The author describes ACT (Acting Out Central Theme), a method for dealing with psychomotor, cognitive, and affective domains in slow readers. The ACT approach involves three sessions which focus on discussion of a theme such as friendship, presentaton of the theme as a skit, and assignment of topics to individual students. (SW)

Explains how one kindergarten teacher introduces her students to children's literature. (FL)

Notes that "drama has been seen by many to be one of the best means of helping students to know themselves more fully," and discusses the place of drama in the schools, what drama does for people, drama as a literary genre, readers' theater, mime, role playing, simulation, creative dramatics and plays for an audience. (Author/JM)

Several short improvised skits were used in a class on language usage for foreign teachers of English. The dramas were successful in getting the class to use idiomatic English and to induce even the self-conscious to speak. (CHK)

Presents a play for students in grades four to nine that incorporates the scientific names, physical characteristics, feeding habits, interactions, and interdependence of the plants and animals that make up the Great Lakes food web to facilitate the learning of this complex system. Includes a Great Lakes food web chart. (AIM)

Highlights a music program for students with deafness that allows them to explore music in ways that are hands-on and visual. The formation of a sign choir that integrated students with deafness and hearing students is also described as well as an interactive deaf/hearing drama group. (CR)

Observed Anglo- and Korean-American preschoolers during free play and experimental toy play. Found that Korean-Americans' play included everyday activity and family role themes, whereas Anglo-Americans' play enacted danger and fantastic themes. Anglo-Americans described their own actions and used directives, whereas Korean Americans described…

In this interview with a Florida kindergarten teacher, the whole language philosophy is used to help elementary students learn skills through ongoing reading and writing activities. Thematic units are used to encourage teacher facilitation and peer teaching. (DG)

Discusses ways to motivate students to learn through the use of textbooks. Suggests several activities designed to increase student motivation and interest. These include presenting textbook topics in the form of games, group work, and performing plays and puppet shows. Emphasizes the importance of coaching and praise. (RW)

Delineates the differences between prose fiction and media drama. Outlines what is gained and what is lost in translating prose fiction to the radio. The constraints include program formats and the resulting lack of character development. The gains include liveliness and immediacy. Discusses use of flashback and narration. (KO)

Addresses drama in the early childhood classroom as a useful tool for focusing on many of the current concerns in education including problem solving, integration of curriculum, writing across the curriculum, and authentic assessment. (RS)

Suggests that, through practical understanding of quantum theory, teachers can develop new role-play and narrative strategies, arguing that describing fictional worlds through narrative and exploring virtual worlds through role play can transform children's consciousness. Applies the quantum theory metaphor to drama, learning, and self-image.…

Compares the ancient oral tradition of storytelling with modern interpretations where storytelling is blended with acting. Provides guidelines for an exercise in which the students interview members of their family and bring the results to life on stage. (PA)

Describes a year-long project for seventh graders that incorporates all aspects of language arts. Relates how the project culminates in a videotaped dramatic production of student writing. (MM)

Maintains that creative drama is an effective strategy for instruction and assessment in science classes. Describes a two-week summer program for high-achieving science and math middle school students which involved creative drama. (SR)