Argues for the inclusion of the arts in the curriculum because they involve elements of sound, movement, color, mass, energy, line, space, shape, and language, as well as emotion. Classes encourage perception of the cultural, aesthetic, and social development of man through a medium of personal expression. (JMF)

At Lincoln High School in Stockton, California, educators are enthusiastic about a theater arts program that claims far-reaching educational benefits for students of many ages and types. (JM)

In order to sustain student interest in learning teachers must develop and exercise personality, communication, and performance skills as well as academic expertise. (LH)

Discusses how Black orality, which combines elements of Black speech and music, is supplemented by dance and other nonverbal cues and actualized in the performance of contemporary Black poetry. (JMF)

Describes the use of Bertolt Brecht's theories regarding literature and performance. Details the selected use of Reader's Theatre techniques in analyzing and staging literature in the secondary classroom environment. (JMF)

Presents and analyzes the formation, characteristics, and growth of feminist theatre groups as tactical responses to certain rhetorical problems faced by women liberationists. (JMF)

A teacher of gifted elementary students discusses her class's annual Shakespeare project which involves studying his life, reviewing familiar passages, and finally presenting one of his plays. (CL)

The limited extent to which the new copyright act altered performers' rights is examined with emphasis on the broadened provisions that preempt the state law remedies available to performers. The arguments concerning revision of the present law to expand performers' rights are considered and it is argued that the case for greater protection is a…

Describes a new technique for presenting shadow plays with a projector and silhouette figures, manipulated individually. The procedure was developed at the Research and Development Center for Objective Teaching and Learning Procedures at Paderborn. (IFS/WGA)

Describes how a middle-school teacher used "Charlotte's Web" in Reader's Theatre and in a writing workshop. Describes how the book was used as a writing model for dialog and for examining literary devices. (SR)

Explains the Higher Education Academic link, which promotes Theatre for Development in both the university and non-governmental organization sectors in Bangladesh. Highlights some of the most important and innovative issues which emerged from the link. Describes activities in the university sector which engaged students in practical workshops…

Describes aspects of a research project which, investigated how drama and theatre were used to explore the space that is emerging through the interaction of Maori and Pakeha cultures in New Zealand. Discusses two case studies: a project that used the arts as a catalyst to explore cultural difference, and an account of reflective practice in a…

Describes Dutch experimental theatre and dance projects in which the artists themselves participated in the preparatory lessons and/or subsequent workshop. Compares learning experiences of pupils 14 to 16 years of age who participated in the projects. Shows that besides gender and level of education, the involvement of the artist significantly…

Argues that the hard work of previous years has created advanced circumstances for further development in the provision of preschool and primary theatre education in Greece. Describes the Odyssebah program; makes reference to what could be gained from this experience for future use; and presents an agenda for the future of theatre education in…

The nature of villagers' involvement during community theater programs initiated and implemented by some Malawi nongovernmental organizations was analyzed. Findings indicate that, contrary to the purposes of community theater, the productions were planned and remotely controlled from outside the community. (Contains 22 references.) (JOW)