Pretending and playing characters
Students step into pretend play and try on different characters. They use their imagination to act out everyday moments like cooking dinner, driving a car, or being a puppy.
What does a student learn in
This is the year make-believe becomes the doorway into theatre. Students turn everyday experiences into pretend play, taking on characters and acting out small stories with their classmates. They also watch others perform and start to talk about what they saw and how it made them feel. By spring, students can step into a role, share a short pretend scene, and say what they liked about a classmate's performance.
- Pretend play
- Acting out stories
- Playing a character
- Watching 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
Making up little stories
Students start shaping their pretend play into short stories with a beginning, middle, and end. They add characters, simple settings, and decide what happens next.
- 3
Sharing a performance
Students practice showing their stories to others, whether a puppet show, a song, or a pretend scene. They work on using their voice and body so a watcher can follow along.
- 4
Watching and talking about plays
Students watch performances by classmates or visiting performers and talk about what they noticed. They share what they liked, what the story was about, and how it made them feel.
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 from their own life to a story or character they act out, like using a memory of being scared to play a frightened animal in a class game.
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Relate artistic ideas and works with societal, cultural
Stories, songs, and performances come from real places and times. Students notice how what they see and hear connects to the world around them.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect something from their own life to a story or character they act out, like using a memory of being scared to play a frightened animal in a class game. | TH:Cn10.pk |
| Relate artistic ideas and works with societal, cultural | Stories, songs, and performances come from real places and times. Students notice how what they see and hear connects to the world around them. | TH:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students practice making up characters, stories, and scenes through play and imagination. This is the beginning of learning to create their own theatrical work.
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Organize and develop artistic ideas and work
Students take a story or character idea and figure out how to act it out, deciding what to say, how to move, and what happens next.
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Refine and complete artistic work
Students pick a favorite way to act out a story or character, then practice it until it feels just right.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students practice making up characters, stories, and scenes through play and imagination. This is the beginning of learning to create their own theatrical work. | TH:Cr1.pk |
| Organize and develop artistic ideas and work | Students take a story or character idea and figure out how to act it out, deciding what to say, how to move, and what happens next. | TH:Cr2.pk |
| Refine and complete artistic work | Students pick a favorite way to act out a story or character, then practice it until it feels just right. | TH:Cr3.pk |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students pick a character or action to act out and practice showing it to others. They make simple choices, like how to move or what to say, to bring their idea to life.
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Develop and refine artistic techniques and work for presentation
Students practice a short performance, like a song, a short story, or a simple scene, and work on doing it better before showing it to others.
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Convey meaning through the presentation of artistic work
Students share a short performance, like acting out a story or a feeling, so an audience can follow along and understand what it means.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students pick a character or action to act out and practice showing it to others. They make simple choices, like how to move or what to say, to bring their idea to life. | TH:Pr4.pk |
| Develop and refine artistic techniques and work for presentation | Students practice a short performance, like a song, a short story, or a simple scene, and work on doing it better before showing it to others. | TH:Pr5.pk |
| Convey meaning through the presentation of artistic work | Students share a short performance, like acting out a story or a feeling, so an audience can follow along and understand what it means. | 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, like what happened, who was in it, or how it made them feel.
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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 story is about or how it makes them feel.
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Apply criteria to evaluate artistic work
Students look at a performance or puppet show and say what they liked and why. They practice giving 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, like what happened, who was in it, or how it made them feel. | 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 story is about or how it makes them feel. | TH:Re8.pk |
| Apply criteria to evaluate artistic work | Students look at a performance or puppet show and say what they liked and why. They practice giving a reason for their opinion. | TH:Re9.pk |
Common Questions
What does theatre look like for this age?
Theatre at this age is mostly pretend play. Students act out stories, take on roles like a doctor or a bear, use props and costumes, and try out different voices. It looks like play because that is how young students learn to imagine and perform.
How can I support theatre learning at home?
Act out favorite picture books together. Let students pick a character and use a silly voice or a scarf as a costume. Ask what their character is feeling and why. Ten minutes of pretend play after a story counts.
Does my child need to memorize lines or perform on a stage?
No. Students are not expected to memorize scripts or perform for an audience. The focus is on making up stories, pretending to be characters, and showing feelings through faces and movement.
What should students be able to do by the end of the year?
Students should be able to take on a pretend role, use simple props or costumes, act out a short story or scene, and talk about what a character was feeling. They should also be able to watch a classmate and say what they noticed.
How do I plan a theatre block for students this young?
Plan in short play-based sessions tied to stories students already know. Read a picture book, act it out as a group, then let small groups try their own version. Rotate props, puppets, and dress-up pieces to keep ideas fresh across the year.
How do I help students who are too shy to act in front of others?
Start with puppets, masks, or acting behind a scarf. Let shy students play alongside a partner instead of alone. Performing for the teacher or one friend is enough at this age, and many students warm up by spring.
How does theatre connect to what students see in real life?
Students pretend to be people they know, like a parent cooking or a bus driver, and act out stories from books and family traditions. Talking about these moments helps them connect what they act out to the world around them.
How do I know students are ready for next year?
Students are ready when they can step into a pretend role and stay in it for a few minutes, use a prop or voice on purpose, and notice when a classmate is acting sad, happy, or scared. Talking simply about a scene is a strong sign of growth.