Discusses the many facets of the role of television in developing countries and describes the unscripted television play, a technique being used in Kenya to inform, educate, and entertain the population. (LLS)

Presents opinions of college department chairpersons and administrators on what high school teachers can do to prepare students for college theater programs. Discusses strengths and weaknesses of college freshmen. Suggests more high school training in reading plays, writing critiques and analyses, and better counseling about drama training and…

Asserts that literacy can be seen as a dramatic set. Shows how this conceptualization makes sense of the central concerns of language programs and provides an explicit means for developing literacy. Notes that drama activities provide experiences across many linguistic registers. (RL)

Evaluation studies are discussed in terms of aesthetic and literary qualities. Concepts such as imagery, coherence, credibility, dramatic structure, mode of presentation, and story line, are analyzed in relation to evaluative documents. (MH)

The article describes the Alabama School of Fine Arts, a public secondary school offering, in addition to basic academics, intensive training in the areas of music, dance, drama, creative writing, and visual arts to talented and motivated junior and senior high school students in Birmingham. (Author/DLS)

Describes the mounting of Ionesco's "La Lecon" through a group of junior high school students, and the subsequent videotaping of the performance for viewing by a large audience. Suggestions are given for using drama and videotapes in the language classroom. (AM)

Describes how a teacher used Jerome Lawrence and Robert E. Lee's play "Inherit the Wind," dealing with the evolution versus creation controversy, as a medium for teaching censorship issues in a Nashville, Tennessee junior high school Language Arts and Literature class. (TB)

Discusses the background of arts education policy in Taiwan. Explains that a new curriculum for arts and humanities gives drama a place in the national curriculum. Concludes that people in Taiwan are beginning to use drama as a teaching medium and to use drama as education. (PM)

A media unit for inner city high school students examined the relationship between youth and advertising by using drama as the medium through which learning and research occurred. Data were presented through scripted dramatic scenes. How the interpretation and generation of data were embedded in the process of writing these scripts is explained.…

Investigates children's dramatic literacy and explores new testing methods. Supports the critical importance of dramatic actions for young audience's comprehension. Finds that over half the subjects recalled the linear, cause-and-effect, central actions in this "absurdist" plot, particularly when playing with analogous props. (SR)

Traces the history of women playwrights' contributions to the dramatic art in Spain from the 1940s to the 1980s. Discusses the progression from conformity to the establishment's expectations, to revision of form and content to better reflect the female perspective. Provides examples of plays that depict this progression. (JS)

Argues that art skills can be taught, but the way that individual artists use those skills cannot be taught. Discusses how teachers in the arts require different preparation from that provided today and that new approaches are needed to teach art lovers and aspiring professionals. (KM)

Discusses the National Endowment for the Arts' recommendations for Basic Arts Education in "Toward Civilization." Considers how basic arts education is different from Discipline-based Art Education and the resulting implications for art teachers. Suggests that academics be funded to research program implementation and that an applied…

A Canadian secondary school teacher relates how reflecting on her teaching decisions through action research enabled her to cope with teaching a course in an unfamiliar subject area. (IAH)

Outlines a lesson for Shakespeare's "Romeo and Juliet" which compares the Shakespearean text of Romeo and Juliet's parting (Act III, Scene V) with a Rudolph Nureyev ballet of the same episode. (MM)