Surveys relevant literature on the question of how people learn through doing drama. Proposes a construct to describe this learning process. Concludes that drama, even more than other storytelling and other fictional processes, employs the world-creating and hypothetical processes some have attributed to basic learning processes, which permeate…

A long-term, phased class project in which groups of students planned, created, and taped a multiple-episode soap opera/travelog is described as an example of the potential for using students' creativity more fully. Students created a central character, itinerary, and script using the unusual or exotic throughout. (MSE)

In this lesson plan, students explore the cultural significance of masks. After exploring the world of African masks and storytelling, they create masks that tell stories of their own. In these six lessons, students first recall contexts in which masks are worn in the United States, and then discuss their use in stories. Students then investigate…

Asserts that 3- to 6-year-olds are capable of types of thinking previously thought possible only by older children and that they readily understand content organized into stories. Offers suggestions for providing a storytelling foundation in Montessori early childhood classrooms, including a "random words" challenge and use of abstract paintings…

Written for the wide range of practitioners working with young children, this book offers guidance on both the theory and the practical management of drama in the early years. The book emphasizes the relationship between pretend play and the cognitive and affective development of young children, and highlights children's need to experience quality…