Draws the connection between childhood play and the unifying, actualizing effects of play in human experience. Examines the concept of play and its integrative function from multidisciplinary perspectives, giving a paradigm for looking at the play process in other expressive forms such as ritual, art, and aesthetic experience. (JMF)

Presents class activities, bulletin boards, songs, games, stories, plays, recipes, and art ideas for November and December, with emphasis on Thanksgiving, Book Week, and Christmas. (SJL)

This article presents guidelines to the elementary teacher for producing a class play. The script for a short adaptation of "Alice in Wonderland" is appended on pages 47-49. (SJL)

Reports that an approach in which college students enacted skits developed around vocabulary words proved more effective than a traditional approach to teaching vocabulary. (MKM)

Presents a rhetorical perspective for examining Shakespearean dramatic texts and an instructional framework for translating that perspective into the teaching of solo performance of Shakespearean dramatic literature. Describes techniques for implementing classroom performance that will develop and demonstrate student understanding of the text.…

Highlights findings and observations of a project using drama in the teaching of race relations. Part of a larger project on the problems and effects of teaching about race relations carried on in England from 1972-75. (JMF)

Describes two drama programs designed for children with specific learning disabilities and based on the needs of these children to achieve and develop a positive self-image. (JMF)

Examines the content of daytime serial dramas to determine how the narrative structure promotes a sense of involvement in viewers. Competing plot lines, the lack of a concrete sense of resolution, the pattern of episodes, and the audience's awareness of information kept secret from characters all contribute to audience involvement. (JMF)

This selected and commented bibliography lists literary criticism and reviews (most published after 1960); it is divided into eight sections which are introduced by short essays. The sections are: bibliographies, background and general characteristics, anthologies, poetry, novel and short story, drama, Mexican and non-Chicano literature, and…

Introduces the concept of an "integrated" approach to the teaching of drama. Contends that arguments against dualism, which writers have advanced run the risk of moving drama towards an arid form of behaviorism. Uses the writing of Wittgenstein to elucidate the concept of "integration." Concludes that an appropriate approach to teaching drama will…

Questions the educational value of the traditional high-school play. Argues that the traditional school play upholds mainstream American culture through a process of patriotism and exclusion of minority groups as well as mainstream theatre. Recommends the use of non-mainstream theatre practices such as devised drama as an alternative to the…

Discusses issues surrounding research questions and inquiry, motivated by keynote speakers, discussions, and reflections from the third annual International Drama in Education Research Institute, July 2000. Outlines the author's frustration on the lack of responses to important questions asked. Notes that culturally marginalized groups tend to be…

Focuses attention on how drama can be used to facilitate moral and academic development as conditioning for social action in a pluralistic society. Notes that the skills that students learn through drama may enable them to problem-solve real-life situations through such impromptu drama performances as improvisation. (SG)

Contends that play scripts are written to be performed and that a critical response to a play should reflect the fact that the script is a blueprint for a live happening. Proposes that students need to study a play both in the theatre and as written text. Explores aspects of Shakespeare's plays as performed theatrical works. (PM)

Contains excerpts from unpublished research which illuminate aspects of the play/drama/theatre continuum--research representing over 20 years of study of college students reflecting on their own childhood performance experiences. Focuses on young performers--how children practice the adult art form of theatre through dramatic play. (PA)