Students at the Mamie D. Lee Public School in the District of Columbia learned nutrition concepts and communication, motor, social, and cognitive skills while participating in a school play. (PCB)

Discusses how to incorporate videotaped productions of Shakespeare's plays into the English classroom. Describes three specific ways of using video to complement the literary text. (MM)

Conventional computer-assisted instruction (CAI) beyond third grade is failing with at-risk students who cannot consciously deploy thinking strategies or derive meaning from symbols. The HOTS (Higher Order Thinking Skills) program uses CAI as one element comprising learning scenarios; others are dramatic techniques, Socratic conversations, and…

One approach to teaching literature combines a work of drama or fiction with a popular text on human needs and relationships. Virginia Satir's "Peoplemaking," a book on family dynamics, provides a theoretical framework in which to evaluate the decisions of the characters in Lorraine Hansberry's "A Raisin in the Sun." (MSE)

When producing school plays, teachers can prepare students for the tryouts to avoid student frustration over the reality that everyone cannot play the lead. Suggestions include talking before the tryouts, meeting with those who are trying out, inviting students to participate in the crew, getting parents involved, being honest, and double casting…

Suggestions for using drama to help students learn about disabilities are given by a professional theatrical group in which actors portray disabled people and answer questions in character. Steps for developing a class skit about a person with a disability and for starting a similar acting troupe are given. (DB)

This paper uses qualitative research data and examples from a high school drama class to examine how achieving full learning membership for students with severe disabilities requires teachers, in collaborative and consultative relationships, to provide all students with crucial supports by flexibly working within three inclusion parameters…

Describes how incorporating an acting unit into traditional English courses allows students to act out the language, the plot, and the moral and social issues of a play. Offers teaching suggestions and class exercises and activities. (SR)

Describes a research project that focused on the work of a teacher and students in an afterschool drama class during two academic years. Explores the development of the researchers' and the teacher's increased understandings about effective processes for story development in dramatic contexts. (SR)

Describes the methods employed in a series of 10 3-hour drama workshops out of which came a theatre-in-education (TIE) program (delivering an antidrug message) performed at the National Chinese Theatre Association. Notes that educational theater and theater in education were virtually unknown and never before performed in Taiwan. (RS)

Suggests that improvising scenes and developing fictional personas can help students to engage as active learners in their study of literary works. Presents examples of how such activities can be carried out in the classroom. Argues for the use of improvisation in the English classroom. (HB)

Describes how one teacher developed an approach to teaching the plays of William Shakespeare that included both attending performances of plays and then producing individual scenes through student participation. Outlines other related activities of the unit, including holding an Elizabethan marketplace. (HB)

Shows how one teacher used innovative methods in teaching William Shakespeare's "Macbeth." Outlines student assignments including text renderings, rewriting a scene from the play, and creating a multicultural scrapbook for the play. (HB)

Describes a classroom dramatic approach (using the technique of the fictional family) that can help achieve an integration of the goals of literature instruction and multicultural education. Depicts the technique in practice and argues for its current relevance in fostering cultural diversity. (HB)

Outlines a drama lesson, based on the life of Mahatma Gandhi, designed to develop characterization through the use of role playing. (PRA)