Presents a play about the French Revolution, discussing how the play was used within a global history course. States that students read the play, work in groups to rewrite the play, and perform their version of the play. Includes key questions that are asked of the students. (CMK)

Describes a drama written by students that helps them achieve an understanding and an empathy that eludes most of the inhabitants of Israel. Discusses how Arab and Jewish students collaborate to compose their drama. Concludes that at its best, the teenage participants in Peace Child Israel find that delicate balance point between using theatre to…

Describes a reflective practice case study which involved creating and delivering a unit integrating drama, media literacy, and media production with a focus on advertising for a group of students at an alternative inner-city high school. Proposes this strategy may assist others in studies and teaching practice. (PM)

Reviews the work of Penina Muhando, a Tanzanian playwright whose plays are available only in Kiswahili. Synopsizes nine plays and analyzes the use and development of sex and gender roles in her characters to illustrate the problems of sexual and political oppression. (FMW)

Discusses "Economics Is FUN-damental," a collection of six musical skits designed to address economic concepts in a manner meaningful and relevant to elementary students. The skits, performed by fourth and fifth graders, are designed to relate economic concepts such as scarcity and supply and demand, to real life situations. (LS)

Explains how a teacher used Shakespeare plays to engage special needs and at-risk students with whom she had had limited success in engaging in other ways. Describes Shakespeare-related activities such as journal writing, acting, and something the teacher calls "write around," which requires students to visit different stations and write short…

Uses the children's book, "The Rajah's Rice: A Mathematical Folktale from India," as the basis for grade-four activities involving doubling and powers of two. (MKR)

Analyses children's responses to "The Arkansaw Bear," a work of dramatic literature for children. Discusses two types of literary understandings displayed by the children: affective values of literature, and formal aspects of literary analysis. Suggests that it is time to welcome the literature of theater into the world of children's…

Each year, fifth graders at Kamehameha Elementary School produce a play about American history. Students do research, write scripts and songs, design costumes and the stage sets, act, and promote the event. The article explains how the students accomplished this over several months and notes how the activity tied into their schoolwork. (SM)

Describes a project designed to alleviate the emotional isolation of elders concerned about the manner in which they will die, particularly fears about loss of control. A counselor engaged elders in dialogue exploring nonthreatening ways this could be done. Drama that includes dialogue with the audience was chosen, developed, and performed at…

Describes a study in which drama and sign language were used in a multisensory approach to language learning to tap the physical, kinesthetic, and visual abilities of four-year-old Head Start children. Finds that the teacher-directed activities resulted in significantly higher scores for children in the treatment group. (PRA)

Asserts that students gain a deeper appreciation and understanding of what they have read when they have systematic opportunities to integrate reading with drama, oral language, and art. Discusses how to use drama, Reader's Theater, oral interactions, and the visual arts to improve reading comprehension. (PRA)

The activities of the Performing Arts Program of the Model Secondary School for the Deaf (District of Columbia) are described, focusing on classes offered in dance, music, and theater; in-house and road show productions; student participation; outreach; summer institute programs; volunteer assistance; alumni achievements; and implications for…

A story is told of how inner-city youth organizations use dramas that young people write, cast, and direct to enable them to retain their first language or dialect while gaining standard English and preparing for job entry. The story ends with implications for the language classroom. (seven references) (Author/LB)

Explores the conflict between views of drama held by foreign language teachers and proponents of creative dramatics. Explains how formal rehearsal and public performance of plays in elementary school foreign language classes offer significant educational benefits toward fluency in a target language. (SR)