Drama Objectives for Intro Lessons Download


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Drama Objectives Overview

There are three categories of drama objectives in the Erickson Drama/Learning Program.  A combination of these objectives is necessary to achieve quality work from students.  The categories are Self Management, Collaborative, and Discipline-based Art Objectives.  The objectives shown here align with the National Standards (found in this PDF).  These objectives are presented in recommended delivery order and are for geared towards classes with no previous drama instruction.  Later, you can move into the grade level appropriate objectives found in our grade level appropriate Curriculum Guides [when you feel more comfortable or after the 7 intro lessons].

The recommended delivery order of drama objectives:

  1. Name the four fine arts.

  2. List and explain the five senses applying sensory recall to a drama activity.

  3. Use evaluation techniques.

    • a) Withhold comments until the end of another group's or individual's presentation.
    • b) Mention personal skills which need improvement.
    • c) Praise other classmates who are not close associates.
    • d) Sit in a circle between practices to discuss and implement improvements needed for their drama before sharing with the class.
    • e) Refrain from naming the names of classmates except in praise.

  4. Define and state how the skills of concentration, imagination, imitation and transformation are used in drama.

  5. Speak and listen in character, as member of a planning team, and/or while demonstrating audience behaviors in drama/theater activities.

  6. Demonstrate the self management skills necessary for participation in drama:

    • a) Use self space: find it, maintain it, move it around the room, and return it to the original spot.
    • b) Stop at a given signal.
    • c) Listen and follow directions.
    • d) Demonstrate work is free of  the need to show off.
    • e) Observe safety rules.
    • f) Accept responsibility for actions.
    • g) Participate willingly; express ideas and emotions freely.
    • h) Define and demonstrate concentration in a drama activity.
    • i) Control touch to imitate physical contact.

  7. Use appropriate interpersonal skills while involved in drama activities:

    • a) Use varying problem solving techniques in creating a drama.
    • b) Ask, rather than tell, when deciding roles.
    • c) Refrain from distracting others.
    • d) Speak and listen appropriately while creating a drama presentation.
    • e) Compromise and deal with the frustrations of conflict in a group (using problem solving techniques).
    • f) Demonstrate good preparatory techniques by sitting in a circle to plan and practice with a partner and/or group in a drama creation.

  8. Define planning and practicing as they relate to drama; share collaborative strategies independently with a partner and in groups of four.

  9. Identify and describe how the primary tools (1-3) and support tools (4-8) are used to create drama/theater.

  10. Define and identify the story elements of character, plot, conflict, and setting.

  11. Memorize through practice, a sequence of events and movements for a drama presentation.

  12. Imitate actions of a character through the use of physical movement.

  13. Identify and use simple emotions in a drama activity (angry, sad, happy, scared).

  14. Discuss and demonstrate audience behaviors for dramatic events.

  15. Demonstrate how information about historical time periods and/or other cultures is used to create drama activity.

  16. Compare characters, situations, and behaviors in dramatizations to those in their own life.

Underlined word are found in our glossary.