Creative movement and drama can expand children's understanding of their environment, extend knowledge levels, and broaden creative self-expression. This article describes the benefits of incorporating such learning experiences in the classroom and presents several children's books and related activities that lend themselves to the integration of…

Explores connections to be made between literature and life by using "Cinderella" as an occasion for classroom drama and personal discussion. Explains how the instructor assumes the role of a reporter as students tell their own Cinderella stories. (TB)

Investigates ways in which both overt and "borderline" forms of theatre at heritage sites may enhance the education of casual visitors and schoolchildren. Examines two different types of "living history" projects: Plimoth Plantation (Massachusetts) and the work of the Young National Trust Theatre in the U.K. Argues that the…

Discusses metaphorical languages of acting commonly to be found passing as "psychological" perspectives. Contends there is a need for greater scientific rigor in the use of such languages. Explains the issue of operationalisation of acting for research purposes. (PM)

Explains the Higher Education Academic link, which promotes Theatre for Development in both the university and non-governmental organization sectors in Bangladesh. Highlights some of the most important and innovative issues which emerged from the link. Describes activities in the university sector which engaged students in practical workshops…

Describes Dutch experimental theatre and dance projects in which the artists themselves participated in the preparatory lessons and/or subsequent workshop. Compares learning experiences of pupils 14 to 16 years of age who participated in the projects. Shows that besides gender and level of education, the involvement of the artist significantly…

Describes the development and implementation of a unit plan which merged drama and historical discourses. Notes the plan also facilitated an inquiry amongst students into the nature of how history is defined, studied, and remembered and why certain voices are included or excluded. Explains that the focus of the unit was two recent publications of…

Documents a pilot study of the perceptions of two L1 Xhosa acting students and their teachers about learning to act in L2 English in an L1 English university drama department in South Africa. Seeks to identify perceptions of "good acting," and the degree to which these are contingent on perceptions of "good English" in theatre…

Proposes a model for training college students in theater arts based on a pedagogy program employed at the University of Oregon. Notes that this pedagogy process differs from student teaching in that it meets the particular needs of each participant. Outlines the components of the program, which include office hours, a journal, secretarial tasks,…

Encourages modification of teaching strategies to facilitate academic achievement among students from diverse groups. Describes how the author collaborated with professionals from the Folger Library's Teaching Shakespeare Institute to develop a better way to teach Shakespeare to her predominantly African-American students. Describes how her…

This paper describes the use of drama with severely socially challenged children, especially children with autistic spectrum disorders. This approach stresses the importance of early make-believe and the use of drama to help children explore social narratives from the inside and thus improve social competence. (Contains references.) (DB)

Discusses theatre educators' role by relating stories of the author's college theatre teacher. Notes that in order to tell stories to this generation, educators need to focus on making time for reflective thought. Concludes that theater can teach audiences to respect others, especially those who are different. (PM)

Provides a rationale for using fiction and drama to promote critical thinking. Presents a sample grid used to record answers to and interpretations of six questions which can be used in class discussion to bring out critical thinking dispositions, such as the ability to determine whether a generalization is warranted. (RS)

In a community center, older adults developed and presented dramatic sketches illustrating quality of life issues such as health, employment, money, family life, leisure, and aging. The development process enabled group members to put their life experiences in a wider perspective and the presentation served as a tool to open discussion in the…

A program is described in which drama is used as an integral educational tool in conjunction with the study of literature, social studies, and history. The program adapts drama as a forum for presentations, debates on history or present-day events, and the study of biographies of great people. (JDD)