Describes some exploratory and discovery methods which capture interest, stimulate curiosity, and kindle enthusiasm of students as they approach Shakespeare and decide how it should be acted, interpreted, and staged. (SR)

Presents a step-by-step description of a safe and sure process that students can follow to produce durable, storable, and re-usable (or cheap-enough-to-throw-away) scenery. Includes figures to illustrate the process. (PRA)

Describes the uses, advantages and disadvantages of styrofoam sheeting and foam rubber in theatrical productions. (PRA)

Presents publicity and public relations ideas for high school theater programs. Lists publicity ideas using posters, flyers, and other print media, as well as publicity events, gimmicks, and special displays. Lists public relations ideas involving other departments in the school and other theater departments, as well as special events, image…

Discusses theater for young children that seeks the drama of taking the silence of an object and animating it, through imagination, into being. (RS)

Offers criteria to solicit funds from an individual, corporation, or foundation. Lists types of fundraising appeals. Outlines three fundraising campaigns (dance-a-thon, car wash, and alumni night) that were used to solicit individual donors in the community. (PRA)

Discusses ways that an understanding of Elizabethan religious beliefs and views of the connection between the mind and body can help the director of a Shakespearean play understand the internal motivation of the characters as revealed by Shakespeare's language. (SR)

Describes a high quality full-length Shakespearean production mounted by a small high school. Discusses generating interest for the production in both school and community. (SR)

Offers three variations of an activity designed to help teachers turn students on to performance within two weeks. Presents a sample 10-day lesson plan on incorporating drama through storytelling in English classes. (SR)

Describes a packet of information and instructions for the props manager and crew of a student production. Includes definitions, steps to follow, checklists, and rehearsal tips. (PRA)

Describes activities with fifth- and sixth-grade students exposing them to Shakespeare plays in preparation for a spring play/teen musical based on Shakespeare. (SR)

Offers examples of the kind of story exploration the author carries out with adults or children to discover as much about the story as they can. Notes that nursery rhymes are effective for this exploration. (RS)

Describes the structure and activities of a thematic, episodic creative drama for third through fifth graders, which was part of a schoolwide project to celebrate Hispanic culture through the arts. Presents objectives, procedures, and materials needed for all nine sessions of the activity. (SR)

Presents five interdisciplinary lesson plans for kindergarten and grades two, four, five, and eight, along with evaluation procedures. Shows how drama can be integrated into the regular academic curriculum, successfully meeting not only Illinois Fine Arts Goals, but also state goals in the sciences, language, arts and social studies curricula. (SR)

Describes a 14-day activity which has proved successful with both beginning and advanced theater arts groups. Emphasizes coordination of music and action, problem solving, decision making, cooperative work with other students, and the ability to aesthetically mold music and movement into one theatrical experience. (PRA)