Discusses the interaction of culture and creative drama. Examines agricultural societies under three conditions: historically, from neolithic times; contemporary American Southwest Indian and Polynesian; and modern farming subcultures of European industrial societies. Asks how far agricultural life influences creative drama in agrarian societies.…

A photographic essay illustrates a composite school day for two teachers from Alabama and the gifted/talented students to whom they provide special academic tutoring during the weeks that the children rehearse and perform in productions in New York City. (JDD)

Discusses the suitability of multimedia technology for the representation of complex visual events in the classroom and describes a program that uses videodisk and HyperCard to teach students about the factors involved in the creation of theatrical performances. Principles to guide the design of multimedia applications for the classroom are…

Suggests that educational drama has its genesis in an alternative, globalized aesthetic performance tradition which complements, rather than excludes, the Euro-American theater tradition. Discusses the influence of performance theory and poststructuralism, the alternative tradition, and drama as the art of the moment. (SR)

Offers a compilation of the thoughts and opinions of five drama/theater practitioners (from various geographical areas, ethnic backgrounds, and professional expertise) on subjects such as ethnicity, cultural pluralism, political correctness, and exclusion/inclusion. (SR)

Discusses the passionate philosophy of Robert Alexander, founder and director of living stage theater company and his views of art, creativity, the entire process of learning, politics, philosophy, and hope. Presents several excerpts from Alexander's presentations for artists and teachers during Living Stage residencies in cities around the…

Defines limits of legal liability of the supervisor of technical theater in a secondary school if a student is injured while working on a production. Presents a system for development of a risk management program. (PA)

Discusses the rules for two theater games that train students to focus on objectives: (1) Time Bomb, in which students must maintain eye contact with the instructor, or the instructor will "blow up"; (2) Red Light, Green Light, which may be used with younger students--the object is to tag the person who is "it." (PA)

Discusses the significance of the Goals 2000: Educate America Act for theater and other arts educators. Presents comments of several theater education teachers, leaders, and arts advocates regarding the enactment of Goals 2000. (RS)

Posits that theater can be a transforming experience. Describes a program, "Write on the Edge," run by the Manhattan Theatre Club which attempts to formalize and institutionalize theater's potential to alter the course of young people's lives. Notes that students are drawn from New York city jails and alternative high schools. Concludes…

Recalls a personal experience in which the author allowed a 13-year old with kidney disease to participate in a show. Considers the importance of his nine-year-old "assistant." Discusses the frustrations of dealing with the young actor through his cycle of dialysis treatments and the rewarding feeling when the child appeared on stage.…

Discusses the author's techniques of incorporating storytelling and playwriting in the early childhood classroom. Includes responses to questions concerning her pioneering research on storytelling in the classroom. (RS)

Suggested resources are offered for developing a performing arts curriculum with students having hearing impairments. Resources include the National Standards for Arts Education, data banks of the Arizona State University Department of Theater and Very Special Arts, and books containing specific arts class activities. (DB)

The Arts Director of the Model Secondary School for the Deaf at Gallaudet University offers guidelines for recruiting support for an arts program. The importance of demonstrating easily attainable initial goals and positive presentation is stressed. Guidelines include obtaining administrative support, using volunteers, finding creative funding,…

A language arts teacher of junior high students with deafness or hearing impairments familiarized her students with "Romeo and Juliet" by telling the story in speech and signs, exploring the characters's personalities, reviewing vocabulary, putting the characters into contemporary situations, and directing the students in a full-scale…