Presents recommendations of the Association for Theatre in Higher Education Task Force, addressing the issue of faculty workload. Suggests several questions to form the basis for discussions on this issue. (MM)

Maintains that artists seldom take an educated interest in any artistic discipline apart from their own. Suggests that students need to be allowed to confront each other with regard to the aesthetic quality of a work and suggests an interdisciplinary form like performance art could be a good starting point. (KM)

Discusses events that enhanced credibility of theater education including: the birth of the Alliance for Theater and Education; publication of "A Model Drama/Theater Curriculum"; inclusion of theater in the curriculum; change in emphasis in endowment programs; and publication of the National Endowment for the Arts "Toward…

Provides a first-hand account of a Soviet-American theater arts exchange, the world premiere of Soviet playwright Gennadi Mamlin's "On the Edge," performed in the Soviet Union by the Louisville Children's Theatre. (MM)

A two-year participatory action research project involved Canadian and Filipino popular theater and development organizations in improving awareness of environmental issues and creating an education performance on community sustainability issues. Issues of time, equity, and cultural difference arose. (SK)

Considers how a researcher-practitioner, recognizing the human aspiration for wholeness, makes sense of the jumbled multiplicity of meanings available in the study of culture, education, and mediating art forms such as creative drama, theater in education, and childrens's theater. Describes field work during an ethnographic study at Pit Prop…

Describes a 7-year longitudinal study of drama at Arizona State University that involved 30 participants who started the study as kindergartners. Focuses on final exit interviews with selected participants. Concludes that theater is necessary for some children and that theater may become more valuable if children can be convinced of the personal…

Describes the creation of a theater-based program for eighth-grade students in the Charlotte-Mecklenburg (Georgia) Schools. Chronicles the efforts of playwright Ed Shockley to write a play focusing on teen violence and aimed at eighth-grade students. Concludes that the program and the play succeeded in accomplishing their goals. Relates three…

An end-of-school-year dance program was prepared and performed by a preschool class of 11 deaf children. A variety of learning activities across the curriculum were part of the experience. (DB)

Discusses how a drama teacher's life and teaching were changed during a summer course. Suggests that the role of the drama teacher is to give students the tools they need for active learning (the ability to concentrate, focus, and listen) and the tools they need for living (the ability to communicate, relate, and empathize). (RS)

Discusses the problem of stress and the performing artist. Suggests the need for programs, attitudes, demands, and lives that balance personal well-being with professional endeavors. (SR)

Describes a two-day class plan in which students learn about performance and production aspects of a Shakespearean play and become sensitive to the multiple readings that can exist in a text. (SR)

Describes the challenges involved in taking distance out of the context of institutions and applying it to community development in Canada and Southeast Asia. Discusses resources facilitators used: technologies, theater and communication techniques, and the Canadian, Thai, and Filipino participants themselves. (SK)

Describes Ellen Norman Melamed's Playwriting Project, a 15-session classroom program that requires each participating student to write and design a play, to do at least one revision of each stage of his/her work, and to submit a critical assessment of the experience at the end of the term. (PRA)

Focuses on the fiscal implications that revenue-centered budgeting can have for programs in speech communication and related disciplines. Discusses implementation at Indiana University-Purdue University at Indianapolis, in terms of service courses, equipment, class size, cocurricular programing, and off-campus offerings. (SR)