The activities involved in a student production of modern Spanish drama in a University of Toronto course and the links with language learning that make the course a partial language immersion are described. Problems in evaluating the course and student performance are discussed. (MSE)

Four plays about the heritage and lifestyles of American Blacks, Chinese Americans, Jews, and Puerto Ricans were used to teach fourth, fifth, and sixth grade students in two New York City schools. A study showed that the plays and accompanying curriculum materials did increase children's knowledge about and acceptance of other groups. (Authors/PP)

Discusses studies that indicate that most American Indians have a historical and contemporary aversion to writing and reading. Suggests that the use of process drama in American Indian classrooms can bridge the gap between Western philosophies and education and American Indian religious attitudes and oral traditions. Concludes if educators…

Presents the results of an investigation into the value of using drama in a Brazilian university classroom. Drawing on research on the advantages of using drama in language learning, the importance of reflection for promoting meaningful learning, and the effectiveness of portfolios as a tool to promote reflection, presents a case study of the use…

Provides a lesson plan on the Great Depression in which students examine the social, economic, and political events of the period through a study of radio broadcasting. Describes an activity in which students research the era and create a radio broadcast. Outlines activity guidelines, radio language, and evaluation methods. (RW)

An innovative examination of Rostand's "Cyrano" in an advanced placement program at the high school level is described. The class reads the original play, mostly out loud in class and memorizes three passages; then the film by Steve Martin is shown in class and comparisons are made. (MLW)

At Brooklyn College (New York), teacher education and drama are integrated in two courses, "Literacy and Education" and "Performance Techniques for the Classroom Teacher." A student's narratives about her childhood are transformed into dramatic performances to illustrate the significance to children of interaction with adults.…

Suggests promoting student critical thinking and motivation through the dramatization of U.S. history. Explains that the exercises make use of old newspaper articles, diaries, and letters, as well as physical artifact facsimiles. Discusses an activity in which students acted out the formation of the Iroquois nation, then wrote first person…

Suggests assigning students to construct moving panoramas as a means of learning about nineteenth-century U.S. history. Explains procedures for developing and presenting the panoramas. Identifies evaluation methods. Argues that the activity can stimulate student curiosity, provide a creative means for orchestrating facts, and make history become…

Examines the rationale behind using musical drama in English-as-a-Second-Language classes, explaining that it is an enjoyable experience that enriches students' English while they are relaxed, working as a team, and having fun with their imaginations. The article explains the process of putting on a play and evaluates the effect such a project had…

Presents thoughts of teachers (many from Lee Expressive Arts Elementary School in Columbia, Missouri) on why they engage in the expressive arts and literature. Offers specific examples of how teachers explore life and literature through drama, music, and art with 22 children's books. (SR)

Argues that the contemporary language arts curriculum encompasses eight areas: literature, language, composition, speech and drama, critical thinking, technology, media literacy, and interdisciplinary studies. Offers a rationale for "cosmos" as a new metaphor for the language arts. Discusses the content of each of the eight curricular areas, and…

Describes an approach to teaching politics that employs actions, scenes, agents, agency, and purpose to encourage students to experience and analyze political behavior. Argues that students participate more in class when they assume a role that is clearly "not themselves." Uses a course about the U.S. presidency as an example. (DSK)

Explores new possibilities and limits of theater education through a role-playing project. Adolescent actors participated in workshops that were meant to improve physicians' communication skills with adolescent patients. Explains that the project also aimed at improving the adolescent actors' techniques in theater. (CMK)

Explores the procedures that were used to assess student learning in a seventh-grade social studies class, with its instructional focus on drama, as the students studied ancient world history. Examines the meanings students constructed when learning social studies through drama. (CMK)