Explains the Viewpoints, a technique used to focus actors' awareness on different elements of performance such as tempo, duration, gesture, and spatial relationships. Notes that this former avant-garde technique is now taught by mainstream directors. Proposes that Viewpoints is a valuable tool for the rediscovery of a production. (PM)

Outlines problems which occurred in Charlotte, North Carolina when a theatre performed a controversial work, "Angels in America." Notes how this experience transformed the politics of an entire region and made the arts community into a highly desired constituency. Suggests ways to involve students in arts advocacy and activism. (PM)

Explains how the movie "The Lion King" may be used to elucidate Shakespeare's "Hamlet," a play about a prince who does not always seem heroic to modern audiences. Gives specific points of comparison between the two works concerning heroes, characters, conflicts, themes, ending scenes, and archetypal patterns. (TB)

Defines "adaptation" as the transformational process of taking a narrative work and dramatizing it. Stresses the importance of knowing what to leave out and knowing what to leave in. Suggests thinking of "adopting" rather than "adapting." States that artistic freedom is the playwright's right. Emphasizes the…

Describes the experiences of a U.S. professor of educational theater teaching a week of master classes in drama at the University of Ankara in Turkey. (SR)

Discusses theater for young children that seeks the drama of taking the silence of an object and animating it, through imagination, into being. (RS)

The mother of an adolescent with Down's syndrome recounts his experiences in acting including commercials and working with Media Access, an organization that assists and encourages the accurate portrayal and employment of people with disabilities in the media industry. (DB)

The Mad Hatters, a nonprofit organization offering educational theater programs to foster understanding of people with disabilities, presents techniques for training needed to improve compliance with the Americans with Disabilities Act. (SK)

Describes the day-by-day process of a high school drama production. Discusses the play, auditions, set construction, directing, student morale, costuming, blocking, dress rehearsals, performances, and other aspects of the production. (PRA)

Calls for teachers in arts education to write to congress in favor of the National Endowment for the Arts (NEA). Discusses censorship and the campaign against the NEA. (PRA)

Profiles the curricular theater programs of five high schools. Discusses enrollment, faculty, and curriculum standards. (PRA)

Lists nine practical applications of camcorders to theater companies and programs. Discusses the purchase of video gear, camcorder features, accessories, the use of the camcorder in the classroom, theater management, student uses, and video production. (PRA)

Presents nine rules to help directors get started as a choreographer and five characteristics to look for in a potential student choreographer. (PRA)

Offers criteria to solicit funds from an individual, corporation, or foundation. Lists types of fundraising appeals. Outlines three fundraising campaigns (dance-a-thon, car wash, and alumni night) that were used to solicit individual donors in the community. (PRA)

Identifies true relationships between the psyche and the lyric, epic, and dramatic voices of poetry. Shows how the acts of identifying, responding to, and composing in these three voices engage healing, inspiration, and active imagination among the aging. (SR)