Playing and pretending together
Students step into make-believe with classmates, trying on characters and acting out simple scenes. Parents may notice more dress-up at home and stories acted out with stuffed animals.
What does a student learn in
This is the year pretend play becomes the first taste of theatre. Students make up characters, act out short scenes, and use their own lives as material for stories. They also watch classmates perform and start saying what they noticed and liked. By spring, students can take on a role, act out a simple story with a beginning and end, and share one thing they thought about a scene.
- Pretend play
- Acting out stories
- Making characters
- Sharing performances
- Watching and responding
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 come up with their own story ideas, decide who the characters are, and figure out what happens next. They start shaping a beginning, middle, and end.
- 3
Practicing for an audience
Students rehearse short scenes and learn to use a clear voice, big movements, and facial expressions so people watching can follow along. They pick which parts to share.
- 4
Watching and talking about plays
Students watch classmates perform and short stories acted out, then talk about what they saw and how it made them feel. They start to notice what worked and what they liked.
- 5
Connecting theatre to real life
Students link the stories they act out to their own families, holidays, and everyday moments. They begin to see that plays come from real people and places.
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 real from their own life to a character or story they act out. A memory, a feeling, or a person they know can shape how they play a role.
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Relate artistic ideas and works with societal, cultural
Students connect a story or character in a play to their own life or community. Acting out ideas from different places and times helps students understand the world around them.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect something real from their own life to a character or story they act out. A memory, a feeling, or a person they know can shape how they play a role. | TH:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Students connect a story or character in a play to their own life or community. Acting out ideas from different places and times helps students understand the world around them. | TH:Cn11.k |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with ideas for a character or a short scene. This is the beginning of making their own theatre.
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Organize and develop artistic ideas and work
Students act out simple stories by choosing characters, deciding what to say, and figuring out how the scene fits together. It is early practice in making creative choices.
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Refine and complete artistic work
Students practice a scene or character choice more than once, then decide when their work is ready to share.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with ideas for a character or a short scene. This is the beginning of making their own theatre. | TH:Cr1.k |
| Organize and develop artistic ideas and work | Students act out simple stories by choosing characters, deciding what to say, and figuring out how the scene fits together. It is early practice in making creative choices. | TH:Cr2.k |
| Refine and complete artistic work | Students practice a scene or character choice more than once, then decide when their work is ready to share. | 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 short scene to act out and practice showing it to others. This is the beginning of learning how to pick a role and prepare to perform it.
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Develop and refine artistic techniques and work for presentation
Students practice acting out a character or scene more than once, working to make their voice, movement, or expression clearer each time.
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Convey meaning through the presentation of artistic work
Students act out a story or scene in front of others and make choices, like how loud to speak or how to move, that help the audience understand what is happening.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose a character or short scene to act out and practice showing it to others. This is the beginning of learning how to pick a role and prepare to perform it. | TH:Pr4.k |
| Develop and refine artistic techniques and work for presentation | Students practice acting out a character or scene more than once, working to make their voice, movement, or expression clearer each time. | TH:Pr5.k |
| Convey meaning through the presentation of artistic work | Students act out a story or scene in front of others and make choices, like how loud to speak or how to move, that help the audience understand what is happening. | TH:Pr6.k |
Responding
Responding
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Perceive and analyze artistic work
Students look at a short performance or puppet show and say 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 it means or how it makes them feel. They explain what the performer was trying to show.
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Apply criteria to evaluate artistic work
Students look at a classmate's performance and say what worked and what they would change. They start learning that good feedback is specific, not just "I liked it."
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look at a short performance or puppet show and say what they noticed, like what a character did or how the story felt. | 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 means or how it makes them feel. They explain what the performer was trying to show. | TH:Re8.k |
| Apply criteria to evaluate artistic work | Students look at a classmate's performance and say what worked and what they would change. They start learning that good feedback is specific, not just "I liked it." | TH:Re9.k |
Common Questions
What does theatre look like in kindergarten?
Theatre at this age is mostly pretend play with a purpose. Students make up characters, act out stories, use their voices and bodies to show feelings, and watch each other perform. It is closer to dramatic play than to staged shows with lines to memorize.
How can I support theatre learning at home?
Play pretend together. Act out a favorite picture book, give voices to stuffed animals, or take turns being different characters from a story. Ask questions like how does this character feel and how would they walk or talk. Ten minutes of make-believe goes a long way.
Does my child need to memorize lines or perform on a stage?
No. Students at this age are not expected to memorize scripts or put on a polished show. The focus is on imagining, trying out characters, and sharing short bits of pretend play with classmates.
How should I sequence theatre across the year?
Start with body and voice warm-ups and simple pretend play so students get comfortable. Move into acting out familiar stories, then short scenes students help build. End the year with small shared performances and conversations about what worked and why.
Which skills usually need the most reteaching?
Staying in character for more than a moment, and being a thoughtful audience while classmates perform. Both take repeated practice with short, clear expectations. Build them into every session rather than treating them as one-time lessons.
What does mastery look like by the end of the year?
Students can take on a pretend role, use their voice and body to show a feeling, and act out a short scene with classmates. They can also watch a peer perform and say something they noticed or liked about it.
How does theatre connect to what students already know?
A lot of theatre work pulls from stories, holidays, family routines, and feelings students already have words for. Talking at home about a book, a memory, or how a character felt gives students raw material they can bring into pretend play at school.
How do I know a student is ready for next year?
Look for students who can step into a role on cue, make a clear choice about how a character moves or speaks, and offer a simple comment about a classmate's work. Comfort with sharing in front of the group matters more than polish.