A Shakespearean play was taught in a resource room with students with learning disabilities in grades 10 through 12, in a manner that took advantage of the students' learning differences. Questions about "Macbeth" were developed and investigated before reading the play. The experience increased self-esteem and academic motivation. (SW)

Presents examples of how the U.S. Constitution is continually being interpreted due to new technological developments. Through the use of a simulated course, students can actively participate in making decisions about our technological society. (MKR)

Details a unit of study in a seventh-grade English class based on collaborative story-writing activities. Describes how the unit, based on a mystery surrounding a fictitious character called "Admiral Brundage," uses drama, argument, and collaboration to improve students' thinking and writing skills. (HB)

Finds that low ability and average ability students benefit more from reading plays than reading stories. Finds that the performance of low ability readers equalled high ability readers when both participated in group oral readings of plays. (RS)

The Young Scholars Program, a four-week intensive summer program of theater and dance that integrates deaf, hard of hearing, and hearing high school students, is described. The program emphasizes cultural diversity and experiential learning through field trips and student performances. (DB)

Discusses an elementary teacher's use of educational skits in history instruction. Describes the preparation of skit scripts. Observes that children who grow up passively watching television need encouragement to become actively involved in learning. Suggests that rehearsing the past may be the best way to prepare for the future. (SG)

Explores important themes in Armenian-American poetry, fiction, and drama; and reviews a number of contemporary authors writing in English and Armenian. The Armenian identity forged in America is best expressed in the literature of Armenian Americans. Recent political events may enlarge the audience for these works. (SLD)

Explores and advocates the role of teachers as researchers, specifically within the field of drama. Outlines approaches useful for drama educators. Lists issues involving drama education that might form useful content for teacher research inquiries. (HB)

Describes an innovative approach to teaching William Shakespeare's "Hamlet" utilizing various film versions of the play. Outlines a method of showing several versions of the same scene from different film adaptations. Describes student reaction to the variations among the different films. (HB)

Observes and interviews a drama specialist over eight weeks with students first through fifth grades in different schools. Notes how constraints of curriculum, time, and space seem to influence how she controls activities and students. Suggests that these control issues may provide guidance for the non-drama specialist in utilizing drama as a…

Studies how dramatics activities and theatrical production can affect high school students positively. Finds statistically significant increases in oral communication skills, student attitudes toward self and theater, and knowledge and comprehension of a play. Provides strong support for curricular use of theater production and dramatic…

Applies 51 stylometric computer tests of Shakespeare play authorship and 14 of play authorship, developed by the Shakespeare Clinic, to 37 "true Shakespeares," 27 plays of the Shakespeare Apocrypha, and to several poems of unknown authorship. Finds that no claimant, and none of the apocryphal plays or poems, matched Shakespeare. (DSK)

Novice teachers find lesson planning difficult because of the lack of experientially-derived lesson schemata. Teachers should look to the expressive arts for principles and structures for lesson design (lesson schemata, scripts, and images; lessons as performance events; and lessons as aesthetic experience). Good lessons share features with good…

Describes how the 1998 Multiculturalism and Diversity in Drama/Theatre Education: A Preconference came about, and briefly describes its activities and success. Offers ideas for future activities, and reminds readers of the critical necessity for action around issues of multiculturalism and diversity that transforms dreams into reality. (SR)

Describes one English-as-a-foreign-language teacher's experiences using English language theater festivals in Romania as an instructional strategy. The festival format, goals and objectives, technical and dress rehearsals, and the actual performances are discussed. (Author/VWL)