Describes a production of Barry Kornhauser's play "This Is Not a Pipe Dream" that was intended to support increased audience engagement in the production both emotionally and aesthetically. (SR)

Reexamines classical tragedy and Brechtian acting exercises in an attempt to provide revitalized strategies offering greater pedagogical focus in practical drama classes. Presents a conceptual framework called "Moments of Dignity through Epics." (SR)

Relates the text of the Educational Theatre Association-National Association of Secondary School Principals brochure. Discusses theater's place in the high school curriculum and the qualities of a good high school curriculum. (PRA)

Provides a short history of educational theater. Discusses trends in commercial and educational theater. Recommends integration, collaboration, and communication for the 1990s. (PRA)

Discusses the problems with theater and arts instruction in New Jersey. Makes recommendations for creating administrative support for high school theater programs. Suggests integrating the theater curriculum with the other arts subjects. Lists New Jersey's arts education mandates. (PRA)

Reports on an ethnographic study of the five sixth-grade students who participate in a drama workshop in their school district. Suggests that the specificity of the answers of the students and the depth of their connections to reading, speaking, and real world applications in school depicted students' higher levels of thinking. (SR)

Laments the narcissism that the author sees in too many contemporary approaches to acting and directing. Argues that actors must focus on the world outside themselves, where the play and the audience most need them to be. (SR)

Recounts an episode when, as young schoolboys, Prince Charles and classmates presented "Macbeth" as an end-of-term-play. Traces the events at school that took on different meanings when viewed from maturity. (NH)

A gerontology instructor performs characters from fiction in class in order to bring a humanistic perspective to social science/health students. His examples illustrate the developmental nature of aging and the value of integrative life review. The process encourages affective learning and student self-discovery. (SK)

Demonstrates how drama and literature can be used together through the Living Newspaper Theatre, a specific form of government-subsidized drama created in the 1930s. Offers guidelines for a living newspaper play and includes a script. (RS)

Interactive theatre involving role play is an experiential learning tool that involves audience and performers in exchange of ideas and solutions. It is useful in training volunteers. (SK)

Discusses the "mirror game," a classic acting exercise that gets young actors to understand that connecting to their scene partners is a crucial part of acting. Describes the learning opportunities offered by the mirror game, describes how to initiate it in class, and how to add challenges to the exercise. (SR)

Evaluated use of drama as a teaching method to familiarize nursing students with various scenarios of patient death. The combination of drama and group discussion was considered very effective by students, who requested more similar sessions. (EV)

Aims to rehabilitate the reputation of Shakespeare's "Henry VIII" and emphasizes its potential usefulness in the classroom by reconsidering it in the context of Renaissance history writing. Shows how "Henry VIII" can be taught as a commentary on or seen as a continuation of incipient themes in "The Tempest" and…

Describes Belfry 101, an arts partnership-in-education between the Belfry Theatre and both private and public senior secondary schools in and around Victoria, British Columbia, Canada. Notes the partnership seeks to address questions of cultural literacy and its relationship to audience education in the professional arts. Addresses six…