This Ohio model competency-based arts program connects the four arts (dance, drama/theater, music, visual art) with educational, historical, personal, and social contexts in order to bring relevance and understanding to all students. The document is intended to provide guidance to local Ohio school districts in creating their own arts programs.…

Developed by classroom teachers during the development phase of Minnesota's Graduation Standards, this performance package is made up of locally designed assignments that, taken together, show whether a student has learned and can apply the knowledge and skills related to "method" acting and improvising. It begins with reference to the…

This narrative details the responses of children and adults to a story about young children welcoming a boy with severe disabilities into their own story telling and re-enactment. Linking the act of story telling to the practice of the Hasidim, who would teach people to think about goodness by telling stories about holy men performing good works,…

Integrated art history and language arts activities are presented in this curriculum guide. The art history content is chronologically organized by units: (1) "Art of the Ancient World"; (2) "Arts of the East and Africa"; (3) "Art of the Middle Ages and the Renaissance"; (4) "Five European Masters"; (5) "Impressionism and Post-Impressionism"; (6)…

One way of making scientific concepts more accessible to students is to use active approaches, such as drama, in the classroom. The study reported in this paper evaluates the use of three dramatic improvisations performed by second year undergraduate students to improve their understanding of the generation and supply of electricity. Student…

Current teaching and thinking about theatre performances tend to ignore kinesics. Kinesics study answers the need for consideration of analogical thinking and nonverbal communication distinctive to theatrical performance. (CH)

The author presents a short drama intended for use in group counseling sessions with the parents of elementary school students. (RWP)

Role-playing and creative dramatics provide children with practice in a great number of vital human concerns. A sample lesson for use in elementary grades is designed to help children understand systems thinking. A variety of global concepts are presented in the lessons. (SM)

Presented are eight creative dramatics activities involving a variety of multimedia materials which have been used with emotionally and academically handicapped adolescents to encourage them to release their inhibitions and increase self knowledge. (DB)

Author stimulated an 11th-grade Arkansas English class to increase self-confidence and improve reading skills by reading plays aloud in class, each student taking turns at the parts. Class then produced a play for the public, the first in this school. (PD)

Results demonstrate that the Inventory of Dramatic Behavior Adapted for Group Observation (IDBG) is a valid and useful instrument for assessing the dramatic behavior of elementary school children. (PD)

Investigated whether activities such as theater games, role playing, and dramatic play would increase college students' self-confidence, self-worth, spontaneity, and ability to relate with others. Found that these activities increased self-confidence and spontaneity. Concluded that creative dramatic courses can help students discover or develop…