Discusses instances and effects of censorhsip of classical Greek drama; a paper presented at meeting of American Educational Theatre Association (Detroit, 1969). (RD)

Ten seasonal plays are presented: (1) September (nutrition); (2) October (Halloween); (3) November (Thanksgiving); (4 and 5) December (Hanukkah, Christmas); (6) January (Martin Luther King, Jr.); (7) February (friendship); (8) March (Saint Patrick's Day); (9) April (Easter); and (10) May/June (Memorial and Flag Days). (CJ)

Observes that class plays still exist in many schools. Discusses reasons why all-school-type productions are superior to class plays in terms of educational opportunities, overall morale, and continued growth of quality theater programs. (PD)

Dramatic works that incorporate handicapped characters, from the time of the ancient Greeks to modern Broadway productions (approximately 2,500 years), are reviewed. Included is a brief discussion of trends, the effect that the presentation of handicapped characters might have on theater audiences, and the future of handicapped characters on…

This article discusses some of the philosophical and artistic motivations behind Lorraine Hansberry's work as a playwright. (BE)

The author discusses results of a survey of Scottish teachers regarding their attitudes toward and use of movement and drama with handicapped children. Among advantages cited was enjoyment, relaxation, and language benefits. (CL)

Defines "tableaux vivant" as the three-dimensional enactment of still pictures. Describes its use in the theater and as a tool in theater study. Presents a series of warm-up and tableaux exercises for use in the classroom. (JMF)

Presents an annotated bibliography of book-length projects currently in progress in the field of theater arts and drama. (JMF)

Advocates teaching lesser known plays from different historical periods and teaching popular contemporary plays in addition to the plays traditionally included in drama anthologies. (MKM)

Describes how fourth- and fifth-grade students perform Shakespeare and improve their reading skills at the same time. (DD)

Celebrates the growing body of children's and young people's plays and touches on various aspects of producing plays with child actors. (GT)

Defines modern tragicomedy and focuses on Henrik Ibsen's play, "Little Eyolf" as representative of this literary genre. (MH)

Responds to an article in the previous issue of this journal on the intersections between performance and autobiography. Notes that the majority of recent work on autobiography appears to involve a series of double gestures, such as the performer using autobiographical forms to question the form of autobiography. (PM)

Presents a response to Beatriz Cabral's "Ritual & Ethics - Structuring Participation in a Theatrical Mode." Describes the people, stories, settings and rituals of the drama and then comments on its overall significance with regard to locality or place. Responds to a drama to which the author is a textual witness only. (SG)

Discusses how particular leitmotifs emerged from the research concerning identity and groups, the resonance of landscape, collective and childhood memory and the particularity of site-specific theatre. Draws on two years of qualitative research of a many-layered theater education project taking place, annually, in Cornwall, England. Deconstructs…