Describes the process and outcomes of researching, rehearsing, and performing a dramatic representation of the Kensington Market street life in Toronto, Canada. (RL)

Presents a list of 49 ideas for teaching Shakespeare. Gives these ideas mostly in the form of writing assignments for the students. (SG)

Addresses the task of teaching plays, emphasizing both the written script and the live performance. (AEA)

The complex irony of Act III, Scene i, of "Richard II" indicates how Shakespeare directs audience response in the play. Understanding this process of directed response--a dialectic of alternatives--illustrates that a meaningful standard of kingship is not provided in the play by either Richard or Bolingbroke. (RL)

Describes the author's experience working on a reader's theatre version of a radio play based on the Legend of Sleepy Hollow. Reflects on how the grade 8 students created meaning for themselves and for their audience. Notes limitations of the script and format and her work within those limitations became the structure the group needed, a container…

Describes an approach to teaching William Shakespeare's "Romeo and Juliet" utilizing a dramatic sequence of events and focusing on grudges and hatred. Outlines eight steps to be undertaken in presenting this dramatic work. Ends with workshop participant comments, all favorable. (HB)

Discusses the educational philosophy and practical pedagogy of Dorothy Heathcote. Emphasizes the contribution that Heathcote's method of instruction using drama makes to the testing of assumptions in students. Investigates assumptions of both teachers and students in a typical drama lesson. (HB)

Describes an acting exercise which can be used to introduce students to Shakespeare's plays. (RB)

Contends that drama education is a potent and emotional way of learning that connects to other areas of the curriculum. Describes ways in which drama and story-telling inspire students from elementary grades to pre-service teacher training. (PM)

Describes an approach to teaching William Shakespeare's "A Midsummer Night's Dream" that centers on the theme of romantic love. Provides examples of the exercises used in the classroom, including exercises which implement dramatic activities by the students. (HB)

Suggests teaching the first scene of Hamlet'' instead of attempting to teach the entire play in a limited time period. (RB)

Contends that there are sufficient reasons that not only justify, but also make essential, that the majority of American youth continue to have some exposure to Shakespearean drama. (AEA)

Provides insights into the benefits of using role playing in the context of cross-grade educational activities. Demonstrates these benefits by giving transcripts of interviews with fifth and sixth graders as well as second and third graders who participated in such activities. (HB)