Critiques Erving Goffman's research on the experience of radio frames by providing the results of a complete empirical phenomenological analysis of Goffman's report on data. (RAE)

Lists 29 research projects in progress within the field of theater, drama, and education. Provides the researcher's name, research title, school/organization affiliation, type of research, and estimated date of completion. (MM)

Presents the script of a skit designed to engage beginning students in a contest to identify and list the most safety violations they observe during the skit. Includes a list of 37 safe laboratory practices. (MKR)

Discusses the challenges of sponsoring extracurricular drama activities from the planning of a theatre season to the supervision of acting. Suggests changes to make the job more manageable. Makes a case for why dramatic productions are especially effective vehicles of education. (TB)

Examines three classroom techniques for facilitating actor/filmmaker collaborative scriptwriting situations: improvisation, "contentless scenes" used to develop notions of subtext, and beat analyses (breaking scripts into character beats) used by directors to create characters that come alive on the screen. (SR)

Students in mental health nursing participated in researching, writing, acting in, and evaluating a play about schizophrenia. The experience demonstrated drama's effectiveness as a tool to develop sensitivity about health care concerns. (SK)

Offers examples of the kind of story exploration the author carries out with adults or children to discover as much about the story as they can. Notes that nursery rhymes are effective for this exploration. (RS)

Reviews 15 recent books on Shakespeare appropriate for secondary school teachers and students, including books on films of Shakespeare's plays, a teacher's guide, companions for the plays, acting editions, narrative versions of several plays, a biography, a study of Elizabethan England, and a book of trivia. An elementary-level video is also…

Suggests that a special quality of reinforced learning can take place by use of the preshow workshop, which plants the seeds of thought and actions. Illustrates the method by discussing two practical but utterly different models for preshow workshops. (RS)

Describes how English teachers can utilize the concepts and techniques of "interpreters theatre," or theater of the mind, to help students become more engaged in literary texts. Explains basic procedures of this technique and gives sample scripts from actual classroom usage. (HB)

Relates a middle school teacher's experiences at an ISTA (International Schools Theatre Association) conference in Budapest, including viewing or participating in short performances, small ensemble work, and workshops. Describes her activities in the movement workshop. (PA)

Argues for increasing the use of nontraditional methodologies in the reading of Shakespeare's plays for secondary school students. Discusses the "myth of Shakespeare" and his plays as a cultural inheritance, an attitude that is implicitly encouraged by the British National Curriculum. Posits that children in the classroom should be in…

Presents an outdoor education drama created by a student in an outdoor education class. The primary purpose of the assignment was to introduce one or more environmental education concepts to students using drama. The example titled, "Goldenrod and the Three Barks" introduces the concepts of competition for food and mutualism for survival. (KS)

Describes how high school English teachers can make Shakespeare's plays come alive by relating the plots to things with which the students are familiar. Shows how teachers can encourage a dialogue with students to get to the heart of the plays. (PRA)

Offers a profile of Susan Stauter, the director of the American Conservatory Theater's training program in San Francisco. Describes her activities with children and adults and her commitment to arts education. (PRA)