Discusses physical, sensuous, and psychological mime in relation to the art of acting. The physical dimension of mime is concerned with the discrete movement; sensuous mime helps to create the given circumstances governing a scene; and psychological mime creates the attitudes and intentions of characters. (JMF)

Gives instructions for a theater exercise that involves a student lip-synching to a song. Cautions that the presentation must be balanced equally, with attention paid to both realism in the actual lip-synching, and to how the performer gives meaning to the song. States that students generally should not try to emulate well-known performers. (PA)

This essay uses the concept of the constellation to characterize the relations among interdisciplinarity, cultural memory, and comparative literature. To do so entails: (a) reviewing the paradoxical interdisciplinarity of comparative literature, (b) tracing its establishment at a liberal arts college (Bryn Mawr College, USA), and (c) describing a…

This document is directed to physical education teachers who teach movement education in elementary and secondary schools. Its purpose is to define movement, discuss its place in the education program and the educational life of the school, and provide guidance in the presentation, subsequent development, and progression of movement education for…

Twenty-four psychotic children (5-15 years old) were required to represent absent objects (e.g. toothbrush) via pantomime after receiving verbal instructions or instructions accompanied by a model demonstrating the pantomime. (Author/CL)

Includes approaches to pantomime, improvisation, expanding a character, role playing, reader's theater, live stage, and script writing. (DD)

This article addresses the less utilized, nontraditional techniques of experiential and exploratory theater as vehicles for promoting both cognitive and affective learning. It discusses puppets as provocateurs, evoking response through mime, improvisation, and exploratory theater and problem solving. (CT)

Explores the benefits in using textbook dialogue as script to be performed in the second language classroom. Teachers, in the role of director, can use theatrical techniques and suggest appropriate pantomime, gestures, and voice inflections to enhance the script. (CB)

Two studies examined the progress in normally developing preschoolers' ability to produce actions with imagined objects (pantomimes). Found that young children not only had difficulty producing imaginary object representations in contrast to normal adults, they also had difficulty comprehending imaginary object representations and were better at…

Designed to be used by teachers with varying degrees of dramatic arts experience and by students with limited English proficiency as well as native English speakers, this clear, simple guide familiarizes teachers and children with classic literature through the narrative-mime approach. The guide contains: (1) eight of Aesop's fables adapted and…

Assuming no prior dramatic training or experience with adolescents, this book contains approximately 50 dramatic activities that have been devised, adapted, and used with success with adolescent performers, ages 12 to 15. Not a textbook for performers, the book serves as a resource for drama teachers and coaches, Scout leaders, church youth…

The investigation studied the effects of different methods of conveying test instructions on the performance of 54 deaf children (6 to 8 years old) on pattern recognition tasks. Ss were randomly assigned to one of three methods of conveying test instructions: simultaneous communication method, pantomime method, and demonstration method. Ss were…

In this third edition, some amendments and additions have been made to the original text, first published in 1950. As in past editions, the relationship between the inner motivation of movement and the outer functioning of the body is explored. Acting and dancing are shown as activities deeply concerned with man's urge to establish values and…