Based on the Pete the Cat series of books by KIMBERLY and JAMES DEAN
Pete the Cat is presented by arrangement with Concord Theatricals Corp. www.concordtheatricals[dot]com. Originally Commissioned, Developed and Produced by TheaterWorksUSA. Music Orchestrated and Produced by Frank Galgano and Matt Castle.
JANUARY 22 – FEBRUARY 28, 2025
HAMMOND Music
Pete the Cat courtesy of Concord Theatricals Corp. Based on original artwork by James Dean.
Dallas Children’s Theater
Behind the Curtain
A Creative and Theatrical Resource Guide for Teachers
DCT Executive Director Samantha Turner
Resource Guide Editor Jessica Colaw
Resource Guide Layout/Design Jamie Brizzolara
Play Pete the Cat
Script and lyrics by Sarah Hammond Music by Will Aronson
Based on the Pete the Cat series of books by Kimberly and James Dean
Pete the Cat is presented by arrangement with Concord Theatricals Corp. www.concordtheatricals[dot]com. Originally Commissioned, Developed and Produced by TheaterWorksUSA. Music Orchestrated and Produced by Frank Galgano and Matt Castle.
DALLAS CHILDREN’S THEATER, one of the top five family theaters in the nation, serves over 150,000 young people and their families each year through its mainstage productions, educational programming, and outreach activities. Since its opening in 1984, this awardwinning theater has existed to create challenging, inspiring and entertaining theater, which communicates vital messages to our youth and promotes an early appreciation for literature and the performing arts. As the only major organization in Dallas focusing on theater for youth and families, DCT produces literary classics, original scripts, folk tales, myths, fantasies, and contemporary dramas that foster multicultural understanding, confront topical issues, and celebrate the human spirit.
DCT is committed to the integration of creative arts into the teaching strategies of academic core curriculum and educating through the arts. Techniques utilized by DCT artists/teachers are based upon the approach developed in Integration of Abilities and Making Sense with Five Senses by Paul Baker, Ph.D.
TEKS that your field trip to Dallas Children’s Theater satisfies are listed at the back of this Resource Guide.
2024-2025 EDUCATION SPONSORS
O ce of Arts & Culture
THE THEODORE AND BEULAH BEASLEY FOUNDATION
CRAWLEY FAMILY FOUNDATION
HOLLOWAY FAMILY FOUNDATION
CAPITAL FOR KIDS
As part of DCT’s mission to integrate the arts into classroom academics, the Behind the Curtain Resource Guide is intended to provide helpful information for the teacher and students to use before and after attending a performance. The activities presented in this guide are suggested to stimulate lively responses and multi-sensory explorations of concepts in order to use the theatrical event as a vehicle for cross-cultural and language arts learning.
Please use our suggestions as springboards to lead your students into meaningful, dynamic learning; extending the dramatic experience of the play.
Permission is granted for material included in this Resource Guide to be copied for use in the classroom.
Margot B. Perot
The Strake Foundation
Medical City
The Ryan Goldblatt Foundation
Prosperity Bank
Capital One Frost Bank and Frost Insurance
Green Mountain Energy DCT’s official renewable energy partner
EDUCATIONAL SUPPORT IS ALSO PROVIDED BY SENSORY-FRIENDLY SPONSORS
FICHTENBAUM CHARITABLE TRUST Bank of America, N.A., Trustee
First Unitarian Church of Dallas
Curtains Up On Putting a Performance Together
Every DCT performance you see is the result of many people working together to create a play. You see the cast perform on stage, but there are people behind the scenes that you do not see who help before, during, and after every production.
The DIRECTOR
Determines the overall look of the performance.
Guides the actors in stage movement and character interpretation.
Works with designers to plan the lights and sounds, scenery, costumes and makeup, and stage actions.
The CREW
The DESIGNERS
Plan the lights, sounds, scenery, costumes, make-up, and actions to help bring the director’s vision to life.
There are also designers who work to create the posters, advertisements, programs, and other media for the performance.
