Pretending and playing roles
Students step into make-believe. They try on characters from stories and everyday life, like a firefighter, a puppy, or a grumpy bear, and use their voice and body to show who they are.
What does a student learn in
This is the year pretending becomes a real skill. Students step into make-believe roles, use their voices and bodies to show a character, and act out simple stories with classmates. They start to notice how a story makes them feel and share what they liked about it. By spring, students can take on a character in a short skit and talk about what happened in the story.
- Pretend play
- Acting out stories
- Characters
- Using voice and body
- Watching and reacting
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
Making up stories together
Students invent simple stories with a beginning, middle, and end. They add ideas from their own lives and from books they love, then act the stories out with classmates.
- 3
Sharing a small performance
Students practice a short scene or song and show it to others. They learn to speak up so people can hear, face the audience, and take a small bow when it ends.
- 4
Watching and talking about plays
Students watch classmates perform and talk about what they noticed. They share what was funny, what was sad, and what they might try in their own next scene.
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 they know or have done in real life to what they act out or create in drama play.
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Relate artistic ideas and works with societal, cultural
Students connect a story, song, or pretend-play scene to their own life and the people around them. Acting out ideas helps them see how art reflects the real world.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect something they know or have done in real life to what they act out or create in drama play. | TH:Cn10.pk |
| Relate artistic ideas and works with societal, cultural | Students connect a story, song, or pretend-play scene to their own life and the people around them. Acting out ideas helps them see how art reflects the real world. | TH:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students make up characters and short stories through play, drawing, or movement. This is where creative ideas for drama first take shape.
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Organize and develop artistic ideas and work
Students choose what their character does or says in pretend play and start to build a simple story around it.
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Refine and complete artistic work
Students practice a scene or character choice until it feels right, then perform it for others.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students make up characters and short stories through play, drawing, or movement. This is where creative ideas for drama first take shape. | TH:Cr1.pk |
| Organize and develop artistic ideas and work | Students choose what their character does or says in pretend play and start to build a simple story around it. | TH:Cr2.pk |
| Refine and complete artistic work | Students practice a scene or character choice until it feels right, then perform it for others. | TH:Cr3.pk |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students choose which character to play or which part of a story to act out. They practice showing that choice to others.
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Develop and refine artistic techniques and work for presentation
Students practice a song, movement, or short scene more than once to get it ready to share with others. Trying again and getting better is part of the work.
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Convey meaning through the presentation of artistic work
Students act out a character or story in front of others and use their face, body, and voice to share what the story means.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which character to play or which part of a story to act out. They practice showing that choice to others. | TH:Pr4.pk |
| Develop and refine artistic techniques and work for presentation | Students practice a song, movement, or short scene more than once to get it ready to share with others. Trying again and getting better is part of the work. | TH:Pr5.pk |
| Convey meaning through the presentation of artistic work | Students act out a character or story in front of others and use their face, body, and voice to share what the story means. | TH:Pr6.pk |
Responding
Responding
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Perceive and analyze artistic work
Students look at a short performance or puppet show and talk about what they noticed, like 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 is happening and how the characters feel.
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Apply criteria to evaluate artistic work
Students look at a short performance or scene and say what they liked and why. They practice giving a simple reason for their opinion.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look at a short performance or puppet show and talk about what they noticed, like what a character did or how the story felt. | TH:Re7.pk |
| Interpret intent and meaning in artistic work | Students look at a short play or puppet show and say what they think is happening and how the characters feel. | TH:Re8.pk |
| Apply criteria to evaluate artistic work | Students look at a short performance or scene and say what they liked and why. They practice giving a simple reason for their opinion. | TH:Re9.pk |
Common Questions
What does theatre look like at 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 watch short performances. There is no script to memorize and no stage fright. The point is imagination and trying ideas out loud.
How can I help my child build theatre skills at home?
Play pretend together for ten minutes a day. Act out a favorite picture book, use a blanket as a cape, or have stuffed animals talk to each other. Ask questions like who are you, where are you, and what happens next.
Does my child need to perform in front of people?
No. At this age, performing usually means showing a short pretend scene to a parent, a teacher, or a small group of classmates. The goal is comfort with using voice and body to share an idea, not a polished show.
How should I sequence dramatic play across the year?
Start with simple character and setting play in familiar places like home or a grocery store. Move into acting out known stories, then into making up short scenes from a prompt. Save group scenes with a beginning, middle, and end for the second half of the year.
What skills usually need the most support?
Staying in a pretend role for more than a minute is the hardest part. Listening to a scene partner and responding, instead of talking over them, also takes practice. Short, repeated play sessions help more than long ones.
What if my child is shy about pretending?
Start with puppets or stuffed animals so the character does the talking, not the student. Join in yourself and take a silly role first. Shy students often warm up once they see that pretending is not a test.
How can I tie theatre into stories and feelings?
After reading a book, ask students to show how a character felt with their face and body. Connect scenes to real moments, like the first day of school or losing a toy. This builds the link between personal experience and pretend.
How do I know students are ready for the next grade?
By spring, most students can take on a clear role, use a different voice or movement for a character, and act out a short scene with one or two others. They can also watch a classmate's scene and say something they noticed or liked.