The dramatic art of mime can be viewed through a theory of multiple intelligences. Mime is a mode of the bodily-kinesthetic intelligence which is characterized as the ability to integrate body movement and to use the body in highly differentiated and skilled ways, for expression as well as directed goals. Mime is the language of the body, the…

The articles in this publication trace the historical development of the theatre workshop, explain the relationship between the workshop and experimental theatre, and analyze the ways in which current drama workshops teach and develop the dramatic skills of the participants. The topics discussed include the special skills, production-oriented, and…

Interviews with representatives from ten foreign countries offer a base for the comparison of professionalism in children's theatre programs and indicate specific differences that exist in the United States and in each of the other countries. The United States differs from the other countries in its definition of professionalism, its lack of…

A course in the production of plays for and with children for presentation at elementary schools is outlined. This course involves choosing the play and mounting the production. The performance objectives indicate the student will: develop the necessary stage disciplines to perform as a member of a production unit; reacquaint himself with a…

Revised version of a speech delivered at the Spring 1972 Meeting of the Washington Association of Foreign Language Teachers. (DD)

This publication is part of a series of monographs on the art of teaching. Each volume, focusing on a specific discipline, explores theory in the context of teaching strategies connected to evaluation of both teachers' and students' learning. Three techniques are offered for using the series: dialogues (as self-evaluation and in study groups),…

Creative dramatics can be used to teach young children a variety of communication skills. Noisy stories help children to learn and make sounds and later can be used for dramatization purposes. Narrative pantomimes can teach children word order, sensory awareness, and nonverbal communication. Phrases, pictures, and props help stimulate imagination,…

Pantomime can be used in language arts classes as a learning activity in which students observe and organize movements in a logical sequence, transforming abstract concepts into vivid images. This paper suggests three ways that teachers can use pantomime in the classroom: portraying character types, such as golfer, archer, or juggler; becoming…

In exploring nonverbal language, this book suggests activities in which children can express and interpret meanings with more than words, provides a starting point for teachers in helping children develop nonverbal communication skills, and recommends that teachers build language arts programs which emphasize more than just words. Contents consist…

The author, in this new edition of a 1945 classic on film theory, proposes that films have a greater influence on the minds of the general public than any other art form; therefore, a careful study of film is necessary to control and direct its potential influence. He delineates the early history of films, pointing out that not until 10 or 12…

This performance guide is designed for teachers to use with students before and after a performance of "Tales from the Brazilian Jungle" with storyteller Antonio Rocha. The guide, called a "Cuesheet," contains four sheets for use in class. The first, "About the Performance," prepares students for understanding…

Describes how, through pantomime, language learners can be encouraged to participate orally in classroom activities without feeling the pressure of having to perform. This technique requires the teacher to act out simple situations before the class while the students work together to interpret his/her gestures. (Author/MES)

Improvisation and imagery should be used to strengthen the thin bond between creativity and motor development in children. The approach to dance as an improvisational tool should be made more concrete when working with special populations such as mentally handicapped students. (JN)

The material in this publication outlines ways in which drama/theatre may be used to help students develop their imagination and their communication skills. This framework presents a process-concept organization which spans the grade levels fron kindergarten through twelfth grade and which provides guidelines for determining expectancies for…

Intercultural communication is defined in this paper as communication among persons of different cultures and is discussed in terms of cultural variance with regard to perceptions, intuitions, feelings, and emotions. Pscyhological studies, as well as the author's experiences, are cited in support of the theories. Two pantomimes are suggested to…