Build and operate the scenery, costumes, props, and light and sound during the performance.
The AUDIENCE
The STAGE MANAGER
Before the performance, they create a cue sheet to guide the crew in getting set pieces on and off the stage during the performances.
During the performance, the stage manager uses this cue sheet to direct people and things as they move on and off the stage.
The CAST
Includes all of the performers who present the story on stage.
That’s right! There can be no performance without you—the audience. The role of the audience is unique because you experience the entertainment with the performers and backstage crew. You are a collaborator in the performance and it is important to learn your role so you can join all the people who work to create this Dallas Children’s Theater production.
Curtains Up On The Role of the Audience
Watching a play is different from watching television or a sporting event. When you watch T.V., you may leave the room or talk at any time. At a sporting event you might cheer and shout and discuss what you’re seeing. Your role as a member of the audience in a play means you must watch and listen carefully because:
• You need to concentrate on what the actors are saying.
• The actors are affected by your behavior because they share the room with you. Talking and moving around can make it difficult for them to concentrate on their roles.
• Extra noises and movement can distract other audience members.
Activity Give it a Try
ARE YOU READY FOR YOUR ROLE IN THIS PERFORMANCE?
Check the box next to the statements that describe proper etiquette for an audience member.
q Try your best to remain in your seat once the performance has begun.
q Share your thoughts out loud with those sitting near you.
q Wave and shout out to the actors on stage.
q Sit on your knees or stand near your seat.
q Bring snacks and chewing gum to enjoy during the show.
q Reward the cast and crew with applause when you like a song or dance, and at the end of the show.
q Arrive on time so that you do not miss anything or disturb other audience members when you are being seated.
q Keep all hands, feet, and items out of the aisles during the performance.
Activity Give it a Try
Draw a picture of what the audience might look like from the stage. Consider your work from the viewpoint of the actors on stage. How might things look from where they stand?
Write a letter to an actor telling what you liked about their character.
Write how you think it might feel to be one of the actors. Are the actors aware of the audience? How might they feel about the reactions of the audience today? How would you feel before the play began? What about after the show ends?
1 2 3 4
Which job would you like to try? Acting, Directing, Lighting and Sounds, Stage Manager, Set designer, Costume designer, or another role? What skills might you need to complete your job?
Curtains Up On Theater Vocabulary
ACTOR any theatrical performer whose job it is to portray a character
CAST group of actors in a play
CENTER STAGE the middle of the stage
CHARACTER any person portrayed by an actor onstage. Characters may often be people, animals, and sometimes things.
CHOREOGRAPHER the designer and teacher of the dances in a production
COSTUME DESIGNER the person who creates what the actors wear in the performance
DIRECTOR the person in charge of the actors’ movements on stage
DOWNSTAGE the area at the front of the stage; closest to the audience
HOUSE where the audience sits in the theater
LIGHTING DESIGNER the person who creates the lighting for a play to simulate the time of day and the location
ONSTAGE the part of the stage the audience can see
OFFSTAGE the part of the stage the audience cannot see
PLAYWRIGHT the person who writes the script to be performed. Playwrights may write an original story or adapt a story by another author for performance.
PLOT the story line
PROSCENIUM the opening framing the stage
PROJECT to speak loudly
PROP an object used by an actor in a scene
SET the background or scenery for a play
SETTING the time and place of the story
SOUND DESIGNER the person who provides special effects like thunder, a ringing phone, or crickets chirping
STAGE CREW the people who change the scenery during a performance
STAGE MANAGER the person who helps the director during the rehearsal and coordinates all crew during the performance
UPSTAGE the area at the back of the stage; farthest from the audience
Curtains Up After the Performance
Attending a play is an experience unlike any other entertainment experience. Because a play is presented live, it provides a unique opportunity to experience a story as it happens. Dallas Children’s Theater brings stories to life though its performances. Many people are involved in the process. Playwrights adapt the stories you read in order to bring them off the page and onto the stage. Designers and technicians create lighting effects so that you can feel the mood of a scene. Carpenters build the scenery and make the setting of the story become a real place, while costumers and make-up designers can turn actors into the characters you meet in the stories. Directors help actors bring the story to life and make it happen before your very eyes. All of these things make seeing a play very different from television, videos, or computer games.
