A language arts teacher of junior high students with deafness or hearing impairments familiarized her students with "Romeo and Juliet" by telling the story in speech and signs, exploring the characters's personalities, reviewing vocabulary, putting the characters into contemporary situations, and directing the students in a full-scale…

Describes the Los Angeles Theatre Center's educational outreach project, "Theatre as a Learning Tool." Discusses the program, its effect on high school students, and the process of providing study guides for the teachers. (PRA)

Examines four approaches to the inclusion of African-American content in children's picture books. Relates these approaches to the field of children's theater. Stresses the importance of increased representation of black America in children's theater. (HB)

Presents a number of activities that teachers can use to introduce concepts of media studies into their classrooms, including ideas for drama classes, media logs, as analyzing advertisements. (HB)

Outlines a method of teaching literature in which both students and teachers are asked to enter a fictional world through role playing. Provides a specific example of how the approach might be implemented with a short story. Concludes with reasons why the method is effective. (HB)

Outlines a three-part integrated and reciprocal program which can effectively incorporate a writing program that has a strong reading component into a drama curriculum. Includes journal writing as the foundation for the program, as well as "I-search" and integrated dramatic readings for further depth and coverage in the content area.…

Contains excerpts from holistic, second grade drama lessons based on a motif common to young children--"A Journey from Home to Confront a Monster." Asserts that this motif can be examined from a fantasy viewpoint with as much power and relevance as from a reality base. Encourages working with others to overcome "monsters" of…

Describes a theater contract between the director and the students which is designed to promote professionalism, commitment, and understanding through the drama experience. Lists specific guidelines for rehearsals, performances, and general behavior, and contains a sample contract. (PRA)

Asserts that the problem of comparing creative activity to traditional scholarship makes it difficult for theater departments to award tenure to faculty. Discusses the results of a survey indicating that, although many large schools are accepting artistic/creative work as analogous to scholarly publication, the chances for tenure in smaller…

Advocates not the total resolution of conflicts staged in the classroom setting but the resolution of interpersonal issues between student as the subordinates and professors as the superiors to create positive regard for superiors and subordinates along with reciprocal learning among students and professors. Suggests enacting a "theatrical"…

Describes a high school production of William Shakespeare's "A Midsummer Night's Dream" which matched cartoon and comic strip characters with the Shakespearean characters, resulting in a visually stimulating performance that successfully engaged students. (SR)

Investigates the experiences of 17 "remedial" readers as they interpreted and performed texts through classroom theater. Discusses results of a study aimed at analyzing patterns of children's text interpretation. Details the students' evolving conception of themselves as actors and interpreters of texts. (HB)

Explores the beliefs of an elementary school teacher who consistently used drama in her classroom. Finds that the use of drama is contingent on the teacher's beliefs about the kinds of support provided within the school, about the value of drama, and about her own ability to structure effective drama experiences. (SR)

Describes four attempts to explore the words of a poem to reexamine the experience and feeling which the poet has encoded in the "objective correlative" of language. Parallels poetic technique and dramatic strategy. Shows how such attempts attracted children's attention to poetry and encouraged them to take poetry emotionally. (HB)

Examines the rationale and related research supporting inclusion of the arts in secondary English and history courses. Looks at examples from a classroom teacher's experience in including drama, painting, and music into the literature curriculum. (RS)