This is a step-by-step guide for having students create a basic idea for their own movie and then write and perform a "movie trailer" to promote their movie.

This definitive book presents the newest research linking graphic narratives and literacy learning, as well as the tools teachers will need to make comic book projects a success in their classrooms. The Comic Book Project (www.comicbookproject.org) is an internationally celebrated initiative where children plan, write, design, and publish original…

Offers ways for high school drama teachers to simplify, streamline, and lessen the uneasiness of the process of play selection, auditions, and casting. (SR)

Describes an eight-step four-week assignment for teaching theater students about blocking and stage directions. Outlines each assignment in detail and provides questions for the students at each stage--from choosing the excerpt or play to staging and directing. (PRA)

Offers ten guidelines for developing and producing a school literary magazine. (HOD)

Describes an easy, inexpensive way for students to create photographic prints without a camera or film. The prints, or photograms, are made by placing objects on photographic paper, exposing the paper to light, then processing it. For a class of 25, the project costs about $1.50 per student. (SM)

Describes activities with fifth- and sixth-grade students exposing them to Shakespeare plays in preparation for a spring play/teen musical based on Shakespeare. (SR)

This syllabus describes the purpose of the Fundamentals of Production course as the study of socioeconomic frameworks and contexts in which production takes place as well as how those frameworks affect the establishment and management of enterprises. Offers teaching methods. (Author/JOW)

Describes an integrated approach to teaching broad-based theatre skills, including script analysis, research, design, directing, and acting. (PD)

Describes several classroom-tested approaches to student film production. (MAI)

Aims to help teachers find a way to help students enjoy Shakespeare through the process of performance. Provides guidelines gained from personal experience for teachers presenting the plays with secondary students that include the following: (1) audience consideration, (2) actor-ownership of the performance, (3) staging limitations, and (4)…

Suggests a simple, adaptable pattern for teaching the grammar of films and television, i.e., its agreed conventions of vocabulary and syntax. A variety of feature-length films and extracts are listed to illustrate the concepts being taught as well as film distributors and addresses. (MBR)

A lecturer in the School of Education, Nottingham University, contends that teaching about the media need not be an elaborately complex business. He suggests some of the constituents of a worthwhile course, the nature and effects of television images, and areas for further investigation. (PD)

Outlines a method for producing, writing, developing, and videotaping public service announcements to provide practical experience for students in video production courses. (MAI)

Presents an account of how one English teacher taught William Shakespeare's "Othello" through dramatics in a challenging way. Considers how teachers of drama might discuss props, stage directions, and the proper handling of Desdemona's handkerchief. Explains how teachers should try to take the plays from "page to stage." (HB)