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How Our Story Theater Programs Apply Performance Arts State Standards (VAPA)


1.0 Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Theatre.

2.0 Creative Expression: Creating, Performing, and Participating in Theatre.

3.0 Historical Context: Understanding the Historical Contributions and Cultural Dimensions of Theatre.

4.0 Aesthetic Valuing: Responding to, Analyzing, and Critiquing Storytelling and Theatrical Experiences.

5.0 Connecting Relationships: Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to Other Art Forms and Subject Areas and to Careers.


Overview of Application of State Standards: K-5

Artistic Perception: Students participate in Story Theater, enacting parts of the stage, character, script, improvisation, beginning, middle, end, story plot, real vs. fantasy and the Five Ws. Creative Expression: Students act in Story Theater, theater movement and games and create characters in gesture, voice and emotion.  Historical Context: Multicultural folktales are performed and origins discussed, enacting significant events in history. Aesthetic Valuing: Discussions after performances of stories: how students feel or relate to characters, comparing genres, lessons in tales and audience member participation. Connecting Relationships: Students perform folktales in Story Theater participating in acting, role playing, teamwork, prop mastery and socialization skills.

Click links to view how program applies Performance Arts state activities per grade:

Pre-K and Kindergarten:  Performance Arts

Grade 1: Performance Arts

Grade 2: Performance Arts

Grade 3: Performance Arts

Grade 4 and 5: Performance Arts


Pre-Kindergarten and Kindergarten: Performance Arts:


1.0  Artistic Perception

Pre-K: Students learn and participate in terms: pretend, movement and audience.

Kindergarten: Students demonstrate and define five senses, actor and audience.

Kindergarten: Storyteller demonstrates real vs. imaginary characters in stories.

2.0  Creative Expression

Pre-K: Students perform call and response in tales w/ storyteller.

Kindergarten: Class engages in theater movement. Example: mimic and freeze games.

Both grades: Students recreate the story told in Story Theater.

3.0  Historical and Cultural Context

Pre-K: Storyteller discusses theater vs. television and use of puppets in tales and theater.

Kindergarten: Students perform diverse and multicultural folktales.

Kindergarten: Students role play familiar characters/vocations from the story (moms, dads, teachers etc.).

4.0  Aesthetic Valuing

Both grades: Students practice and respond in being an audience member during telling of tales.

5.0  Connections, Relationships, Applications

Pre-K: Students role-play familiar jobs (police, nurses, doctors etc. and wear the hat symbol) in Story Theater.

Kindergarten: Students learn teamwork in performing the tale in Story Theater.


Grade 1- Performance Arts


1.0  Artistic Perception

Students participate in theater terms: plot, beginning, middle, end and character.

2.0  Creative Expression

Students perform fun improvisation: how do your characters act in other situations?

Students perform in Story Theater and identify the beginning, middle and end of tale.

3.0  Historical and Cultural Context

Storyteller and students identify the geographic origins of the folktales (Panama, Mexico, Ireland, India, etc.).

Students create and use props of the folktale culture as aspects of theater.

4.0  Aesthetic Valuing

Students discuss their favorite part of story after the tale is told.

Students communicate feelings about characters after the tale is told.

5.0  Connections, Relationships, Applications

Students work as a team during Story Theater rehearsals and improvisational games.



Grade 2- Performance Arts


1.0  Artistic Perception

Theater vocabulary is emphasized from Grade 1 plus: conflict and script and audience.

Students discuss who, what, where, when and why in stories performed.

2.0  Creative Expression

Students perform theatrical games and teamwork in rehearsing stories.

Students enact stories and identify their character and setting.

Optional activity can include creating a cultural hat for their character in the story performances.

3.0  Historical and Cultural Context

Storyteller and students identify the cultural origins and forms of stories told and performed.

4.0  Aesthetic Valuing

Students evaluate performances using the creation of characters by gestures and movement as criteria.

Storyteller and students discuss morals and lessons in stories.

5.0  Connections, Relationships, Applications

Team cooperation emphasized and demonstrated during rehearsals in Story Theater.



Grade 3- Performance Arts


1.0 Artistic Perception

Theater terms learned in Grades 1 and 2 plus: stage left, right, upstage, downstage and motivation.

2.0 Creative Expression

Creating improvisations from tales told, the students identify the Five Ws in the tale.

3.0 Historical and Cultural Context

Storyteller and students enact two different cultural versions of the same tale.

4.0 Aesthetic Valuing

Students compare lessons in 2 distinct stories told by storyteller.

5.0 Connections, Relationships, Applications

Using the Five Ws as the core activity, the students use teamwork to perform one of the stories told.


 Grade 4 and 5- Performance Arts


1.0  Artistic Perception

Grade 4: Theater terms discussed in Grades 1,2,3 plus: resolution and objective.

Grade 5: In addition to above: monologue, dialogue and sense memory are discussed and enacted.

Grade 4: Students demonstrate creative voice and word emphasis in readings during Story Theater.

2.0 Creative Expression

Grade 4: Via Story Theater, students demonstrate emotions in characters (happy, scared, excited, etc.).

Grade 4: Optional prop creation can include students making the hat for their cultural characters out of classroom or household materials.

Grade 5: Actor positions on stage are demonstrated: profile, full back, front, quarter.

Grade 5: Students assume other roles in Story Theater: director, writer or prop master.

3.0 Historical and Cultural Context

Grade 4 Identify various storytelling traditions of ethnic groups of history in California.

Grade 5: Interpret storytelling forms of the past and present of diverse cultural groups, and how they reflect customs and traditions.

4.0 Aesthetic Valuing

Grade 4: How diction, pacing, gesture, and movement reflect the various cultures in folktales.

Grade 5: Enact various devices actors use to convey meaning in Story Theater.

5.0 Connections, Relationships, Applications

Grade 4: How diction, pacing, gesture, and movement reflect the various cultures in folktales.

Grade 5: Utilizing Story Theater to enact significant historical events, such as the creation of the Declaration of Independence.







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