Make-believe and pretend play
Students step into pretend roles and try out different characters. They use their own experiences to imagine who someone is, where they are, and how they might move or speak.
What does a student learn in
This is the year pretend play starts to look like real theatre. Students dream up characters and short scenes, then practice them with their voices and bodies so an audience can follow along. They also watch classmates perform and talk about what the story made them feel or think. By spring, students can act out a short scene with a clear character and share what they noticed in someone else's performance.
- Pretend play
- Making characters
- Acting out scenes
- Watching performances
- Talking about stories
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 together
Students come up with story ideas as a group and decide what happens first, next, and last. They try out small scenes and add details like setting, props, or simple costumes.
- 3
Practicing and shaping a scene
Students rehearse the same scene more than once and make it better each time. They listen to suggestions, change what is not working, and remember their part.
- 4
Sharing work with an audience
Students perform short pieces for classmates or family. They use voice, face, and body to show feelings, and they watch each other and talk about what worked.
Mastery Learning Standards
The required skills a student should display by the end of Grade 1.
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 or creating a scene.
-
Relate artistic ideas and works with societal, cultural
Students connect a play, story, or performance to the world around them, noticing how it reflects where people live, what they believe, or when it took place.
| 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 or creating a scene. | TH:Cn10.1 |
| Relate artistic ideas and works with societal, cultural | Students connect a play, story, or performance to the world around them, noticing how it reflects where people live, what they believe, or when it took place. | TH:Cn11.1 |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with ideas for a character or short scene, then decide how to act it out.
-
Organize and develop artistic ideas and work
Students choose characters, places, and simple story moments to build a short scene. They practice putting those pieces in order so the story makes sense when acted out.
-
Refine and complete artistic work
Students practice a scene or short performance more than once, changing what isn't working until it feels ready to share.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with ideas for a character or short scene, then decide how to act it out. | TH:Cr1.1 |
| Organize and develop artistic ideas and work | Students choose characters, places, and simple story moments to build a short scene. They practice putting those pieces in order so the story makes sense when acted out. | TH:Cr2.1 |
| Refine and complete artistic work | Students practice a scene or short performance more than once, changing what isn't working until it feels ready to share. | TH:Cr3.1 |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students choose a character or scene to perform and explain why it fits the story. They practice making simple choices about how to move, speak, and act it out.
-
Develop and refine artistic techniques and work for presentation
Students practice a scene or short performance, then go back and make it better before showing it to others.
-
Convey meaning through the presentation of artistic work
Students act out a story or scene and make choices, like how to move or speak, to share a feeling or idea with the audience.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose a character or scene to perform and explain why it fits the story. They practice making simple choices about how to move, speak, and act it out. | TH:Pr4.1 |
| Develop and refine artistic techniques and work for presentation | Students practice a scene or short performance, then go back and make it better before showing it to others. | TH:Pr5.1 |
| Convey meaning through the presentation of artistic work | Students act out a story or scene and make choices, like how to move or speak, to share a feeling or idea with the audience. | TH:Pr6.1 |
Responding
Responding
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Perceive and analyze artistic work
Students watch a short performance and talk about what they noticed: what the characters did, how they moved, or what the story seemed to be about.
-
Interpret intent and meaning in artistic work
Students look at a short play or puppet show and explain what they think the performers were trying to say or show. They put the feeling or message into their own words.
-
Apply criteria to evaluate artistic work
Students look at a short play or performance and say what they liked and why, using simple reasons like "the character felt real" or "I could hear the story clearly."
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students watch a short performance and talk about what they noticed: what the characters did, how they moved, or what the story seemed to be about. | TH:Re7.1 |
| Interpret intent and meaning in artistic work | Students look at a short play or puppet show and explain what they think the performers were trying to say or show. They put the feeling or message into their own words. | TH:Re8.1 |
| Apply criteria to evaluate artistic work | Students look at a short play or performance and say what they liked and why, using simple reasons like "the character felt real" or "I could hear the story clearly." | TH:Re9.1 |
Common Questions
What does theatre look like at this grade?
Students pretend to be characters, act out short stories, and use their voice and body to show feelings. Most of the work happens through play. Students try ideas, watch each other, and talk about what they noticed.
How can I support theatre at home?
Act out a favorite picture book together. Take turns being different characters and try silly voices, big movements, or quiet whispers. Five minutes of pretend play after reading goes a long way at this age.
Does my child need to memorize lines?
No. At this grade, students make up dialogue as they go and retell stories in their own words. Memorizing is not the goal. The goal is staying in character and listening to other actors.
How should I sequence the year?
Start with body and voice warm-ups and simple pretend play. Move into short story dramatizations from familiar books. By spring, students can plan a tiny scene with a partner, perform it, and share what they noticed about each other's work.
What does responding to a performance look like at this age?
Students answer simple questions after watching a scene. What happened? How did the character feel? What did the actor do with their voice or body? Sentence stems posted on the wall help students give specific responses instead of just saying it was good.
My child is shy about performing. Is that a problem?
Not at all. Plenty of theatre work happens in pairs or small groups, and watching counts too. Practicing pretend play at home in a safe spot builds confidence over time. Pushing a shy student onto a stage tends to backfire.
How do I know students are ready for next year?
By June, students can stay in a character for a short scene, use voice and body to show a feeling, and offer a specific comment about a classmate's performance. They can also suggest one small change to make their own scene clearer.