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

Artistic perception: students participate in theater terms such as 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 tales are performed and origins discussed. 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: role playing, teamwork, and socialization skills.

Our program applies the VAPA Performance Arts state standard 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

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Pre-Kindergarten and Kindergarten: Performance Arts:

 

1.0  Artistic Perception

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

1.1 Kindergarten: students demonstrate and define five senses, actor and audience.

1.2   Kindergarten: storyteller demonstrates real vs. imaginary characters in stories.

2.0  Creative Expression

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

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

2.2   Both grades: students recreate the story told in Story Theater.

3.0  Historical and Cultural Context

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

3.1  Kindergarten: students perform diverse and multicultural folktales.

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

4.0  Aesthetic Valuing

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

5.0  Connections, Relationships, Applications

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

5.2  Kindergarten: students learn teamwork in performing the tale in story theater.

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Grade 1- Performance Arts

 

1.0  Artistic Perception

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

2.0  Creative Expression

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

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

3.0  Historical and Cultural Context

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

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

4.0  Aesthetic Valuing

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

4.2   Students communicate feelings about characters after the tale is told.

5.0  Connections, Relationships, Applications

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

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Grade 2- Performance Arts

 

1.0  Artistic Perception

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

2.0  Creative Expression

2.1. Students perform theatrical games and teamwork in rehearsing stories.

2.2   Students enact stories and identify their character and setting.

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

3.0  Historical and Cultural Context

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

4.0  Aesthetic Valuing

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

4.3   Storyteller and students discuss morals and lessons in stories.

5.0  Connections, Relationships, Applications

5.1 Team cooperation emphasized and demonstrated during rehearsals in Story Theater.

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Grade 3- Performance Arts

 

1.0 Artistic Perception

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

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

2.0 Creative Expression

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

3.0 Historical and Cultural Context

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

4.0 Aesthetic Valuing

4.2 Students compare lessons in 2 distinct stories told by storyteller.

5.0 Connections, Relationships, Applications

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

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 Grade 4 and 5- Performance Arts

 

1.0  Artistic Perception

1.1 Grade 4: theater terms discussed in Grade 1,2,3 plus: resolution and objective.

1.1 Grade 5: in addition to above: monologue, dialogue and sense memory.  

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

2.0 Creative Expression

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

2.3 Grade 4: optional prop creation can include students making the hat for their cultural character out of paper, cardboard and crayons/paints or simple household materials.

2.2 Grade 5: actor positions on stage demonstrated: profile, full back, front, quarter.

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

3.0 Historical and Cultural Context

3.1 Grade 4:  storyteller tells a tale focused on historic California: a tale from Native American or Mexican-American culture. 

 

 

 

 

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