Seventh grade pupils dramatized a narrative taken from a school textbook. This is considered a valuable device for motivating and providing active experience in communicating. The steps in planning and performing the teaching unit are described. The cooperatively produced final script is appended. (Text is in German.) (IFS/WGA)

Prescribes an attitude that teachers can take to help students "crack the code" of a dramatic work, combining a flexible teaching strategy, the suspension of beliefs or preconceived notions about the work, focusing on the drams's text, and choosing a reading strategy appropriate to the dramatic work. (RL)

Argues that dramatic activity is the basis for learning, and that dramatic activities can help students learn in all subject areas, particularly in the language arts. (RL)

Eight essays (summarized individually) are offered as supplements to the articles by Michael Knight ("Role-Play") and Mary Finocchiaro ("Role-Playing in the Language Classroom") which appeared in Zielsprache Englisch 3/1977. (Text is in German.) (IFS/WGA)

Suggests that drama provides an excellent opportunity for children to learn about history, especially children who have not yet reached the formal operational level of development. Describes a program coordinated with a historical museum in which children reenact a school day in 1888. (ARH)

Explores the implications of envisioning theater and drama in education as a "laboratory for learning," citing that Theatre-In-Education fits the laboratory model by integrating formal theater as aesthetic experience with informal drama as a learning medium. (MM)

Describes materials mastery and symbolic development as two discrete but related processes that preschool children learn. Uses the preschool setting to identify the developmental stages of construction play. (AS)

The relationship of play and language to development of the sense of self is examined. The value of playful, affectively charged interchanges between caregivers and children is highlighted, and guidelines are established to determine a child's level of development. An intervention model is proposed for children developmentally delayed in terms of…

Summarizes eight research studies in the field of outdoor/environmental education being completed at Slippery Rock University in 1985. Topics include isolation among National Park Service rangers, school participation in recycling programs, the use of trees to modify microclimates in West African urban centers, and evaluation of environmental…

Presents a mixed picture of the influence of classroom drama lessons on students' oral language growth. Demonstrates that time can be taken from the regular language arts program and given to drama without adverse effect in the development of students' oral language. (EL)

By allowing college students of German to write and perform their own plays, it added a tremendous boost to their interest in speaking a foreign language. This motivated them to do what they would ordinarily have done with great reluctance--memorize a text and engage in an intensive, goal-oriented activity in German, outside the language…

Students in an abnormal psychology course worked in teams to produce dramatizations of diagnostic interviews and then presented them in class. Positive and negative aspects of the activity are discussed. (RM)

In this book, the authors provide dramatic strategies accompanied by age-appropriate stories and poems from around the world that address such issues as sharing, caring, cooperation, consequences, and bullying in order to create a positive classroom environment. The students' enactments take them to different lands around the globe, back into…

After more than a decade in print, "Readers Theatre for Beginning Readers" continues to outsell all comparable books on Readers Theatre. "More RTBR" capitalizes on both the popularity of "Readers Theatre for Beginning Readers" and the emphasis on fluency due to the recommendations of the National Reading Panel.…

This research document looks at: (1) the criteria for assessment and assessment methods employed by Canadian high school teachers of art, music, and drama; (2) the extent to which this data forms common categories within subject fields; and (3) comparisons and contrasts between categories derived from Canadian art teachers' responses and…