This article demonstrates how drama can be used by classroom teachers to make classrooms more inclusive for the language and literacy learning of children with disability labels by positioning children as powerful and by creating situations where the children can form identities as competent in language and literacy events and practices. The…

Suggests that many drama teachers feel that "doing plays" runs counter to their purposes in drama. Shows that the writing of plays and the presentation of dramatic experience may be activities of the same kind, both relying on attention to context and demanding an appreciation of the ordered nature of life. (MG)

The use of creative dramatics in the elementary school classroom for developing in students awareness of the world around them is discussed in this interview with Brian Way, a noted contributor in the field of drama and children's theatre. (HTH)

Discusses seven books and a film that can help teachers capitalize on the benefits of drama in the classroom. (ARH)

Discusses relating literature to drama and music in order to achieve an integrated language arts curriculum. (HTH)

Defends improvisational drama as a means of promoting creative problem solving and describes the author's experience as a creative dramatics teacher at an inner-city school. (DD)

Examines ways in which the varying degrees of distance that occur in drama may help children to engage in more abstract levels of thought and language. (HTH)

Discusses the value of reflective thought in classroom drama. Examines three levels of reflection in drama, discussing how integration of reflection and drama can become a medium for learning. (HTH)

Discusses the role of language in drama in education. Examines the levels at which drama can enhance learning and understanding of language: social, symbolic, and reflective. (HTH)

Describes drama learning strategies applicable to many curriculum areas and pieces of literature. Explains how such strategies were used to explore a Chinese folk tale in a 45-minute session with second graders. (RS)

The fifth graders interpretations of one piece of Latino/a realistic fictions in a mid-western school, specifically around the theme of Mexican Americans living on the U.S/Mexico border is looked at. A demonstration is given on how drama-in-education strategies serve as a powerful set of tools to facilitate complex dialogues and interpretation of…

Dramatic play and role playing are two techniques that can be used to help children understand their feelings about death. (JH)

Explores ways in which "storying" and storytelling occur as an integral part of the collective creation of meaning in improvised classroom drama. Describes storying as a learning experience in a dramatic context that requires thinking in the narrative mode and about narrative as a means of interpreting and verbalizing experience. (MG)

Describes "story drama," a technique in which the texts of stories or novels are presented as plays, and shows how it can be used to teach content areas in elementary grades. (ARH)

Points out that if students are to learn to negotiate meaning, they must have opportunities to use a balanced combination of informational, expressive, and interactional language. Describes three teaching strategies which are important in nurturing a range of language in the drama classroom: questioning, reflecting, and teacher in role. (ARH)