Pretending and playing together
Students step into make-believe with classmates. They try on characters from stories they know and use their bodies and voices to show who someone is and how they feel.
What does a student learn in
This is the year students discover that pretending is a kind of thinking. Students invent characters, act out little stories, and use their voices and bodies to show how someone feels. They watch classmates perform and talk about what they noticed. By spring, students can step into a make-believe role, share a short scene with the class, and say one thing they liked about a friend's performance.
- Pretend play
- Acting out stories
- Making characters
- Watching a performance
- Talking about plays
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 little stories
Students start shaping short scenes from their own lives and from books read aloud. They decide who is in the scene, where it happens, and what happens first, next, and at the end.
- 3
Showing the story to others
Students practice a short piece and share it with the class. They work on speaking so people in the back can hear and on facing the audience instead of the wall.
- 4
Watching and talking about plays
Students become a thoughtful audience. After watching a scene or a story acted out, they talk about what happened, how a character felt, and what they liked.
Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
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 character or story in class. That real-world link shapes the choices they make when they act, draw, or create.
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Relate artistic ideas and works with societal, cultural
Stories and plays come from real places, times, and ways of life. Students connect what happens in a performance to the world around them.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect something from their own life to a character or story in class. That real-world link shapes the choices they make when they act, draw, or create. | TH:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Stories and plays come from real places, times, and ways of life. Students connect what happens in a performance to the world around them. | TH:Cn11.k |
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 to act out. This is the starting point of making theatre.
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Organize and develop artistic ideas and work
Students pick a character to play and decide how that character moves and talks, turning a simple idea into a short scene they can act out.
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Refine and complete artistic work
Students pick a favorite part of their pretend play or story acting and practice it again to make it feel just right.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with ideas for a character or a short scene to act out. This is the starting point of making theatre. | TH:Cr1.k |
| Organize and develop artistic ideas and work | Students pick a character to play and decide how that character moves and talks, turning a simple idea into a short scene they can act out. | TH:Cr2.k |
| Refine and complete artistic work | Students pick a favorite part of their pretend play or story acting and practice it again to make it feel just right. | TH:Cr3.k |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students choose which stories or characters to act out and practice showing them to an audience. Early theatre work starts with picking something worth performing.
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Develop and refine artistic techniques and work for presentation
Students practice a short scene or song more than once to make it better before sharing it with others.
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Convey meaning through the presentation of artistic work
Students share a short performance, such as acting out a story or playing a character, to show an idea or feeling. The goal is for the audience to understand something just from watching.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which stories or characters to act out and practice showing them to an audience. Early theatre work starts with picking something worth performing. | TH:Pr4.k |
| Develop and refine artistic techniques and work for presentation | Students practice a short scene or song more than once to make it better before sharing it with others. | TH:Pr5.k |
| Convey meaning through the presentation of artistic work | Students share a short performance, such as acting out a story or playing a character, to show an idea or feeling. The goal is for the audience to understand something just from watching. | TH:Pr6.k |
Responding
Responding
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Perceive and analyze artistic work
Students watch a short performance and talk about what they noticed, such as what a character did or how the story felt.
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Interpret intent and meaning in artistic work
Students look at a short play or puppet show and say what they think it means or how it makes them feel. They explain why the character did something or what the story was really about.
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Apply criteria to evaluate artistic work
Students look at a scene or puppet show and say what they liked and why. They start learning that opinions about performances can be backed up with a reason.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students watch a short performance and talk about what they noticed, such as what a character did or how the story felt. | TH:Re7.k |
| Interpret intent and meaning in artistic work | Students look at a short play or puppet show and say what they think it means or how it makes them feel. They explain why the character did something or what the story was really about. | TH:Re8.k |
| Apply criteria to evaluate artistic work | Students look at a scene or puppet show and say what they liked and why. They start learning that opinions about performances can be backed up with a reason. | TH:Re9.k |
Common Questions
What does theatre look like at this age?
Most of the year is pretend play with a purpose. Students act out stories, take on characters, use their voices and bodies to show feelings, and watch each other perform. It looks a lot like dress-up, with a teacher helping students notice what works.
How can I support theatre at home?
Act out favorite picture books together. Take turns being different characters and try silly voices, big movements, and quiet whispers. Ten minutes of pretend play after a story counts, and so does letting students put on a short show for the family.
My child is shy. Will this be a problem?
No. A lot of early theatre happens in pairs or small groups, not on a stage. Shy students often warm up by playing animals, puppets, or background characters first, then take bigger parts when they feel ready.
How should the year be sequenced?
Start with body and voice warmups and simple imitation games in the fall. Move into acting out familiar stories and short character work by winter. Save short sharing moments for spring, once students are comfortable making choices and watching each other.
What usually needs the most reteaching?
Being a good audience. Watching a classmate without talking, laughing at the wrong moment, or wandering off is hard at this age. Plan to practice audience behavior almost every time someone shares, even for ten seconds of work.
Do students need to memorize lines?
No. At this age, students retell stories in their own words and improvise short scenes. Memorized lines are not the goal. The goal is making clear choices about who the character is and how they move and sound.
How will I know if a student is ready for first grade theatre?
Look for students who can stay in a character for a short scene, use voice and body to show a feeling, and talk about what they liked in a classmate's work. They should also be able to watch a short performance quietly and answer a question about it.
How does theatre connect to reading and writing?
Acting out a story helps students understand characters, settings, and what happens first, next, and last. After reading a picture book at home, ask a student to show the saddest part or the funniest part with their face and body. That kind of play builds comprehension.