Pretending and imagining together
Students step into make-believe play. They pretend to be animals, family members, or characters from favorite stories, and they use their bodies and voices to bring those ideas to life.
What does a student learn in
This is the year make-believe becomes the doorway to theatre. Students try on characters, use their voices and bodies to act out simple stories, and turn everyday moments into pretend scenes with classmates. They also start to notice what other actors are doing and share what they liked. By spring, students can take on a role in a short pretend story and talk about what happened in it.
- Pretend play
- Acting out stories
- Using voice and body
- Watching performances
- Sharing ideas
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 stories and characters
Students start shaping their pretend play into little stories with a beginning and an end. They add simple props, costumes, and settings, and decide what happens next.
- 3
Sharing a short performance
Students practice a short scene or story to share with classmates. They work on speaking so others can hear them and on showing feelings through faces and movement.
- 4
Watching and talking about plays
Students watch each other perform and notice what they liked. They talk about the characters, what happened in the story, and how it connects to their own lives.
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 a story or character they play out in class.
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Relate artistic ideas and works with societal, cultural
Students connect stories and characters in plays to their own lives and the world around them, noticing how people, places, and feelings show up in pretend play and performance.
| 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 a story or character they play out in class. | TH:Cn10.pk |
| Relate artistic ideas and works with societal, cultural | Students connect stories and characters in plays to their own lives and the world around them, noticing how people, places, and feelings show up in pretend play and performance. | TH:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with ideas for pretend play and simple stories, then turn those ideas into something they can act out or share with others.
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Organize and develop artistic ideas and work
Students pick an idea for a story or character and figure out how to act it out. They make simple choices, like who they want to be or what happens next.
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Refine and complete artistic work
Students finish a short play or story scene they started, making small changes until it feels right to them.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with ideas for pretend play and simple stories, then turn those ideas into something they can act out or share with others. | TH:Cr1.pk |
| Organize and develop artistic ideas and work | Students pick an idea for a story or character and figure out how to act it out. They make simple choices, like who they want to be or what happens next. | TH:Cr2.pk |
| Refine and complete artistic work | Students finish a short play or story scene they started, making small changes until it feels right to them. | TH:Cr3.pk |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students choose a character or short story to act out and decide how to show it to others.
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Develop and refine artistic techniques and work for presentation
Students practice a short performance, like a song or a pretend scene, and keep trying to make it better before sharing it with others.
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Convey meaning through the presentation of artistic work
Students use simple pretend play, like acting out a story or becoming an animal, to share an idea or feeling with others.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose a character or short story to act out and decide how to show it to others. | TH:Pr4.pk |
| Develop and refine artistic techniques and work for presentation | Students practice a short performance, like a song or a pretend scene, and keep trying to make it better before sharing it with others. | TH:Pr5.pk |
| Convey meaning through the presentation of artistic work | Students use simple pretend play, like acting out a story or becoming an animal, to share an idea or feeling with others. | TH:Pr6.pk |
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, a character's face, a costume, or what happened in the story.
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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 characters feel or want. They begin to notice that stories and performances are trying to say something.
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Apply criteria to evaluate artistic work
Students look at a scene or puppet show and say what they liked and what they thought could be different. They practice having a 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, a character's face, a costume, or what happened in the story. | 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 characters feel or want. They begin to notice that stories and performances are trying to say something. | TH:Re8.pk |
| Apply criteria to evaluate artistic work | Students look at a scene or puppet show and say what they liked and what they thought could be different. They practice having a reason for their opinion. | TH:Re9.pk |
Common Questions
What does theatre look like for a four-year-old?
Mostly pretend play. Students act out stories, dress up, use puppets, and take on roles like a doctor or a bus driver. The focus is on imagination and trying ideas out, not on memorizing lines or putting on a polished show.
How can I support pretend play at home?
Join in when invited and follow the child's lead. Keep a small box of dress-up clothes, scarves, hats, and old phones nearby. Ask questions inside the play, like who they are and where they are going, instead of correcting the story.
Does a child need to perform in front of people this year?
No. At this age, acting out a story for a stuffed animal or a parent counts. Some students love an audience and some need months before they will share, and both are fine.
How should I sequence dramatic play across the year?
Start with familiar roles from home, like cooking and caring for a baby. Move into community roles such as store clerk or firefighter, then into acting out simple story books. Save group story drama for the spring once routines and listening are solid.
What is the easiest way to tie theatre to books in the classroom?
Pick a short story with a clear pattern, like The Three Bears, and act it out after reading. Assign roles, use a few props, and run it two or three times so different students get a turn. This builds memory for story order without any worksheets.
What if a child is too shy to join in?
Shy students often warm up through puppets or by playing a small background role like a tree or a sleeping cat. Sitting next to a friend helps. Pushing for a bigger part too early usually backfires, so let interest grow on its own.
How do I know if a student is ready for kindergarten theatre work?
By the end of the year, students should take on a role in pretend play, stay in that role for a few minutes, and connect their play to stories or real life. They should also be able to watch a classmate perform and say something they noticed.
Are costumes and props worth the trouble?
Yes, but keep them simple. A scarf can be a cape, a river, or a baby blanket, and open-ended props get more use than detailed costumes. A small basket of fabric scraps, hats, and kitchen items goes a long way.