Pretend play and big imagination
Students step into make-believe. They invent characters, try out funny voices, and use their bodies to show feelings like happy, scared, or surprised.
What does a student learn in
This is the year make-believe becomes a first taste of theatre. Students use their own experiences to invent characters and short stories, then act them out with their bodies and voices. They watch classmates perform and talk about what they noticed. By spring, students can take on a pretend role, share a simple scene in front of others, and say what they liked about a friend's performance.
- Pretend play
- Acting out stories
- Using voice and body
- 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
Building little stories
Students start shaping their pretend play into short stories with a beginning, a middle, and an end. They add simple props and decide what happens next.
- 3
Watching and talking about plays
Students watch classmates act out scenes and talk about what they noticed. They share what they liked and guess what the characters were feeling or thinking.
- 4
Sharing a scene with an audience
Students practice a short scene and perform it for classmates or family. They work on speaking clearly, remembering what comes next, and showing the story to the people watching.
Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students draw on things they know and moments they remember to build characters and act out stories.
-
Relate artistic ideas and works with societal, cultural
Stories and plays come from real places, times, and communities. Students connect what happens in a performance to the world they know and the people around them.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students draw on things they know and moments they remember to build characters and act out stories. | TH:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Stories and plays come from real places, times, and communities. Students connect what happens in a performance to the world they know and the people around them. | TH:Cn11.k |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with their own ideas for pretend play and simple stories, then start turning those ideas into a scene or character.
-
Organize and develop artistic ideas and work
Students act out a story or scene by choosing what to say, how to move, and where to stand. They put their ideas together to make a performance.
-
Refine and complete artistic work
Students revisit a short scene or character idea and make small changes until it feels ready to share. They learn that a first try is a starting point, not a finished product.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with their own ideas for pretend play and simple stories, then start turning those ideas into a scene or character. | TH:Cr1.k |
| Organize and develop artistic ideas and work | Students act out a story or scene by choosing what to say, how to move, and where to stand. They put their ideas together to make a performance. | TH:Cr2.k |
| Refine and complete artistic work | Students revisit a short scene or character idea and make small changes until it feels ready to share. They learn that a first try is a starting point, not a finished product. | TH:Cr3.k |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students choose which character or story moment to act out and explain why it interests them.
-
Develop and refine artistic techniques and work for presentation
Students practice a short scene or song repeatedly to get better at it before showing it to others.
-
Convey meaning through the presentation of artistic work
Students act out a short story or scene in front of others, using their voice, face, and body to show what a character feels or wants.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which character or story moment to act out and explain why it interests them. | TH:Pr4.k |
| Develop and refine artistic techniques and work for presentation | Students practice a short scene or song repeatedly to get better at it before showing it to others. | TH:Pr5.k |
| Convey meaning through the presentation of artistic work | Students act out a short story or scene in front of others, using their voice, face, and body to show what a character feels or wants. | TH:Pr6.k |
Responding
Responding
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Perceive and analyze artistic work
Students look at a short performance or puppet show and talk about what they noticed, like a character's feelings or what happened in the scene.
-
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 and how it made them feel.
-
Apply criteria to evaluate artistic work
Students look at a short play or performance and say what they liked and why, practicing the idea that opinions about art can be backed up with a reason.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look at a short performance or puppet show and talk about what they noticed, like a character's feelings or what happened in the scene. | TH:Re7.k |
| 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 and how it made them feel. | TH:Re8.k |
| Apply criteria to evaluate artistic work | Students look at a short play or performance and say what they liked and why, practicing the idea that opinions about art can be backed up with a reason. | TH:Re9.k |
Common Questions
What does theatre look like in kindergarten?
Most of the work is pretend play with a purpose. Students act out stories, take on characters like a bear or a baker, use their voice and body to show feelings, and watch each other perform short scenes.
How can I support theatre learning at home?
Act out favorite picture books together. Let students pick a character, use a different voice, and show how that character moves. Five minutes of pretend play after a bedtime story counts, and it builds the same skills practiced in class.
Does my child need to memorize lines or perform on a stage?
No. At this age, the focus is on making believe, not memorizing scripts. Students might share a short scene with classmates, but there is no expectation of a polished performance for an audience.
How should drama be sequenced across the year?
Start with simple pretend play and character voices, then move into acting out familiar stories with a clear beginning, middle, and end. By spring, students can plan a short scene with a partner and make small changes after watching it once.
What if my child is shy about acting in front of others?
Shy students often do better in pairs or small groups before sharing with the whole class. Puppets, masks, or props give them something to hide behind while they try out a voice or movement. Comfort grows with practice.
Which skills usually need the most reteaching?
Staying in character for more than a minute is hard at this age, and so is giving kind, specific feedback to a classmate. Plan to revisit both several times. Sentence starters like I liked when you and what if you tried help students respond to each other's work.
How does theatre connect to reading and other subjects?
Acting out a story helps students remember the order of events and think about how characters feel. The same skills show up in reading comprehension, writing, and social learning, so a short drama activity can double as practice for another subject.
What does mastery look like by the end of the year?
By June, students can take on a character with voice and body, act out a short story with a partner, and say one thing they liked about a classmate's scene and one idea to try next time. That is the bar for moving into first grade.