to something real in their own life or community. Asking "where did this come from?" helps them understand why stories matter.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect something from their own life to a scene or character they create. A memory, a feeling, or something they've seen at home becomes part of the story they perform. | TH:Cn10.1 |
| Relate artistic ideas and works with societal, cultural | Students connect a play, puppet show, or story performance to something real in their own life or community. Asking "where did this come from?" helps them understand why stories matter. | TH:Cn11.1 |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with ideas for a character or a short scene, then decide how that character might move, talk, or feel.
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Organize and develop artistic ideas and work
Students take a simple story idea and decide who the characters are, what happens, and how to act it out. They shape a scene from start to finish.
-
Refine and complete artistic work
Students look back at a short scene or character choice they made and change at least one thing to make it better before calling it done.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with ideas for a character or a short scene, then decide how that character might move, talk, or feel. | TH:Cr1.1 |
| Organize and develop artistic ideas and work | Students take a simple story idea and decide who the characters are, what happens, and how to act it out. They shape a scene from start to finish. | TH:Cr2.1 |
| Refine and complete artistic work | Students look back at a short scene or character choice they made and change at least one thing to make it better before calling it done. | TH:Cr3.1 |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students choose a character or scene to perform and explain why it fits the story. They practice showing that choice through their voice and movement.
-
Develop and refine artistic techniques and work for presentation
Students practice how to use their voice and body to tell a story on stage, then try again to make the performance clearer and more believable.
-
Convey meaning through the presentation of artistic work
Students act out a short scene or character and make clear choices, like how to stand or speak, so the audience understands the story or feeling being shared.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose a character or scene to perform and explain why it fits the story. They practice showing that choice through their voice and movement. | TH:Pr4.1 |
| Develop and refine artistic techniques and work for presentation | Students practice how to use their voice and body to tell a story on stage, then try again to make the performance clearer and more believable. | TH:Pr5.1 |
| Convey meaning through the presentation of artistic work | Students act out a short scene or character and make clear choices, like how to stand or speak, so the audience understands the story or feeling being shared. | TH:Pr6.1 |
Responding
Responding
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Perceive and analyze artistic work
Students look at a short performance or scene and talk about what they noticed, such as how the actors moved or what the story seemed to be about.
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Interpret intent and meaning in artistic work
Students look at a short play or puppet show and explain what they think it means and why the people who made it might have made it that way.
-
Apply criteria to evaluate artistic work
Students look at a scene or performance and explain what they liked and why, using simple reasons like "it made sense" or "the character felt real."
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look at a short performance or scene and talk about what they noticed, such as how the actors moved or what the story seemed to be about. | TH:Re7.1 |
| Interpret intent and meaning in artistic work | Students look at a short play or puppet show and explain what they think it means and why the people who made it might have made it that way. | TH:Re8.1 |
| Apply criteria to evaluate artistic work | Students look at a scene or performance and explain what they liked and why, using simple reasons like "it made sense" or "the character felt real." | TH:Re9.1 |
Common Questions
What does theatre look like for first graders?
Most of the year is spent making up short scenes, playing characters, and acting out stories students already know. Students use their voice, face, and body to show feelings. It looks more like dramatic play with a purpose than rehearsing a polished show.
How can I support theatre at home?
Act out favorite picture books together. Take turns being different characters and ask questions like how the character feels or what they want. Five minutes of pretend play after a bedtime story counts.
Does my child need to memorize lines or perform on a stage?
Not at this age. The focus is on inventing scenes, trying out characters, and sharing short pieces with classmates. A big performance with memorized lines is not the goal.
How should I sequence theatre across the year?
Start with imagination and movement games so students feel safe being silly in front of peers. Move into building characters and short scenes from familiar stories. End the year with small group pieces students plan, rehearse a little, and share.
What does responding to theatre look like at this age?
After watching a scene or a short video clip, students talk about what happened, how a character felt, and what they liked. Simple questions work best. The point is to notice choices actors and storytellers made.
Which skills usually need the most reteaching?
Staying in character for more than a few seconds, and listening to a scene partner instead of planning the next line. Short repeated games help more than long scenes. Expect to revisit both all year.
How does theatre connect to what students are learning in other subjects?
Acting out a story builds the same comprehension muscles as retelling it in reading. Talking about why a character did something supports writing and social skills. A scene about a community helper can tie into social studies.
How do I know a first grader is ready for second grade theatre?
They can take on a character with a clear feeling, share a short scene with a partner, and talk about what they saw in someone else's scene. They listen during a performance and offer one kind, specific comment.