Pretending and imagining
Students step into make-believe play. They try on characters, use their voices and bodies to act out simple ideas, and connect stories to things they already know from home and school.
What does a student learn in
This is the year pretending becomes the start of acting. Students use their own lives and imaginations to make up characters, voices, and short scenes. They practice playing a role in front of classmates and talking about what a story means. By spring, they can act out a simple character in a class play and say what they liked about a friend's scene.
- Pretend play
- Acting out stories
- Character voices
- Class performances
- 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 take an idea and turn it into a short scene. They decide who is in it, what happens, and where it takes place, often with a partner or small group.
- 3
Sharing scenes with others
Students practice a scene and perform it for classmates. They work on speaking clearly, facing the audience, and showing feelings so people watching understand what is happening.
- 4
Watching and talking about plays
Students watch each other perform and talk about what they noticed. They share what they liked, what the story meant to them, and how a scene made them feel.
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 a play. That personal connection shapes the choices they make when acting, drawing a costume, or building a simple set.
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Relate artistic ideas and works with societal, cultural
Students connect a story, song, or character from class to something real in their own life or community. That link helps theatre feel meaningful, not just make-believe.
| 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 play. That personal connection shapes the choices they make when acting, drawing a costume, or building a simple set. | TH:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Students connect a story, song, or character from class to something real in their own life or community. That link helps theatre feel meaningful, not just make-believe. | TH:Cn11.k |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students make up characters, places, and simple stories through play and imagination. This is where creative ideas for theatre begin.
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Organize and develop artistic ideas and work
Students choose a character to pretend to be and act out a simple story or scene, deciding what that character says and does.
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Refine and complete artistic work
Students choose how their character moves, speaks, or acts in a scene, then practice until the story feels finished.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students make up characters, places, and simple stories through play and imagination. This is where creative ideas for theatre begin. | TH:Cr1.k |
| Organize and develop artistic ideas and work | Students choose a character to pretend to be and act out a simple story or scene, deciding what that character says and does. | TH:Cr2.k |
| Refine and complete artistic work | Students choose how their character moves, speaks, or acts in a scene, then practice until the story feels finished. | TH:Cr3.k |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students choose a character or story to act out and decide how to show it to an audience. They practice moving and speaking in ways that bring the character to life.
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Develop and refine artistic techniques and work for presentation
Students practice a short performance, learning to speak clearly and move with purpose so they're ready to share it with an audience.
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Convey meaning through the presentation of artistic work
Students act out a character or story in front of others, using their body, face, and voice to share what the story means.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose a character or story to act out and decide how to show it to an audience. They practice moving and speaking in ways that bring the character to life. | TH:Pr4.k |
| Develop and refine artistic techniques and work for presentation | Students practice a short performance, learning to speak clearly and move with purpose so they're ready to share it with an audience. | TH:Pr5.k |
| Convey meaning through the presentation of artistic work | Students act out a character or story in front of others, using their body, face, and voice to share what the story means. | TH:Pr6.k |
Responding
Responding
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Perceive and analyze artistic work
Students look at a short play or puppet show and talk about what they noticed, like a costume, a movement, or a sound that caught their attention.
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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 is about and how it made them feel.
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Apply criteria to evaluate artistic work
Students look at a short play or performance 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 play or puppet show and talk about what they noticed, like a costume, a movement, or a sound that caught their attention. | 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 is about and how it made them feel. | TH:Re8.k |
| Apply criteria to evaluate artistic work | Students look at a short play or performance and say what they liked and why. They practice giving a simple reason for their opinion. | 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, become animals or characters, use their voice and body to show feelings, and watch each other perform. There are no scripts to memorize and no big stage shows expected.
How can I help at home if my child is shy about acting?
Start small and silly. Read a picture book together and take turns making the character voices, or act out what a grumpy bear or a sleepy puppy would do. Five minutes of pretend at bedtime builds more confidence than any performance.
Does my child need to memorize lines or perform on a stage?
No. At this age the focus is on imagining a character, showing feelings with face and body, and listening to classmates. If a class share happens, it is usually short, simple, and based on a familiar story.
What should students be able to do by the end of the year?
Students should be able to pretend to be a character, show a clear feeling like happy or scared, take turns in a group scene, and say something they liked about a classmate's work. Comfort speaking in front of the class matters more than polish.
How should theatre be sequenced across the year?
Start with solo pretend play and movement games so students get used to using their bodies and voices. Move into partner work with simple story retellings, then small group scenes built from familiar books. Save any class share for late in the year once routines are steady.
Which skills usually need the most reteaching?
Staying in a character when classmates are watching, and giving kind specific feedback instead of just saying it was good. Both improve with short repeated practice rather than one big lesson. Sentence stems for feedback help a lot.
How can theatre connect to what students already know?
Pull from picture books they love, family routines, holidays, and stories from different cultures. Asking students to act out a moment from their own life, like losing a tooth or meeting a new pet, gives every student something real to bring to the work.
How do I know my child is ready for first grade theatre?
Students are ready when they can pretend to be a character for a few minutes, follow simple stage directions like freeze or switch, and watch a classmate perform without interrupting. Confidence speaking in a group is the biggest signal.