Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 117 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR FINE ARTS
Subchapter A - ELEMENTARY, ADOPTED 2013
Section 117.110 - Theatre, Grade 2, Adopted 2013
Universal Citation: 19 TX Admin Code ยง 117.110
Current through Reg. 49, No. 38; September 20, 2024
(a) Introduction.
(1) The fine arts incorporate
the study of dance, music, theatre, and the visual arts to offer unique
experiences and empower students to explore realities, relationships, and
ideas. These disciplines engage and motivate all students through active
learning, critical thinking, and innovative problem solving. The fine arts
develop cognitive functioning and increase student academic achievement,
higher-order thinking, communication, and collaboration skills, making the fine
arts applicable to college readiness, career opportunities, workplace
environments, social skills, and everyday life. Students develop aesthetic and
cultural awareness through exploration, leading to creative expression.
Creativity, encouraged through the study of the fine arts, is essential to
nurture and develop the whole child.
(2) Four basic strands--foundations: inquiry
and understanding; creative expression; historical and cultural relevance; and
critical evaluation and response--provide broad, unifying structures for
organizing knowledge and skills students are expected to acquire. Through the
foundations: inquiry and understanding strand, students develop a perception of
self, human relationships, and the world using elements of drama and
conventions of theatre. Through the creative expression strand, students
communicate in a dramatic form, engage in artistic thinking, build positive
self-concepts, relate interpersonally, and integrate knowledge with other
content areas in a relevant manner. Through the historical and cultural
relevance strand, students increase their understanding of heritage and
traditions in theatre and the diversity of world cultures as expressed in
theatre. Through the critical evaluation and response strand, students engage
in inquiry and dialogue, accept constructive criticism, revise personal views
to promote creative and critical thinking, and develop the ability to
appreciate and evaluate live theatre.
(3) Statements that contain the word
"including" reference content that must be mastered, while those containing the
phrase "such as" are intended as possible illustrative examples.
(b) Knowledge and skills.
(1) Foundations: inquiry and understanding.
The student develops concepts about self, human relationships, and the
environment using elements of drama and conventions of theatre. The student is
expected to:
(A) react to sensory experiences
such as sight or sound through dramatic play;
(B) expand spatial awareness in dramatic play
using expressive and rhythmic movement;
(C) participate in dramatic play using
actions, sounds, and dialogue; and
(D) role play, imitate, and recreate
dialogue.
(2) Creative
expression: performance. The student interprets characters using the voice and
body expressively and creates dramatizations. The student is expected to:
(A) demonstrate safe use of movement and
voice;
(B) role play in real life
and imaginative situations through narrative pantomime, dramatic play, and
story dramatization;
(C) create
dramatizations of limited-action stories using simple pantomime or puppetry;
and
(D) dramatize poems and songs
using simple pantomime or puppetry.
(3) Creative expression: production. The
student applies design, directing, and theatre production concepts and skills.
The student is expected to:
(A) select
aspects of the environment such as location, climate, or time for use in
dramatic play;
(B) adapt the
environment for dramatic play using common objects such as tables or
chairs;
(C) plan dramatic play;
and
(D) cooperate and interact with
others in dramatic play.
(4) Historical and cultural relevance. The
student relates theatre to history, society, and culture. The student is
expected to:
(A) imitate life experiences
from school and community cultures in dramatic play; and
(B) explore diverse cultural and historical
experiences through fables, myths, or fairytales in dramatic play.
(5) Critical evaluation and
response. The student responds to and evaluates theatre and theatrical
performances. The student is expected to:
(A)
discuss, practice, and display appropriate audience behavior;
(B) react to and discuss dramatic activities;
and
(C) integrate music, creative
movement, and visual components in dramatic play.
Disclaimer: These regulations may not be the most recent version. Texas may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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