Designed to assess teachers" attitudes toward a variety of objectives for teaching drama, the "Place of Drama" questionnaire contains 32 items. A principal component factor analysis of results from a large-scale tryout yielded the following categories among the items: noncognitive personal development, ethical growth, literary…

This book offers suggestions for prospective and practicing English teachers on ways to help students appreciate both drama and fiction. Some of the questions treated are the differences between the reading of drama and fiction; the critical tools a teacher may use in approaches to specific works; how a novel may be taught on different levels…

The twelve essays (each by a different author) in this volume cover drama in a liberal education, comment on the tragic hero, remarks on "Hamlet" and "Hedda Gabler," notes on music and drama, comment on didactic drama, an examination of "Andre," studies of the Haymarket Theatre, London productions of American plays,…

This volume, eighth in the annual series, provides for scholars, students, and general readers a systematic, evaluative guide to current published studies on American literature. Half the chapters summarize the year's published work on individual authors, and half are devoted to genres and periods. The eighteen contributors, acknowledged scholars…

An authorized course of instruction for the Quinmester Program in Dade County (Florida) public schools is given for study of Norwegian dramatist and social critic Henrik Ibsen. The course includes an introduction to four dramas which reveal that man's dream of perfection can sometimes lead to destruction, sterility, and estrangement from life.…

Developed with the recognition that many playwrights have theater in their blood (e.g., Eugene O'Neill was the son of a famous actor), the three lessons in this package present, through experience, the fundamentals of dramatic structure. These lessons for the beginning playwright focus on elements of dramatic plot, conflicts, and crisis and…

Using drama to teach English--especially as a second language--allows students to use natural, conversational English in a meaningful context; it requires students to participate in new cultural roles and to behave in a culturally acceptable way; and it provides a purposeful, highly motivating classroom activity for intermediate and advanced…

This paper attempts to distill John Dewey's theory of poetic compression and suggests its possible application as a technique that the performer can use to confront poetic language. Specifically, Dewey's discussions of modes of interaction in art and of the expanding and contracting character of language are used to illuminate the language of the…

Part I (in English) introduces the drama "Lear," its author and his previous works. Part II (in German) offers suggestions for teaching the material, both as to foreign language instruction and as to content. Part III (in German) offers approaches to interpretation. (Text is in German and English.) (IFS/WGA)

Contrasts Shakespeare's "Henry V" and "Henry IV" series, in which human interaction becomes history, with plays such as "Julius Caesar," which focus on psychological analysis and the internalized protagonist. (MB)

Improvisational exercises can be used when teaching dramatic literature, but only when they reflect the universal issues of the play text being studied and when they lead students to a deeper understanding of the dramatic work. (RL)

Suggests techniques for incorporating the BBC-TV/Time-Life Television Co-production of "The Shakespeare Plays" into high school study of Shakespeare. (DD)

Describes an activity designed to get beginning drama students to work with other classmates and to get students up in front of a class in a group situation. (MH)

Describes the speech communication curriculum of Methodist Ladies' College at Kew, where speech education and drama are treated within a comprehensive notion of communication skills. (RL)

Describes an interactive video system of animated programs developed at Stanford University that enables drama students to design and stage their own versions of scenes, and learn about the theatrical process quickly and inexpensively. The discussion covers the development of the programs and examples of their implementation. (CLB)