Pretend play and imagination
Students step into pretend worlds together. They try on characters, act out short scenes from familiar stories, and use their bodies and voices to show feelings like happy, scared, or surprised.
What does a student learn in
This is the year make-believe becomes the first step into theatre. Students use their own lives to spark stories, then act them out with their voices and bodies. They start to notice what a play is trying to say and share what they liked or would change. By spring, students can pretend to be a character in a short scene and talk about the story afterward.
- Pretend play
- Acting out stories
- Using voice and body
- Making up characters
- 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 scenes with classmates
Students start shaping their pretend play into short scenes with a clear beginning, middle, and end. They take turns, listen to each other, and add simple props or costumes to bring ideas to life.
- 3
Sharing a short performance
Students practice a short piece and perform it for classmates or family. They work on speaking loud enough to be heard and staying in character from start to finish.
- 4
Watching and talking about plays
Students watch classmates perform and talk about what they noticed. They share what they liked, guess how a character felt, and connect the story to their own lives at home and school.
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 connect what they know from daily life to the stories and characters they act out. A drawing of home, a memory of a birthday, or a feeling from recess can all become part of a scene.
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Relate artistic ideas and works with societal, cultural
Stories and plays come from real places, times, and communities. Students notice how a character's life might look different from their own and talk about why.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect what they know from daily life to the stories and characters they act out. A drawing of home, a memory of a birthday, or a feeling from recess can all become part of a scene. | TH:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Stories and plays come from real places, times, and communities. Students notice how a character's life might look different from their own and talk about why. | TH:Cn11.k |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students name a character they could pretend to be and explain what that character does. It is the first step in making up a story to act out.
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Organize and develop artistic ideas and work
Students pick a character to pretend to be and act out a short scene using movement and voice. This is the start of learning how to plan and shape a story before performing it.
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Refine and complete artistic work
Students revisit a short scene or character choice and make it better before sharing it with the class. Finishing the work is part of the lesson.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students name a character they could pretend to be and explain what that character does. It is the first step in making up a story to act out. | TH:Cr1.k |
| Organize and develop artistic ideas and work | Students pick a character to pretend to be and act out a short scene using movement and voice. This is the start of learning how to plan and shape a story before performing it. | TH:Cr2.k |
| Refine and complete artistic work | Students revisit a short scene or character choice and make it better before sharing it with the class. Finishing the work is part of the lesson. | 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 to act out and explain why it feels right to them.
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Develop and refine artistic techniques and work for presentation
Students practice a short scene or song more than once to make it better before showing it to others.
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Convey meaning through the presentation of artistic work
Students act out a short scene or character and make choices, like how to move or speak, that help the audience understand what is happening.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which character or story to act out and explain why it feels right to them. | TH:Pr4.k |
| Develop and refine artistic techniques and work for presentation | Students practice a short scene or song more than once to make it better before showing it to others. | TH:Pr5.k |
| Convey meaning through the presentation of artistic work | Students act out a short scene or character and make choices, like how to move or speak, that help the audience understand what is happening. | TH:Pr6.k |
Responding
Responding
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Perceive and analyze artistic work
Students look at a short performance or puppet show and say what they notice, like who the characters are or what just happened in the story.
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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 it means or how it makes them feel. They explain what the performers were trying to show.
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Apply criteria to evaluate artistic work
Students look at a scene or puppet show and say what they liked and why. They practice giving a simple reason for their opinion.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look at a short performance or puppet show and say what they notice, like who the characters are or what just happened in the story. | TH:Re7.k |
| Interpret intent and meaning in artistic work | Students look at a short play or puppet show and say what they think it means or how it makes them feel. They explain what the performers were trying to show. | TH:Re8.k |
| Apply criteria to evaluate artistic work | Students look at a scene or puppet show and say what they liked and why. They practice giving a simple reason for their opinion. | TH:Re9.k |
Common Questions
What does theatre look like for five-year-olds?
Most of the work is pretend play with a purpose. Students act out stories, take on characters like a hungry bear or a worried mom, and use their voices and bodies to show feelings. Almost nothing is memorized or performed on a stage.
How can I support theatre at home?
Play pretend together for a few minutes. Act out a favorite picture book, swap roles, or take turns being the storyteller. Ask what the character was feeling and why. That kind of play builds every skill the year is aiming at.
Does my child need to perform in front of people?
No. At this age, students mostly act things out for classmates in small moments, not in formal shows. If there is a program, it will be short and group-based. Shy students are not expected to take a solo role.
How should I sequence theatre across the year?
Start with imagination and body work, like moving as different animals or weather. Move into short retellings of familiar stories, then into making up simple original scenes by spring. Save any group sharing for after students are comfortable being characters in front of each other.
What usually needs the most reteaching?
Staying in character for more than a few seconds, and listening to a scene partner instead of talking over them. Both come with repetition and short turns. Five-minute pretend scenes work better than long ones.
How do I tie theatre to stories and life outside the classroom?
Pull characters from read-alouds, holidays, family routines, and jobs in the community. Ask students what they already know about a doctor, a farmer, or a grandparent, then act it out. The link to real experience is part of the standards, not an extra.
What does giving feedback to a five-year-old actor look like?
Keep it specific and kind. Point out one thing that showed the character clearly, such as a big sad face or a slow walk, and ask one question about what might happen next. Students are learning that feedback helps the work, not that it judges the person.
How do I know a student is ready for first grade theatre?
They can pretend to be someone else for a short scene, use voice and body to show a feeling, and talk about what a character wanted. They can also watch a classmate act and say one thing they noticed. That is plenty.