Sound propagation is not easy for children to understand because of its abstract nature, often best represented by models such as wave drawings and particle dots. Teachers Rebecca Hendrix and Charles Eick wondered how science inquiry, when combined with an unlikely discipline like drama, could produce a better understanding among their…

Describes Belfry 101, an arts partnership-in-education between the Belfry Theatre and both private and public senior secondary schools in and around Victoria, British Columbia, Canada. Notes the partnership seeks to address questions of cultural literacy and its relationship to audience education in the professional arts. Addresses six…

Suggests that a special quality of reinforced learning can take place by use of the preshow workshop, which plants the seeds of thought and actions. Illustrates the method by discussing two practical but utterly different models for preshow workshops. (RS)

Describes the Shakespeare Project, a multimedia system on HyperCard with a two-screen workstation linking a Macintosh, videodisc player, and video monitor. States that this project brings theater to students as a serious object of study. (MG)

A curriculum on theater is presented in this volume prepared by the Central Atlantic Regional Educational Laboratory (CAREL) Arts and Humanities Curriculum Development Program for Young Children. Topics in the 23 page Rationale section range from theories of cognitive development to an extensive explanation of the workshop concept which is…

Presents a conceptual framework for examining cultural diversity in theater and drama programs for young people. Describes and analyzes specific strategies used to increase cultural diversity in various organizations observed in the spring of 1991. (HB)

Describes (in the form of journal entries) the experiences of a theater educator working with at-risk high school students in the Alternative Program of Pullman High School (housed in the College of Education of Washington State University). Address the challenges of attendance and of focus. Notes that drama made a difference for some of the…

The purpose of this paper is the exploration of various issues surrounding the ongoing development of the drama/performing arts program at Harris County High School in Hamilton, Georgia. Eventually, the information collected will be assimilated into a dissertation at Auburn University. For this segment of the study, a literature review was…

Describes the planning, implementation, evaluation, and implications of a "Drama Day"--a one-day middle school festival centered on creating theater. Discusses plans for "Drama Day II." (RS)

Describes the methods employed in a series of 10 3-hour drama workshops out of which came a theatre-in-education (TIE) program (delivering an antidrug message) performed at the National Chinese Theatre Association. Notes that educational theater and theater in education were virtually unknown and never before performed in Taiwan. (RS)

Describes the summer program at St. Agnes School, in Kentucky, which puts on musicals about social issues. Focuses on the theme of this summer's musical, which is the futility and danger of violence. Discusses the awareness that the summer program musical has brought to the children. (AJL)

The combination of dramatics with mathematics is promoted. The script of a play "Even Nothing is Something" is presented in full. The material is used to convey mathematical concepts through the use of plays and skits. It is noted that students who struggle with daily work sparkle in the plays. (MP)

Describes the success of the Academy of Holy Angels' Theater School, which has earned the reputation of producing quality original productions. Discusses aspects of the theater program, including a discussion of the required courses and the ways in which plays are scheduled. Describes the plays that have been produced. (AJL)

Describes a collaborative project between instructors in language arts and social studies at the middle school level that produced a joint educational venture that made reading and writing more meaningful, challenging, and exciting for students and teachers. Describes a "Who's Who" thematic unit integrating reading, writing, and drama.…

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: Two-semester program: The working center of the program is the production of two original plays, written by the drama teacher of Raney Junior High and based on ideas or interests researched by teacher and drama students. Four goals direct the writing of each play: (1) to have the original play do…