Provides examples of using children's literature to integrate the use of drama into the language arts classroom. (MG)

Describes policies, expectations, and opportunities for students involved in high school theater productions at Nicolet High School. Outlines basic premises, teacher/student relationships, rules and obligations of the students, and auditions. (PRA)

The decision not to display graphic photographs of war to accompany a Montgomery College (Maryland) production of the Jean Anouilh play "Antigone," and related controversies over the use of facilities and faculty-college relations, are discussed. It is concluded that no episode of censorship on campus is minor. (MSE)

Suggests that there is a strong affinity between multicultural and theater education. Argues that, through drama and theater, individuals can acquire a clearer visualization and deeper understanding of the topics, issues, themes, and concepts of multicultural education. Suggests that drama might even become a laboratory for multicultural living.…

Suggests that music and drama offer excellent opportunities for "pleasant repetition," a practice of structures and vocabulary that is motivational and contextualized. (Author/VWL)

Reinforces the value of drama and theater for young children. Recommends dramatic play, creative drama, theater, and television, a form of drama, as opportunities for children to learn social interaction skills and person-to-person critical thinking. Urges recognition of drama as an educational tool in the development of young children. (DLH)

Describes the profound learning that took place at the International Children's Theatre Festival in Toyama City, Japan in July 2000. Argues that participation by the Japanese-American Drama Ensemble, a youth group from the public schools in Lexington, Massachusetts, and more than 400 children from all over the planet, showcased the cultural…

States that in 1992, a "Think Tank on Multicultural Theater Literacy" was held and found that "theater has the potential to transcend cultural differences." Discusses why more has not been done to achieve the goal of achieving a truly multicultural theater curriculum. Concludes with a Cherokee myth and a lesson plan to develop…

Focuses on the use of melodrama as an instructional tool in social studies classrooms. Discusses how to set up a melodrama and stage a melodrama. Provides ideas for possible melodramas that address issues of democracy, such as constitutional challenges and civil disobedience. (CMK)

Recommends the use of a particular type of drama activity--playwriting and subsequent playreading--in English language teaching. Reviews the potential of play writing activities for language development as described in the literature. Describes how play writing and play reading activities were organized within the framework of a language…

Claims Reader Response theories form the basis for helping students to enjoy reading and studying the classics. Discusses: (1) asking students to "step into" and explore the world of the text; and (2) helping students "step out" of the world of the text to consider it analytically. Presents drama activities to help students…

Demonstrates how drama can highlight the complex process of readers' interpretations of texts, describing a study of Latina literature in a diverse fifth grade classroom. Results show how the Latina teacher-researcher read her students' interpretations of Latina cultural perspectives while also reading her as a Latina teacher-researcher. Results…

There are several ways in which aesthetic discourses might be positioned in the field of drama education. While some might locate "aesthetics" in the cognitive or interpretive realm of learning, and others the affective or philosophical realm. In this article, the author has chosen to speak of the discourses of aesthetics as they relate…

The history of drama education can be read as a series of arguments over dichotomies: process and product, theatre and classroom, artist and teacher, and so forth. One of the more recent discussions has focused on technology versus live classroom drama. At the heart of these discussions is an attempt to define the aesthetic dimensions of the…

This article reflects on the findings of a nationally-funded research project which investigated the practice and impact of museum theatre at two UK museums: the Imperial War Museum, London, and the People's History Museum, Manchester. The research team tracked the museum experiences of eight groups of primary school children, half of whom…