Five projects in the arts, such as drama and facepainting, provide a day's worth of class activities. Detailed instructions for each project, including materials and procedures, are given. (JL)

Presents the statistical results for the theater for children component of the ASU Longitudinal Study, utilizing Dr. Patricia Goldberg's interview instrument, which categorizes the free responses of a child audience after viewing a theatrical production. (JC)

Attempts to bridge the gap between theater professionals and classroom teachers by annotating some books about theater, including "Scenes: The Unseen People Who Make Theatre Work," which may be used with children of various ages. (MM)

A discussion of the role of drama in education is presented which includes historical background and current trends. Problems that have developed in curriculum development are offered. (DF)

Considers the potential of political theater to raise questions of social justice in a provocative manner for students. Describes three productions at a Swiss boarding school, in which the author served as director: a feminist "Taming of the Shrew," a student-written satirical cabaret, and Brecht's "The Good Person of Sezuan."…

States that incorporating a short poetry or drama unit in a composition course can stimulate both students and teachers and that the benefits include more creative thinking, better attitudes toward writing and assignments, and sharpened revision skills. (EL)

Describes three uses of folklore in teaching college-level anthropology courses: (1) collecting folklore through interviewing; (2) analyzing folklore themes; and (3) using folklore in puppetry and plays. (KH)

Humorously discusses the recent practice of rewriting plays so that the leading roles can be played by members of either sex and considers what might happen if poets and novelists follow suit. (EL)

How the concept of drama includes the idea of meaningful intensification--the revelation of the unified spirit or energy that characterizes a community--is discussed. Within the context of art education, meaningful intensification is interpreted within a class social structure. (RM)

Conducted an experiment (N=105) wherein one group was exposed to a sad film to induce depressive feelings and another group was shown an emotionally neutral film. Pretest-posttest measures indicated respondents who watched the grievous movie reported more depressive mood. Results showed the construct validity of the VROPSOM lists. (JAC)

Ideas for art and drama projects that will help students celebrate the meaning of December traditions and feasts are offered in this article. (DF)

Suggests that the theme of Shakespeare's "Romeo and Juliet" is an oxymoron linking the two apparently contradictory ideas of death and sexual love. (RBW)

Describes the difficulties in finding a balance between the masculine and feminine within one's self and the world. (CRH)

Argues that the teachers' role in teaching Shakespeare is to raise questions that will alert the class to the implications in the text. (HOD)

Drama holds promise as a medium through which the psychosocial conditions of nutrition can be conveyed. Describes use of drama in a group situation as one technique that could enrich the effectiveness of a peer-educator approach to nutrition education for the elderly. (JN)