The ideas and techniques of post-modernist art and the imagist theatre represent an important preparatory stage in the revival of poetic drama. During the 1960s and early 1970s, a number of experimental companies rebelled against the realism of the American theatre and began to produce works that stressed emotional authenticity in acting, active…

A British adult educator describes a course whose objective is increasing awareness of contemporary theatrical productions through the study of particular plays in performance. Steps are: preparation for visiting a performance, the actual visit, and the appraisal of the projection. The problems and rewards of organizing the course are discussed.…

A discussion of how to captivate an instructional television audience through dramatization and role-playing. (Author)

Describes a method for teaching reluctant students to develop the skills necessary to read a play. (RB)

This factsheet describes a theater workshop in London, England, called Chicken Shed, in which children with and without disabilities or learning difficulties work together to produce performances for public audiences. The factsheet describes the members of the theater workshop, the group's philosophy, the opportunities it offers, the impact of…

To provide both an enriching theatre experience for students and faculty and new opportunities for women artists, the Department of Theatre Arts and Speech at Rutgers, the State University of New Jersey at Newark held a competition for new plays by New Jersey women playwrights. The winning play, Leni Hamilton's "The Fortress," a story of…

Practicum courses in theatre arts, which function as laboratories where students can practice theatre and receive academic credit for their efforts, greatly benefit students. Because the main goal of such practicums is cooperative achievement of the best production possible and since every step of a production involves a new problem or decision,…

Author tackled the problems that children have in understanding Shakespeares plays. (RK)

A description of a British language educational television course using drama. (HB)

Argues the need for teaching drama in the classroom and exposing students to dramatic performances to provide them with a variety of literary experiences. (RB)

Explains a teaching technique for explicating "Macbeth" that depends on textual proof. (RB)

Describes a technique in which students work together in a group to rewrite "Hamlet" and then stage their abbreviated version of the play. (RB)

Dialogue, unlike monologue, contains large amounts of abbreviated speech, some of it conscious economy, some accidental, some psychologically motivated, and some systematic elimination of syntactically necessary elements (ellipsis). Various categories of ellipsis are analyzed, using television plays as material. (Text is in German.) (IFS/WGA)