Describes a technique which gets kids involved in acting and drama by using their play-house behavior in the making of a video film. (RB)

Reports on a program which began in Coventry, England and is unique in its use of the actor-teacher--a person who is trained or experienced in both theatre and education--to stimulate classroom interest in drama. (RB)

Describes the scripting, casting, and filming of "The Loves and Hates of Mrs. Jones" by an elementary language arts class. (RB)

Describes a technique used to teach German to children whereby the children learn a fairy tale in German (in this case, "Hansel and Gretel") and then present the fairy tale as a play. In this way, the students learn basic vocabulary and expressions, German music, and simple folk dances. (SED)

Describes the process involved when intermediate students produced an original film during the last three weeks of the school year. (MAI)

Relates students' favorite television characters to specific skill development, such as discussions in class, vocabulary development, critical thinking and evaluating occupations for future career guidance. (RK)

The effect of lecture-demonstrations and workshops on changing elementary school children's attitudes toward drama (acting), music, dance and opera is the focus of this experimental report. Three self-report interest scales and a peer interest rating were administered in a pretest post-test format. The results indicated only slight attitude change…

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)

Stimulating and enjoyable dramatic activities in the classroom can nurture children's natural sympathies with drama. Re-acting a portion of a second-rate television show can help children become more perceptive critics and prepare them to view better drama that the teacher could bring to the classroom. Free, creative rhythmic movement allows…

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),…

In introducing drama into the elementary classroom it is wise to start by having children portray that which they have experienced. First attempts should be short and simple with later attempts more complex and of longer duration. The first section of this bulletin offers numerous types of preliminary activities. The remainder of the booklet…

This article describes how the second-graders of one school performed a first-person historical presentation using all of the presidents of the United States as their characters. In connection with Presidents' Day, students presented a one-minute overview of the president's life in first-person characterization including costumes. Rationale,…

This review of current uses of drama in the teaching of literature deals with drama that is "concerned with experience by the participants, irrespective of any function of communication to an audience." Chapters are devoted to (1) the British-influenced Dartmouth Seminar proposals emphasizing drama and oral language, (2) American…