Examines how old age is portrayed in 35 popular plays for children. Suggests ways children's theatre can help children form positive attitudes on aging. (PD)

Suggests student writing exercises before, during, and after reading Shakespeare's Henry IV. Cites specific passages, followed by discussion and writing questions centered on the conflict between Henry IV and his son, a "generation gap" theme to which students can easily relate. (HTH)

Recommends drama as a technique to help children make a bridge between thinking and writing. (JL)

Explores how poetry differs from other modes of discourse and how poetry should be taught. (AEA)

Discusses how drama can play a vital role in the science classroom. Guidelines and criteria for the evaluation of the use of drama in science teaching are also presented. (HM)

Argues that English teachers who use plays in their classes should emphasize the effects and interpretation of the words of the scripts as they are spoken. Offers four suggestions whereby teachers can focus on the playscript as it is performed, not written. (RL)

Describes a workshop held in Zambia in August 1979, to disseminate among performing artists and rural development workers skills for using the performing arts to communicate information on problems related to agriculture, health, and community development. Over 70 participants from the U.S., Canada, Botswana, Lesotho, Tanzania, Kenya, and Zambia…

Discusses the development of characters in daytime serials in terms of love, marriage, and personal happiness. Considers how these developments are designed to fit middle-class values. (JMF)

An approach to teaching the Odyssey is discussed in which the work is treated as a folk tale rather than a saga. (CFM)

Looks back on an unusual history through drama project. (Editor)

A course in which students learn French by producing and performing in French plays is described. Students were responsive and motivated to master the language. (CHK)