| (a) |
Use inquiry processes to explore a question or topic that is of individual or group interest for contextual drama (e.g., questions and research about how animals change in winter might inspire a drama about an animal community preparing for a harsh winter). |
| (b) |
Use libraries, resource people, the Internet, and other sources of information for drama work. |
| (c) |
Describe the main ideas of each dramatic episode. |
| (d) |
Use visual images and language to represent ideas, both in and out of role. |
| (e) |
Recognize, with guidance, how characters/roles, objects, and places can represent ideas. |
| (f) |
Recall and respond to the drama work, both in and out of role. |
| (g) |
Contribute to drama discussions with stories of own experience (e.g., talk about connections among thoughts, feelings, and actions). |
| (h) |
Discuss how strategies such as role, flashback, or tableau worked in the drama and begin to use the correct terminology. |
| (i) |
Use strategies other than discussion to reflect on drama work (e.g., use tableaux to recall the time order of the sequence of events, or use drawings or flashbacks to further explore previous experience). |
| (j) |
Demonstrate use of imagination when exploring various possibilities in dramatic contexts. |