TEACHER TIP
Hold a class discussion when you return from the performance. Ask students the following questions and allow them to write or draw pictures of their experience at DCT.
• What was the first thing you noticed when you entered the theater?
• What did you notice first on the stage?
• What about the set? Draw or tell about things you remember. Did the set change during the play? How was it moved or changed?
• Was there any space besides the stage where action took place?
• How did the lights set the mood of the play? How did they change throughout? What do you think the house lights are? How do they differ from the stage lights? Did you notice different areas of lighting?
• What did you think about the costumes? Do you think they fit the story? What things do you think the costume designers had to consider before creating the costumes?
• Was there music in the play? How did it add to the performance?
• What about the actors? Do you think they were able to bring the characters to life? Did you feel caught up in the story? What things do you think the actors had to work on in order to make you believe they were the characters?
Curtains Up On Adaptation
An adaptation is a change made in something so that it can fit a new use. Pete the Cat is an adaptation of a book series, which is meant to be read, into a play, which is meant to be performed and viewed. Sarah Hammond and Will Aronson took the work of James Dean and Kimberly Dean and adapted it so that it could be performed for an audience on stage.
Consider these questions for discussion before you attend the DCT production:
• What kinds of things did Sarah Hammond and Will Aronson have to consider in writing a script, music, and lyrics of the books?
• What kinds of things would James Dean and Kimberly Dean be concerned about with an adaptation of their books?
• Do you think the performance will be shorter or longer than the books?
• What will the characters look like? How will they match the illustrations? What differences can you expect?
• What about the story? What changes might you expect in adapting it for the stage? Why would these changes be necessary?
After the performance, consider these questions:
• Were there any characters or events that were in the books but not in the play? Why do you think these choices were made?
• Did the changes make the story stronger or was it weaker because of them?
• What do you think the set and costume designers need to consider when bringing the story to the stage?
• What things helped to tell the story on stage? Use the following template to illustrate the similarities and differences between the book series and DCT’s performance of Pete the Cat.
Pete the Cat
Compare and Contrast
Book Series
Curtains Up on the Authors/Illustrators, Playwright/Lyricist, and Composer
JAMES DEAN is the original creator and illustrator of Pete the Cat. He is a self-taught artist originally from Fort Payne, Alabama. His passion for drawing became apparent at a young age, and as a child, you could find James drawing his favorite characters like Snoopy and Yogi Bear.
James earned his degree in electrical engineering from Auburn University and went on to work for Georgia Power for a number of years. Eventually, he was called to pursue his art full-time and began selling his work at art festivals around the Southeast. It was during this time that he began creating paintings and drawing of his cat, Pete. The little blue cat showed up as a character in James’s artwork around 1999 and has been a permanent fixture ever since.
James Dean’s art has been sold in more than ninety galleries and shops across the United States. He has devoted his paintings to Pete the Cat for fifteen years and turned his natural love for cats into his life’s work. James published his first book, The Misadventures of Pete the Cat, a history of his artwork, in 2006; and he illustrated his first self-published children’s book, Pete the Cat: I Love My White Shoes, in 2008. There are now almost 100 published Pete the Cat titles with more coming out all the time. James is humbled every day by the success that this groovy blue cat has brought him. He says positively affecting children’s lives is his number one priority, and he is grateful to have such an amazing audience to work for.
Excerpted from: petethecatbooks.com/authors
KIMBERLY DEAN is a children’s author, artist, and yoga enthusiast best known as a New York Times bestselling author and co-parent of children’s book character Pete the Cat. Before fulfilling her dream of becoming a full-time author and artist, she worked for the State of Georgia, leaving the Governor’s Press Office in 1998 to pursue her art.
