Pretending and playing along
Students step into make-believe with help from a teacher. They try on simple roles like a parent, a puppy, or a shopkeeper, and use their own life to bring the pretend moment to life.
What does a student learn in
This is the year pretend play becomes the doorway to theatre. Students try on characters, use their voices and bodies to act out little stories, and turn favorite books or memories into scenes. They share short performances with classmates and talk about what they liked in someone else's. By spring, students can take on a role, stay in it for a short pretend scene, and say what a play was about.
- Pretend play
- Acting out stories
- Characters
- Using voice and body
- Watching a performance
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
Making up stories together
Students start inventing their own pretend ideas. They suggest what happens next in a story, pick props from around the room, and play out little scenes with classmates.
- 3
Practicing how to show it
Students work on small ways to share a pretend moment with others. They try a louder voice, a sillier walk, or a sad face, and practice the same scene more than once.
- 4
Watching and talking about plays
Students watch classmates perform and look at stories from books, songs, and their own families. They share what they noticed, what they liked, and what the story might mean.
Mastery Learning Standards
The required skills a student should display by the end of Pre-Kindergarten.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students connect something from their own life to a story or character they act out. A memory, a feeling, or something they know from home helps them bring a moment onstage to life.
-
Relate artistic ideas and works with societal, cultural
Stories and plays come from real places, real times, and real people. Students start to notice how the world around them shows up in the art they make and see.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect something from their own life to a story or character they act out. A memory, a feeling, or something they know from home helps them bring a moment onstage to life. | TH:Cn10.pk |
| Relate artistic ideas and works with societal, cultural | Stories and plays come from real places, real times, and real people. Students start to notice how the world around them shows up in the art they make and see. | TH:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students make up characters, stories, and pretend situations through imaginative play. This is where theatre begins.
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Organize and develop artistic ideas and work
Students pick a character to pretend to be and act out a simple story, making choices about how that character moves and talks.
-
Refine and complete artistic work
Students finish a short acting idea by trying it more than once and making small changes until it feels right.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students make up characters, stories, and pretend situations through imaginative play. This is where theatre begins. | TH:Cr1.pk |
| Organize and develop artistic ideas and work | Students pick a character to pretend to be and act out a simple story, making choices about how that character moves and talks. | TH:Cr2.pk |
| Refine and complete artistic work | Students finish a short acting idea by trying it more than once and making small changes until it feels right. | TH:Cr3.pk |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students choose which songs, stories, or games to share with the class. They practice and show their work to others.
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Develop and refine artistic techniques and work for presentation
Students practice how to move, speak, and use their face to tell a story in front of others. Rehearsing a simple scene helps them get more comfortable performing.
-
Convey meaning through the presentation of artistic work
Students share a simple character, story, or feeling with an audience through acting, even if that audience is just the rest of the class.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which songs, stories, or games to share with the class. They practice and show their work to others. | TH:Pr4.pk |
| Develop and refine artistic techniques and work for presentation | Students practice how to move, speak, and use their face to tell a story in front of others. Rehearsing a simple scene helps them get more comfortable performing. | TH:Pr5.pk |
| Convey meaning through the presentation of artistic work | Students share a simple character, story, or feeling with an audience through acting, even if that audience is just the rest of the class. | TH:Pr6.pk |
Responding
Responding
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Perceive and analyze artistic work
Students look at a short performance or puppet show and say what they noticed, like a feeling, a color, or something a character did.
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Interpret intent and meaning in artistic work
Students look at a short play or puppet show and say what they think is happening and how the characters feel.
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Apply criteria to evaluate artistic work
Students look at a short performance or puppet show and say what they liked and what they think could be different. They practice noticing what works and what doesn't.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look at a short performance or puppet show and say what they noticed, like a feeling, a color, or something a character did. | TH:Re7.pk |
| Interpret intent and meaning in artistic work | Students look at a short play or puppet show and say what they think is happening and how the characters feel. | TH:Re8.pk |
| Apply criteria to evaluate artistic work | Students look at a short performance or puppet show and say what they liked and what they think could be different. They practice noticing what works and what doesn't. | TH:Re9.pk |
Common Questions
What does theatre look like at this age?
Most of the work is pretend play with a purpose. Students act out stories, take on characters like a firefighter or a bear, and use their voice and body to show feelings. There are no scripts to memorise and no real performances to worry about.
How can I support pretend play at home?
Join in when it happens. If a child is making soup out of blocks, ask what kind of soup and who is coming for dinner. Five minutes of going along with the story does more than buying costumes or props.
How should I sequence drama work across the year?
Start with short movement and sound games so students get comfortable using their bodies and voices in front of others. Move into acting out familiar stories together, then let small groups invent their own short scenes by spring. Build the social comfort before the storytelling load.
My child is shy about acting in front of people. Is that a problem?
No. At this age, joining in matters more than performing. Acting out a story with one parent at home, or playing a character alongside a friend, counts. Confidence in front of a group grows over years, not weeks.
Which skills usually need the most reteaching?
Listening while someone else is in the scene, and staying in a character for more than a few seconds. Both come from practice in low-pressure games, not from correction. Plan to revisit them in short bursts all year.
What can we read or watch that helps?
Picture books with strong characters and feelings work well. After reading, ask students to show how the character felt with their face, or to say one line the way that character would say it. Short and silly is fine.
How do students respond to a play or story they have seen?
Mostly by talking about what they noticed and how it made them feel. Ask what the character wanted, what was funny or sad, and what they would have done. The goal is paying attention and having an opinion, not using fancy words.
How do I know students are ready for the next grade?
By the end of the year, students can take on a pretend role, stay with it through a short scene, and use their voice and body to show how a character feels. They can also say something they liked or did not like about a story or performance.