Presents selected impressions of drama and theater with and for Hispanic youth. Quotes from interviews with teachers and artists. Discusses the perceptions of Hispanic youth, their experiences in drama/theater, problems with Hispanics in drama/theater activity, and language and bilingualism. Offers recommendations for the future and relates…

Describes the Flint Youth Theatre's presentation of Saphira Linden's "Tribe," which was sponsored by A World of Difference, a prejudice awareness and reduction organization. Describes the project's treatment of the North American Indian theme, the involvement of Flint, Michigan's North American Indian community, and the process of…

Describes a packet of information and instructions for the props manager and crew of a student production. Includes definitions, steps to follow, checklists, and rehearsal tips. (PRA)

Describes activities with fifth- and sixth-grade students exposing them to Shakespeare plays in preparation for a spring play/teen musical based on Shakespeare. (SR)

Theater and other arts provide valuable insights into periods of history, complement works of literature, and enrich the study of themes in science and human nature. Integrating theater into the curriculum would benefit both teachers and students. It would inspire more creative curricula, give students hands-on experiences, and encourage them to…

Presents a unit for middle school students in which groups of students create a story explaining some fundamental mystery of the universe. Discusses preparation before class, the first class, creating the myths, costumes and props, writing the scripts, rehearsal and performance, assessment, and wrap-up and reflection. (SR)

Claims doing "A Midsummer Night's Dream" as a school production allows students to bring their own personalities and cultures into the play. Explains how the production can be both inclusive, making room for many extra actions, as well communal, vivifying a school community to make it live more intensely. (NH)

Presents guidelines for introducing secondary students to "King Lear" before and during engagement with the text. Includes providing opportunities to (1) improvise, (2) examine specific speeches in depth, and (3) speed write about a character's thoughts. Presents questions used during auditions and explanations of characterization in…

Recounts the case of a high school drama teacher in North Carolina who was disciplined after she chose a play for her students to perform, Lee Blessing's "Independence," which contained characters and language a parent found objectionable. Discusses the legal case that ensued and implications for academic freedom and the First Amendment.…

Suggests one way to extend the impact of drama and theatre on primary, intermediate, and middle school students is to be aware of the books for children on the topic. Provides annotations of 13 well-written and skillfully illustrated books dealing with drama. (NH)

Notes that to successfully emphasize the action of a Shakespeare play, students must learn how to analyze and then to effectively read aloud the words. Considers reading for the story. Presents ideas and tools for analyzing the language and reading aloud. (SG)

Argues that linking ethics to rituals in drama lessons can promote reflection on individual responses to moral dilemmas. Describes how a group of drama teachers and theater students worked with 24 children (9 and 10 years old) from a public primary school in a process-drama in which the children worked in-role to solve a dilemma. (SR)

Examines ideological implications of the term "outreach" and explores the author's personal reflections and dilemmas regarding the ideological underpinnings of educational outreach around productions of theater. (SR)

Considers positive reasons for using drama in a classroom as part of reading instruction. Discusses the benefits and encounters with using drama in the classroom. Describes how to incorporate drama into reading instruction. (SC)

Argues that drama should pervade the activities that students carry out with and about the literature they read. Considers how the use of drama can work as "assisted performance" in terms of student reading and personal inquiry. (RS)