Describes how the story theatre technique was used in a class of Canadian vocational students with reading difficulties. (RL)

Presents an attempt to continue the process of establishing minimum standards for Theatre Degree Programs in U.S. colleges and universities. (MH)

Presents five specific interpersonal techniques for facilitating better communication between theatre teachers-directors and their students. (MH)

Reports results from an experiment conducted to discover relationships between theatre audience members' information processing abilities and their responses to performed plays and to the characters in the play. (MH)

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)

The CREST (Creative Resources Enriching Student Talents) program's creative arts model for gifted elementary school students offers courses in the visual and performing arts using community resources and artists to broaden and enrich children's creativity through general exploratory activities, group training activities, and individual and small…

Indicates that informal classroom drama is not widely used on a regular basis in the eight metropolitan school districts studied. Reports that 20 building principals interviewed cited curriculum load, lack of support from various sources, and teacher training as the most significant reasons that their schools did not do more informal drama. (JD)

Introduces a discussion of power bases in academic setting that includes the following papers: "The Argument from Setting: Theatre in the Liberal and Fine Arts" by John Gronbeck-Tedesco; "The Practical Issues" by Vincent Angotti; and "Conservatory Training within the Academic Institution" by M. E. Comtois. (PD)

Analyzes faculty employment vacancies listed in the ATA "Placement Bulletin" from June 1984 through May 1985. (PD)

Discusses performing arts high schools that train students in general education and music, visual arts, theater, and dance. Enumerates purposes, advantages (mainly, a challenging and motivating atmosphere with opportunities to concentrate in one area), and problems (funding, understaffing, academic standards, and admission criteria). Advises…

An Ohio State University project developed an alternative approach to staff development that encompassed areas of general education, aesthetic education, and curriculum theory through experiences in the performing arts. (DF)

Guidelines for liberal education are presented. Munro's, Broudy's, and Maritain's conceptions of the role of the arts in liberal education are explicated and evaluated according to these guidelines. Their conceptions are found wanting. The arts in liberal education must include both the qualitative and the enactive arts. (Author/RM)

Contends that every individual should be offered the educational opportunity to develop aesthetically by exposure to the techniques, processes, and products of the arts. Discusses how, where, and by whom arts-in-education can be implemented. (PD)

Advocates having students stage drama, especially Elizabethan, to discover the production values that add meaning to the text. (CRH)

Describes the use of Relaxation and Imagery Training (RIT) to aid in performance improvement. Illustrates the effectiveness of the technique for athletic and performing art teams with two case studies, and suggests that it might be useful with other clients to increase personal strengths. (JAC)