She began selling her work at art festivals in 1999 and opened a small art gallery in 2003. She dabbles in multiple mediums and enjoys experimenting with new styles and techniques. She says of her job, “I love what I do! Work is like going to kindergarten everyday!”
In 2004, she began collaborating with fellow artist James Dean to create children’s books about Pete the Cat. The Misadventures of Pete the Cat, a coffee table book of James’s art, was released in 2006. Her dreams of becoming a published children’s book author became a reality in 2013 with the release of her first children’s book, Pete the Cat and His Magic Sunglasses. She has now written many of the Pete the Cat books, as well as started another series starring her own characters Willow and Oliver.
Kimberly lives in Savannah with her dog, Gypsy, and cat, Phoebe. Her children and grandchildren live nearby, and her favorite word is “Lovie,” which is the name her grandchildren lovingly call her.
Excerpted from: petethecatbooks.com/authors
SARAH HAMMOND grew up in Hong Kong, Belgium, and South Carolina. Now based in South Philadelphia, she's a playwright, bookwriter, and lyricist. Sarah held a seven-year playwriting residency at New Dramatists where she wrote Green Girl, Kudzu, and House on Stilts. During that time, she began writing musicals, first as a bookwriter, then as a lyricist, and subsequently won the Kleban Prize in Musical Theatre for lyric writing. She wrote the book and lyrics for Theatreworks USA's Pete the Cat (Off-Broadway; four national tours) and the book for String (Village Theatre World Premiere 2018; Richard Rodgers Award; NAMT). String was developed at the O'Neill Music Theatre Conference, NAMT '14, and the inaugural Oscar Hammerstein Festival at the Bucks County Playhouse. String also won the Frederick Loewe Award at New Dramatists, a NAMT residency grant, the Weston Playhouse New Musicals Award, and the Richard Rodgers Prize. Along the way, Sarah has been the recipient of an Uncharted Residency at Ars Nova, the Lippmann Family “New Frontier” Award, Actors Theatre of Louisville’s Heideman Award, commissions from South Coast Repertory and Broadway Across America, and a residency at The Royal National Theatre in London. Current musical works-in-progress include Wind-Up Girl and Pete the Cat's Big Hollywood Adventure
Sarah's plays have been produced at the Summer Play Festival at The Public, Trustus Theatre, Hangar Lab, City Theatre Summer Shorts, Live Girls! Theater, Collaboraction, Tulsa New Works for Women, and several universities. Her short plays are published in Ten-Minute Plays for 2 Actors: The Best of 2004 (Smith and Kraus), Great Short Plays: Volume 6 (Playscripts, Inc.), and Off Off Broadway Festival Plays, 42nd Series (Samuel French).
She holds an MFA in playwriting from the University of Iowa, another MFA in musical theatre writing from NYU, and a BA in English from the University of South Carolina. She has taught playwriting at Bennington College, the University of Rochester, Young Playwrights Inc., the University of Iowa, and the University of South Carolina.
Excerpted from: sarahkhammond.com/about
Excerpted from: willaronson.com/
WILL ARONSON is a writer and composer for theater whose work includes Maybe Happy Ending (Alliance Theatre; Richard Rodgers Production Award), Pete the Cat (Lucille Lortel Theatre; six national tours), Mother, Me & the Monsters (Barrington Stage Company; Boston Globe Critic’s Pick), My Scary Girl (Best Musical, New York Musical Festival), and Bungee Jump, cited by The New York Times in 2013 as Korea’s “most popular original musical.”
Upcoming projects include il tenore (CJ Entertainment), Hansel & Gretl & Heidi & Günter (NAMT grant), and Pete the Cat 2 (TheaterworksUSA). Recipient of a Fulbright Grant, the ASCAP Frederick Loewe Award, an EST/Sloan Project commission, and three Korean Musical Awards.
Curtains Up On Discussion
Use the following questions to lead a discussion with students after attending DCT’s performance of Pete the Cat
• What happens when the cat-catcher catches Pete?
• How is Pete different than Jimmy and his family expected?
• Who is allergic to cats?
