Presents four brief plays which elementary children can produce: a Peter Rabbit musical and a Halloween story for primary children plus a February radio play and a situation comedy for the intermediate grades. (Editor/SJL)

Seventeen steps are presented for the successful production of training films and video tapes. The steps include concept, script preparation, budget, filming and recording, laboratory processing, editing, titles and narration, sound mix, corrections, manufacture of prints, and distribution. (CT)

Instructs writing students on how to verbally present their ideas. Points out that success in screenwriting depends not only on how well scripts are written but also how well screenwriters sell themselves and their scripts. Adds comments for instructors who want to teach pitching as part of a scriptwriting course. (PD)

Suggests a number of helpful resources, including textbooks, published and unpublished screenplays, contemporary critical writing, screenplay competitions, contact with industry professionals, and software programs for the screenwriter. (PD)

Relates the steps in the process of students' productions of radio plays, which can inspire quality writing experiences. (RL)

Describes a production-oriented course designed to give students experience in writing for film and knowledge of screenwriting techniques and film planning activities. (PD)

This article presents guidelines to the elementary teacher for producing a class play. The script for a short adaptation of "Alice in Wonderland" is appended on pages 47-49. (SJL)

Discusses several considerations of which trainers should be aware when teaching the following radio production techniques to trainees in developing nations: equipment use, use of talkback facility, scriptwriting, location interviewing, drama production, educational radio production, and editing. (MBR)

A professional scriptwriter describes a semester course he teaches in which students are required to write 12 scripts. (PD)

Argues that the teachers' role in teaching Shakespeare is to raise questions that will alert the class to the implications in the text. (HOD)

Presents a course in film planning (preproduction made up of the following units: (1) evaluating the concept; (2) preparing the script; (3) budgeting; and (4) financing. Includes readings for each unit. (PD)

Presents guidelines and activities for radio theatre production. Covers playwriting, production techniques, skits, and improvisations. Includes an opening segment of a script adapted for radio of Chekhov's "A Marriage Proposal." (PD)

Culturally specific compounds in Chinese could be more effectively studied from a cognitive approach, using the underlying idealized cognitive models defined by Lakoff. It is argued that the formation of Chinese compounds are systematically guided by idealized cognitive models and compounds are semantically compositional. (seven references) (LB)

Discusses ways that elementary social studies teachers can use television as a teaching tool. Book tie-ins, actual television scripts, the magazine, "Teachers Guide to Television," the use of materials on critical viewing skills, and the production of television shows on videocassettes by students are examined. (RM)

Presents a sample of college and university screenwriting programs for writers and directors. Includes opinions of faculty and professionals in the field of writing on the specific objectives of screenwriting courses, as well as methods of teaching. (JMF)