CLB 15: Kindergarten Body Language by Lexi Wilson

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Drama students will be able to create environment and characters using their body movements. They will be able to evaluate others’ and their own emotions based on body language. Students will be able to design dramatic play situations in which they pantomime and use body to tell a story through a role drama.

Grade Level: PK-2
Elements: Acting
Keywords: lesson plans, teacher tool, unit, creative dramatics, creative play, early childhood, process drama, guided drama experiences
National Core Theatre Standards:

Anchor Standard: #1. Generate and conceptualize artistic ideas and work.

Pre K Kindergarten 1st Grade 2nd Grade
TH:Cr1.1.Pk a. With prompting and support, transition between imagination and reality in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama). TH:Cr1.1.K   a. With prompting and support, invent and inhabit an imaginary elsewhere in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama). TH:Cr1.1.1 c. Identify ways in which gestures and movement may be used to create or retell a story in guided drama experiences (e.g., process drama, story drama, creative drama).

 

TH:Cr1.1.2

c. Identify ways in which voice and sounds may be used to create or retell a story in guided drama experiences (e.g., process drama, story drama, creative drama).

 

Anchor Standard: #1. Organize and develop artistic ideas and work.

Pre K Kindergarten 1st Grade 2nd Grade
TH:Cr2.1.Pk.a. With prompting and support, contribute through gestures and words to dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama). TH:Cr2.1.Ka. With prompting and support, interact with peers and contribute to dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama). TH:Cr2.1.1 a. Contribute to the development of a sequential plot in a guided drama experience (e.g., process drama, story drama, creative drama). TH:Cr2.1.2 a. Collaborate with peers to devise meaningful dialogue in a guided drama experience (e.g., process drama, story drama, creative drama).

Anchor Standard: #6. Convey meaning through the presentation of artistic work.

Pre K Kindergarten 1st Grade 2nd Grade
TH:Pr6.1.Pk a. With prompting and support, engage in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

 

TH:Pr6.1.K a. With prompting and support, use voice and sound in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

 

TH:Pr6.1.1 a. With prompting and support, use movement and gestures to communicate emotions in a guided drama experience (e.g., process drama, story drama, creative drama).

 

TH:Pr6.1.2 a. Contribute to group guided drama experiences (e.g., process drama, story drama, creative drama) and informally share with peers.

 

 Anchor Standard: #7. Perceive and analyze artistic work.

Pre K Kindergarten 1st Grade 2nd Grade
TH:Re7.1.Pk a. With prompting and support, recall an emotional response in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

 

TH:Re7.1.K a. With prompting and support, express an emotional response to characters in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

 

TH:Re7.1.1 a. Recall choices made in a guided drama experience (e.g., process drama, story drama, creative drama).

 

TH:Re7.1.2 a. Recognize when artistic choices are made in a guided drama experience (e.g., process drama, story drama, creative drama).

 

Anchor Standard: #9. Apply criteria to evaluate artistic work.

Pre K Kindergarten 1st Grade 2nd Grade
TH:Re9.1.Pk a. With prompting and support, actively engage in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

 

TH:Re9.1.K a. With prompting and support, actively engage with others in dramatic play or a guided drama experience ((e.g., process drama, story drama, creative drama).

 

TH:Re9.1.1 a. Build on others’ ideas in a guided drama experience (e.g., process drama, story drama, creative drama). TH:Re9.1.2 a. Collaborate on a scene in a guided drama experience (e.g., process drama, story drama, creative drama).

Anchor Standard: #10. Synthesize and relate knowledge and personal experiences to make art.

Pre K Kindergarten 1st Grade 2nd Grade
TH:Cn10.1.Pk a. With prompting and support, identify similarities between a story and personal experience in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

 

TH:Cn10.1.K a. With prompting and support, identify similarities between characters and oneself in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

 

TH:Cn10.1.1 a. Identify character emotions in a guided drama experience (e.g., process drama, story drama, creative drama) and relate it to personal experience.

 

TH:Cn10.1.2 a. Relate character experiences to personal experiences in a guided drama experience (e.g., process drama, story drama, creative drama).

 

National Core Arts Standards © 2015 State Education Agency Directors of Arts Education (SEADAE) on behalf of NCCAS. All rights reserved. www.nationalartsstandards.org

This curricular unit is one of  fourteen created by pre-service Theatre Education students in methods classes taught by Dr. Mary Schuttler, Professor of Theatre Education at the University of Northern Colorado.  All units were piloted in Colorado schools as a part of the student coursework.   The units were then adjudicated by teams of benchmarkers from EdTA–veteran teachers and troupe directors from our membership.   All curricular units are aligned to Colorado state standards for Theatre Education and all have been cross mapped to the National Core Theatre Standards. Each unit contains the following sections:

  • Map & Calendar showing required time for instruction
  • Detailed demographics for the piloting school
  • Unit goals, standards and lesson objectives
  • Day to day lesson plans
  • Suggested supporting materials
  • Pre and Post Assessments
  • Analysis of Assessment results from pilot

Teacher Tools

EdTA Teacher Tool 19: Kindergarten Body Language by Lexi Wilson

Download this document to access all items included in this curriculum unit.

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