• What are some of the rules of Jimmy’s room?
• Why doesn’t Jimmy’s teacher give a math test?
• Why is Jimmy in trouble at school?
• Where does Jimmy hide?
• How does Jimmy get out from his hiding spot?
• Where do Jimmy and Pete go for artistic inspiration?
• What happens when Jimmy puts on the magic sunglasses?
• What does Pete tell Jimmy about the sunglasses?
• Describe what Jimmy paints.
• What do you think Jimmy learned by the end of the play?
Curtains Up On English Language Arts
Activity Writing
Do you know all of Pete’s friends from the beloved book series? Check out petethecatbooks.com/ friends to learn more about characters such as Gus, Grumpy Toad, and many more. Now imagine it’s your job to create another character for the book series: what kind of character would you create?
PETE THE CAT CHARACTER CREATION
You will need:
• Pete the Cat Character Creation handouts
• Pencils
• Coloring materials (crayons, markers, etc.)
Give each student a Pete the Cat Character Creation handout. Ask them to choose their character’s name, describe their likes and dislikes, share why their character is friends with Pete, and draw a picture of their new character. After everyone finishes their handout, ask volunteers to share with the class.
Created by: Jessica Colaw
My Pete the Cat Character
I’m friends with Pete because:
My name is:
By: I like: I dislike:
Picture of me:
Curtains Up On Fun With STEAM
STEAM Challenge: Can you build a guitar and rock like Pete the Cat?
Objective: Build a guitar from recycled materials that produce sound.
Materials:
• Empty Cereal Box
• Cardboard tube
• Scissors
• Rubberbands
• Tape
Introduction: Read the story or watch the video, Pete the Cat: Rocking in My School Shoes (youtube.com/watch?v=l38Op5qGP4I).
Ask: How do guitars make sound? Research to learn more about guitars.
How can we make our own guitar?
Imagine: Give students time to experiment and play with the materials to see what types of sounds they can make.
Plan: Discuss and collaborate together to make a plan on how to build a guitar that produces sound. Students may wish to draw their design. Check out preschoolsteam.com/pete-cat-preschool-stemactivity/ for examples.
Create: Use the recycled materials to build your guitar.
Improve: How can you improve your guitar design? Can you make it produce more than one kind of sound? Allow students to redesign their guitar as needed.
Share: Record a video of playing your guitar in your school shoes.
STEAM Integrations
Science: How does the guitar create sound?
Technology: Record a video of playing your guitar.
Engineering: Build a guitar that produces sound.
TEACHER TIP
Check out one of the following videos or do your own research (there are lots of online sources!).
youtube.com/ watch?v=v5O7z8YEUF4&t=78s
youtube.com/ watch?v=gFHSGQ16oYw&t=51s
youtube.com/ watch?v=HUOeJaw6bn4
youtube.com/watch?v=GCIG_kDVAKY
Art: Create a musical performance of rocking in your school shoes with your guitars.
Math: How many strings do guitars typically have? Does your guitar have more or less?
In Pete the Cat, Jimmy is feeling very anxious. He’s so anxious he even crawls under the couch to hide from the stress in his life. Do you ever feel anxious (we all do!)? Do you sometimes want to hide from stressful things, like Jimmy? You may not have a Pete in your life (who will help you come out from under the couch), but there are other things you can do to help relieve your stress. Try some of these ideas when your anxiety starts to feel so overwhelming you just want to hide…
Create a Worry Warrior crayola.com/for-educators/lesson-plans/lesson-plan/worry-warriors--courage-connections.aspx
Make a Calm Down Jar kumarahyoga.com/how-to-make-a-mindfulness-glitter-calm-down-jar/
DIY Aromatherapy Playdough for Stress healthline.com/health/diy-aromatherapy-playdough-for-stress
Try a Breathing Exercise cedars-sinai.org/blog/five-deep-breathing-exercises-for-kids-and-teens.html
Do Some Yoga youtube.com/user/CosmicKidsYoga
Organized by: Jessica Colaw
Curtains Up On Art
Although Jimmy discovers that he doesn’t need magic to create art, the “magic” glasses did inspire him to see the world around him in a different way. Now it’s your turn to paint (or draw, sculpt, etc.) the beauty you view in your very own classroom through your “magic” glasses.
