Presents a script designed to teach students about the extent of global interdependence and the costs in human, environmental, social, and economic terms. Includes questions for discussion, brainstorming suggestions for action, and assessing action questions. (MKR)

Profiles Paul Zindel, the best-selling author of childrens' and adolescents' novels who combines hyperbole and pathos in such works as "The Pigman;""My Darling, My Hamburger;" and "The Pigman and Me." Zindel is also the author of the play "The Effect of Gamma Rays on Man-in-the-Moon Marigolds." (MDM)

This program, which applies William Shakespeare's works for gifted intermediate level students, involves student reading of plays, students and teachers reading together and discussing scenes, individual students rereading the plays, student projects applying their knowledge of the play, and evaluation of play productions. (JDD)

The use of metadrama as the organizing principle for introductory college classes on Spanish Golden Age theater is discussed. Four categories of metadrama are the play within the play, the ceremony within the play, role playing within the role, and literary and real-life reference within the play. Examples are provided. (21 references) (LB)

Describes the author's directing experiences in Lima, Peru, and in San Migual de Allende, Mexico. Includes insights gained through work in both Spanish-spoken theater and bilingual Spanish-English theater. (SR)

Discusses the need to accommodate cultural diversity in education. Asserts that arts education can develop critical thinking and problem-solving skills and offer a validation of a student's own culture and other cultures. Argues that teachers should seek arts education that develops creative, thoughtful students who can contribute to cultural…

Discusses an approach to the study of the Bible through psychodrama. Argues that such an approach makes biblical stories and their characters real by investing them fully with humanity. Concludes that a psychodramatic approach to the Bible is a strenuous exigesis through which it is possible to look past surfaces into an inner world. (SG)

Recommends using drama in the reading classroom, and offers suggestions for selecting stories, using puppets, and creating sets. (PRA)

Presents the reflections of a long-time theater teacher about his own education, his experiences as a theater teacher, and his philosophies on teaching. (PRA)

Discusses the education of future theater teachers. Describes teacher models, course content, improvisation, and the context of theater departments. (PRA)

Presents the script of the drama, "The Other Side of Discovery," concerning the effects of Columbus' arrival in the Americas. Offers the story in the "Readers' Theater" style, featuring dramatic readings by three actors but no stage movements. (SG)

Argues for the use of film in the teaching of William Shakespeare's "Hamlet" because the play was meant to be seen and heard and not just read. Outlines a method of teaching the play by which students select a scene and perform it. Gives an example of a successful student performance. (HB)

Describes an approach to teaching William Shakespeare's "Romeo and Juliet" utilizing a dramatic sequence of events and focusing on grudges and hatred. Outlines eight steps to be undertaken in presenting this dramatic work. Ends with workshop participant comments, all favorable. (HB)

Discusses the educational philosophy and practical pedagogy of Dorothy Heathcote. Emphasizes the contribution that Heathcote's method of instruction using drama makes to the testing of assumptions in students. Investigates assumptions of both teachers and students in a typical drama lesson. (HB)

Offers three variations of an activity designed to help teachers turn students on to performance within two weeks. Presents a sample 10-day lesson plan on incorporating drama through storytelling in English classes. (SR)