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Peer reviewedGrady, Sharon – Youth Theatre Journal, 2003
Begins with a brief meditation on the underpinnings of both applied drama work and critical pedagogy. Examines critical pedagogy through the work of three prominent post-structural feminist scholars. Makes some suggestions about how "I/we" might find a productive and useful way through this seeming theoretical "stuck place." (SG)
Descriptors: Critical Pedagogy, Drama, Feminism, Higher Education
Peer reviewedAckroyd-Pilkington, Judith – Research in Drama Education, 2001
Proposes a re-evaluation of the activity of teacher-in-role. Notes that the word "theatre" now encompasses a range of practices, including classroom drama. Argues that with a broader concept of acting emerging in theatre and performance, it is difficult to maintain notions of teacher-in-role as director and playwright, but not actor. (PM)
Descriptors: Drama, Educational Objectives, Higher Education, Role Playing
Peer reviewedYoung, David L. – Research in Drama Education, 2001
Responds to an article in an earlier issue of this journal which proposes that drama educators should cultivate and provide students with opportunities to analyze, reflect upon, and reconcile daily human life experiences. Proposes that drama curriculum is a product of each teacher's abilities credibly to deliver basic elements of their own…
Descriptors: Critical Thinking, Curriculum Development, Drama, Higher Education
Peer reviewedO'Toole, John – Research in Drama Education, 2002
Describes the status of drama education in Australian tertiary schools. Suggests that drama and other arts educators are nobody's core business--either in the curriculum or the organizational structure of tertiary schools. Concludes that drama is fairly healthy in higher education in Australia. (SG)
Descriptors: Drama, Foreign Countries, Higher Education, Intellectual Disciplines
Peer reviewedO'Mara, Joanne – Talking Points, 2002
Attempts to capture the process of understanding and questioning deforestation through process drama (in which students and teacher work both in and out of role to explore a problem, situation, or theme). Notes that moving topics such as the destruction of a rainforest into process drama introduces complexity into social issues. Considers how…
Descriptors: Critical Thinking, Drama, Instructional Improvement, Secondary Education
Peer reviewedButterwick, Shauna; Selman, Jan – Adult Education Quarterly, 2003
Using popular theatre techniques of naming, analyzing, and acting on problems and working creatively with conflict, a group of women created opportunities for high-risk story telling and deep listening. The role of the audience was transformed from spectator to responsible and responsive participant. (Contains 27 references.) (SK)
Descriptors: Adult Education, Audience Participation, Drama, Females
Peer reviewedWasylko, Yolanda; Stickley, Theodore – Nurse Education Today, 2003
Describes how psychodrama, forum theatre, and other forms of drama can facilitate active learning, develop empathy and reflective skills, and foster emotional intelligence in nursing education. Contains 21 references. (SK)
Descriptors: Drama, Emotional Intelligence, Experiential Learning, Higher Education
Peer reviewedBlock, Lee Anne – English Quarterly, 2003
Describes the author's experience working on a reader's theatre version of a radio play based on the Legend of Sleepy Hollow. Reflects on how the grade 8 students created meaning for themselves and for their audience. Notes limitations of the script and format and her work within those limitations became the structure the group needed, a container…
Descriptors: Audience Awareness, Class Activities, Drama, Readers Theater
Peer reviewedKuftinec, Sonja – Theatre Topics, 2001
Advocates revising theatre studies and theatre pedagogy to engage students in critical and creative thinking. Suggests that theatre studies is ideally positioned to incorporate student-centered learning. Proposes that theatre classes should emphasize ensemble learning and collaboration; address student concerns; and reflect practical work outside…
Descriptors: Cooperative Learning, Creative Thinking, Critical Thinking, Drama
Peer reviewedCombs, Charles Edward – Theatre Topics, 2001
Encourages theatre teachers to take into account accreditation and assessment standards. Proposes that theatre education will continue to be marginalized in academic institutions if these standards are not considered. Concludes that it is only with a comprehensive view of their institutions that theatre teachers may place their work in its proper…
Descriptors: Academic Standards, Accreditation (Institutions), Drama, Educational Strategies
Peer reviewedAnderson, Jared; Barrera, Gregory; Benedict, Julie; Cavanaugh, Michael; Christensen, Jessica; Clark, Susannah; Dallimore, Natalie; Drown, Danielle; Fink, Susan; Hansen, Josh; Haubner, Ashley; Hinsdale, Robin; Johnson, Tyler; King, JuLee; Maufort, Brenda; Neubauer, Laura; Popple, Jennifer; Praggastis, Cate; Price, Matt; Raber, Lloyd; Rowland, Tiffany; Strite-Hatch, Amy; Torson, Christine; Tuckness, Tara – Stage of the Art, 2003
Explains that each year, theatre education majors at the University of Utah select a production that will be mounted by a professional theatre company on the campus. Explains that the theatre education majors complete extensive dramaturgical research for the production, and create a process drama pre-show piece that is presented to over 1500 K-12…
Descriptors: Creativity, Drama, Elementary Secondary Education, Role Playing
Johnson, Maureen Brady – Teaching Theatre, 2003
Explains a drama assignment based on pictures of discarded shoes. Notes that through character creation, imaginative storytelling, and strong conflicting objectives, students write a 10-minute play about how the shoe got where it was. Outlines the final project, in which these plays would then be presented in a dramatic reading session. (PM)
Descriptors: Characterization, Drama, Elementary Secondary Education, Story Telling
Peer reviewedBoccieri-Morrison, Brenda – Primary Voices K-6, 2002
Notes the author's third-grade students had three years of rich experiences with the world of storytelling and realizes that they were ready (whether she was or not) to study William Shakespeare and learn from this timeless master and teller of stories. Notes how she incorporated teaching William Shakespeare into her third grade classroom. (SG)
Descriptors: Drama, Grade 3, Instructional Innovation, Primary Education
Peer reviewedFlynn, Rosalind M. – English Journal, 2002
Presents a condensed method for involving students in the kind of theatrical problem-solving that transforms a script to a play. Describes how to incorporate a "human slide show" into the class. Notes that students must read plays not just to understand events, but to make artistic choices about how to stage the action so that an…
Descriptors: Audience Awareness, Class Activities, Drama, Problem Solving
Peer reviewedGraham, Ginny – English Journal, 2002
Presents the author's experiences as a kind of case study of what it looks and sounds like when "doing" Shakespeare is in the foreground of instruction and "play" is the thing that makes that happen. Discusses guidelines and suggestions for putting a play together. (SG)
Descriptors: Class Activities, Drama, Grade 9, Production Techniques
