Pretending and imagining together
Students step into make-believe with simple props, costumes, and ideas from their own lives. Parents may hear them narrate stories at home and turn a cardboard box into a spaceship or a kitchen.
What does a student learn in
This is the year make-believe becomes the doorway into theatre. Students step into characters during dramatic play, using their own experiences to invent simple stories with voices, faces, and bodies. They practice sharing short pretend scenes with classmates and start to notice what made a story fun to watch. By spring, students can play a character in a made-up scene and talk about what happened in it.
- Pretend play
- Storytelling
- Characters
- Acting out stories
- Sharing performances
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 characters and stories
Students start shaping who a character is and what happens next. They give a puppet or stuffed animal a voice, add a problem, and try out different endings with classmates.
- 3
Sharing a short performance
Students rehearse a small scene or song and show it to others. They practice using a clear voice, facing the audience, and waiting for their turn.
- 4
Watching and talking about plays
Students watch classmates perform and notice what the story was about and how it made them feel. They learn to clap at the end and say one thing they liked.
Mastery Learning Standards
The required skills a student should display by the end of Pre-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 a classroom play. A memory, a feeling, or a person they know helps them figure out how to act in a scene.
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Relate artistic ideas and works with societal, cultural
Students connect stories and characters in plays to their own family, community, and daily life. Drama helps them see that other people have experiences worth sharing.
| 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 a classroom play. A memory, a feeling, or a person they know helps them figure out how to act in a scene. | TH:Cn10.pk |
| Relate artistic ideas and works with societal, cultural | Students connect stories and characters in plays to their own family, community, and daily life. Drama helps them see that other people have experiences worth sharing. | TH:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students make up characters, stories, and scenes through imaginative play. This is where creative ideas in theatre begin.
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Organize and develop artistic ideas and work
Students act out a simple story or idea, putting the pieces in order so their play makes sense from start to finish.
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Refine and complete artistic work
Students practice a short scene or creative choice, then adjust it until it feels right. They learn that making something good takes more than one try.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students make up characters, stories, and scenes through imaginative play. This is where creative ideas in theatre begin. | TH:Cr1.pk |
| Organize and develop artistic ideas and work | Students act out a simple story or idea, putting the pieces in order so their play makes sense from start to finish. | TH:Cr2.pk |
| Refine and complete artistic work | Students practice a short scene or creative choice, then adjust it until it feels right. They learn that making something good takes more than one try. | TH:Cr3.pk |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students choose which songs, stories, or characters to act out and talk about why they picked them.
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Develop and refine artistic techniques and work for presentation
Students practice a short scene or song more than once, working on how clearly they speak and move so the performance feels ready to share.
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Convey meaning through the presentation of artistic work
Students use a short performance or pretend scene to share an idea or feeling with an audience.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which songs, stories, or characters to act out and talk about why they picked them. | TH:Pr4.pk |
| Develop and refine artistic techniques and work for presentation | Students practice a short scene or song more than once, working on how clearly they speak and move so the performance feels ready to share. | TH:Pr5.pk |
| Convey meaning through the presentation of artistic work | Students use a short performance or pretend scene to share an idea or feeling with an audience. | TH:Pr6.pk |
Responding
Responding
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Perceive and analyze artistic work
Students look at a performance or puppet show and share what they noticed, like a costume, a sound, or a moment that stood out to them.
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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 the story is about or how it makes them feel.
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Apply criteria to evaluate artistic work
Students say what they like about a performance and explain why. They start noticing that some choices in a play or story work better than others.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look at a performance or puppet show and share what they noticed, like a costume, a sound, or a moment that stood out to them. | TH:Re7.pk |
| Interpret intent and meaning in artistic work | Students look at a short play or puppet show and say what they think the story is about or how it makes them feel. | TH:Re8.pk |
| Apply criteria to evaluate artistic work | Students say what they like about a performance and explain why. They start noticing that some choices in a play or story work better than others. | TH:Re9.pk |
Common Questions
What does theatre look like for this age?
Most of the work is pretend play. Students act out stories, take on characters like a firefighter or a bear, use props and costumes, and put on short shows for each other. It looks more like dress-up than a stage play.
How can I support theatre at home?
Make space for pretend play and join in when invited. Keep a box of old hats, scarves, and kitchen tools for costumes and props. Read a favorite picture book and act out a scene together with different voices.
My child is shy. Is that a problem?
No. Plenty of students start the year hiding behind a parent and end it happily playing a wolf in a group scene. Quiet roles, puppets, and small-group pretend play all count. Comfort grows with practice.
How should I plan the year?
Start with guided pretend play and simple character work, then move into acting out familiar stories together. By spring, students can help shape a short scene, rehearse it, and show it to classmates. Build in time to talk about what they saw.
What skills usually need the most practice?
Staying in a role for more than a moment, taking turns in a scene, and using a bigger voice or body on purpose. Listening to a scene partner is often the hardest part. Short, repeated practice helps more than long rehearsals.
Does my child need to memorize lines?
No. Students at this age improvise and repeat lines from familiar stories rather than memorize a script. If a line sticks because of a favorite book or song, that is plenty.
How do students respond to a performance?
After watching a scene or puppet show, students talk about what they noticed, who the characters were, and how the story made them feel. Simple questions like what was your favorite part and why work well.
How do I know students are ready for kindergarten theatre?
By the end of the year, students can take on a pretend role, stay with it through a short scene, use a prop or costume to show character, and share ideas about a performance they watched. Comfort speaking in front of the group is a strong sign.