Analyzes the use of physical and imagined space and time in three plays. Describes how these features interact, assume dramatic force, and augment the tension, irony, and meaning of the play. The plays used are Chekhov's "The Three Sisters," Moliere's "Tartuffe," and Stoppard's "Rosencrantz and Guildenstern Are Dead." (JMF)

A unique theatrical presentation, "Miss Margarida's Way," reveals some interesting characteristics of its audience when it casts them back into a classroom situation. (LH)

Discusses a study of the roles and functions of theater criticism in Palestine and Israel over a 50-year period. Focuses on the social role of drama critics, the norms defining their expected as compared to their actual behavior, and the social, political, and cultural context in which they operated. (JMF)

Presents the text of an interview with John Hodgson, British proponent of educational theater. His use of improvisation as a teaching technique and contrasts between the American and British systems of educational theater are discussed. (JMF)

Transcripts of two segments of CBS-TV's "Sunrise Semester" discuss the experiences of several participants in a production of Chekhov's "Uncle Vanya" by elementary school students. (RL)

Describes how fifth-grade teachers and a school library media specialist in Malvern, Pennsylvania collaborated in a student reenactment of the Ellis Island experience. Includes a bibliography of immigration resources and sample background information, identification, entrance papers, and experience of a simulated immigrant. (PEN)

Describes a drama workshop conducted with the Maryland Writing Project Summer Teacher Institute by two visiting teacher trainers from London. Provides examples of drama methodologies using a Shakespearean text--"Midsummer Night's Dream"--and invites joint enquiry into opportunities for writing. Designs workshop activities to make them…

Contains an annotated bibliography of Asian American literature (published between 1992 and 1996) focusing on prose narratives, including novels, short stories, and memoirs. Includes also some critical studies of Asian American literature and some drama and award-winning poetry collections. (TB)

Summarizes the different spheres of drama and theatre activities in Hungary. Outlines the history of drama teaching in Hungary. Describes the achievements and problems of the present, such as the place of drama in the curriculum and help that benefits Hungarian speaking teachers elsewhere. Provides a short overview of the youth theatre of the…

Notes that Howard Gardner's theory of Multiple Intelligences (MI) has afforded support to educators and parents who want to see their children as equals no matter in what area of ability they develop competence. Explains the usefulness of Gardner's approach, based on Kantian notions of the power of mind to give order to the world. Discusses the…

Contends that experimental drama interrogates the schism between the actor's real self and her/his playing of a stage role. Explores connections between experimental theatre practice and progressive educational work, through examples of drama and performance work in two Welsh adult education contexts. Discusses some of the pedagogical and wider…

Examines the role and function of theatre rituals for approaching ethics in the curriculum. Discusses the ritual's main traits as a collective experience, constituting performed actions with symbolic status, within a structure of formal qualities and defined relationships. Concludes that theatre rituals: enable children's individual voices to…

Explains that Museum Theatre's goal is to teach through drama by using experiential interpretive strategies that bypass the lecture format. Outlines a production of Museum Theatre which helped a museum redefine itself. Concludes that Museum Theatre helps shift the focus of programming from simple object display to an emphasis on the human…

Explores the nature of how drama unfolds in the author's classroom around the historical events of the Cherokee Trail of Tears. Describes how they explored the viewpoints of people involved in the historical events; recreated the setting and action through props, costumes, and scenery; understood the role of the teacher as actor; and problem…

Suggests a partial framework for beginning to build a broad-based curriculum in drama education and relates seven examples encountered during the author's sabbatical in Britain that may inform drama programs and curriculum development. Concludes that drama, with its broad appeal and power to engage, can be a leading force in restoring arts…