Oh what a view I wish you could see Suddenly everything’s beautiful to me It’s like woah oh man, a magic world.
Activity Art
Magic World Art
You will need:
• Paint, brushes, paper or
• Clay (or another sculpting material) or
• Crayons, markers, paper or
• Crafting or recycled material (or any other kind of artistic medium you deem appropriate)
Begin by putting on your “magic” glasses (use your hands to make a binocular-type shape to look through). Look around the classroom: what do you see? What are you inspired to recreate in a work of art? Be creative and make something unique (will you draw, paint, or sculpt something out of clay or recycled materials?)! When everyone is done creating their artwork, display the pieces around the room and go on an art walk. Don’t forget to celebrate everyone’s different and beautiful perspectives!
Created by: Jessica Colaw
Curtains Up On Grooving With Pete the Cat
If you enjoyed Pete the Cat at Dallas Children’s Theater, there’s more Pete to watch at petethecatbooks. com/songs-videos. Groove and sing along to songs like “The Wheels on the Bus” (youtube.com/ watch?v=YsanzoMdAbk), “Old MacDonald Had a Farm” (youtube.com/watch?v=EADMHYT4Htc&t=3s), and “The Itsy Bitsy Spider” (youtube.com/watch?v=0lq-SoISvmk&t=11s). There’s also short clips and trailers from other stories starring Pete and his friends (including Pete the Cat and the Missing Cupcakes and Pete the Kitty and the Groovy Playdate, to name a few); you may discover a new Pete the Cat book that will become a classroom favorite. Take time to explore this webpage with your class and get groovy with Pete! Collected from: petethecatbooks.com/songs-videos
Curtains Up On Cats
Pete is one really cool cat! Did you know there are over 40 species of cats? And, besides domesticated cats like Pete, those are all wild cats? As a class, in groups, or individually, research a cat of your choosing. Check out these resources to get started:
The Complete Books of Cats by Rosie Pilbeam and Alan Edwards
Everything Big Cats by Elizabeth Carney
Can’t Get Enough Cat Stuff by Mara Grunbaum and Bernard Mensah
The Big Book of Wild Cats by Rachael Smith nationalgeographic.com/animals/mammals/facts/domestic-cat kids.nationalgeographic.com/animals/mammals (select a cat to learn more about)
After you finish researching, find creative ways to use your new knowledge. Create a poster detailing your findings, write a new story starring a cat (just like Pete!), make up a play or song about a cat, etc. Share what you’ve learned with your class or invite other classes in to check out your work.
110.2 English Language Arts and Reading, Kindergarten
b.10 Composition: listening, speaking, reading, writing, and thinking using multiple texts - writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.3 English Language Arts and Reading, Grade 1
b.11 Composition: listening, speaking, reading, writing, and thinking using multiple texts - writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.4 English Language Arts and Reading, Grade 2
b.11 Composition: listening, speaking, reading, writing, and thinking using multiple texts - writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.5 English Language Arts and Reading, Grade 3
b.11 Composition: listening, speaking, reading, writing, and thinking using multiple texts - writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
112.2 Science, Kindergarten
b.1 Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
112.3 Science, Grade 1
b.1 Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
112.4 Science, Grade 2
b.1 Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
112.5 Science, Grade 3
b.1 Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.
117.102 Art, Kindergarten
b.2 Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills.
117.105 Art, Grade 1
b.2 Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills.
117.108 Art, Grade 2
b.2 Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills.
117.111 Art, Grade 3
b.2 Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills.
117.104 Theatre, Kindergarten
b.5 Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances.
117.107Theatre, Grade 1
b.5 Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances.
117.110 Theatre, Grade 2
b.5 Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances.
117.113 Theatre, Grade 3
b.5 Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances.
