Provides six classroom exercises to stimulate student awareness of the principles of Readers Theater. Emphasizes the use of scripts and space, flexibility of voice and body, staging, pantomime, and characterization. (PD)

Creative dramatics offer the educator a variety of uses in the development of children's language arts proficiency and psychomotor skill level. (LH)

This paper presents creative drama activities based on Shakespeare's "Romeo and Juliet" for use in ninth-grade English classrooms. The activities are divided into sections on improvisation, pantomime, image-making and creative drama, reader's theater, drama scenes, interior monologue, and producing plays. Each section of the paper…

Creative dramatics (the spontaneous expression of feelings and ideas in an imaginative manner) brightens the reading program and provides teachers and students with both enjoyable and academically profitable experiences. Any reading teacher can comfortably integrate creative dramatics into the basal reading program. Activities such as creating…

This book describes drama as a medium for effective English teaching. The author discusses his experiences while attempting to carry on a teaching approach, centered in dramatic activity, which had been developing in the Perse School, in Cambridge, England, for nearly fifty years. Having learned English at the same school and in the same…

Explores three traditionally important aspects of acting and shows how each is critical in effective college teaching. Speech, pantomime, and characterization are discussed. (Author/AV)

A student production of German drama may consist of a connected series of short dramatizations of works by several different authors rather than one long play. Such a format does not tax language abilities, dramatic talent, time, or stage facilities as much. The dramatic pieces of one revue are described. (CHK)

Presents a rationale for viewing theatre as a form of education, and looks at several different ideas for why and how drama should be taught; considers what types of skills children should acquire from a theatre class, and whether drama should focus on the internal, subjective experience of theatre, or the external mechanics of it. (JC)

Suggestions for incorporating mime into physical education programs are discussed. Approached from a nonperforming viewpoint, the relationships among mime, movement education, dance, rhythms, body mechanics, art, music, theater, creative dramatics, and language can be blended with perceptual motor development, static and dynamic balance, and…

Suggests a range of activities for prekindergarten and kindergarten children and teachers. (RH)

Describes how children can become immersed in the world of fairy tales through activities such as choosing a character and developing a monolog, and creating a pantomime, a prop and a piece of advice, all relevant to their character and story. Includes a list of resources. (AEF)

Reference materials that deal with various aspects of theater movement are grouped in this partially annotated bibliography under the following headings: anatomy, kinesiology, and physiology; combat and martial arts; integrated approaches to movement; mime; miscellaneous acting and movement approaches; movement notations systems; movement…

Designed as a practical guide for teachers, this handbook presents ways of introducing drama and movement into secondary school curricula. A basic program for a movement class is offered, based on three objectives: one's own movement, secondary or underlying motives, and the balance of freedom and discipline. In the first section of the book,…