Ten seasonal plays are presented: (1) September (nutrition); (2) October (Halloween); (3) November (Thanksgiving); (4 and 5) December (Hanukkah, Christmas); (6) January (Martin Luther King, Jr.); (7) February (friendship); (8) March (Saint Patrick's Day); (9) April (Easter); and (10) May/June (Memorial and Flag Days). (CJ)

Observes that class plays still exist in many schools. Discusses reasons why all-school-type productions are superior to class plays in terms of educational opportunities, overall morale, and continued growth of quality theater programs. (PD)

Defines "tableaux vivant" as the three-dimensional enactment of still pictures. Describes its use in the theater and as a tool in theater study. Presents a series of warm-up and tableaux exercises for use in the classroom. (JMF)

Describes how fourth- and fifth-grade students perform Shakespeare and improve their reading skills at the same time. (DD)

Drama may be used to prepare students for reading and to assess their understanding of literature. (DD)

Presents 13 improvisation exercises offered by 5 teachers. (SR)

States that recent national reports support the arts as essential to education. Asserts that theater skills develop both the thinking and expressing processes and that theatrical performances require the synthesis of content and skills. Adds that theater reflects life and that theater teachers offer excellence in education. (PRA)

Describes a process for teaching students to create a theatrical character based on a picture, an animal, a color, etc. Provides ways for students to define the internal and external qualities of the character, and offers exercises such as "pantomime based on a picture" and "using animal image." (PRA)

Recounts an episode when, as young schoolboys, Prince Charles and classmates presented "Macbeth" as an end-of-term-play. Traces the events at school that took on different meanings when viewed from maturity. (NH)

Notes artists and teachers need inspiration every once in a while. Shares a collection of quotations to challenge and inspire about adults and children, education, theatre, drama, and art. (NH)

Presents annotations of two books and five scholarly articles of interest to theater educators on out-of-field research. (NH)

Approaches to teaching Shakespeare (desk work, dramatization, videos, Direct Activities Related to Texts) were examined. Results showed that desk-based approaches did not necessary preclude imaginative and physical activities. (SK)

Describes Belfry 101, an arts partnership-in-education between the Belfry Theatre and both private and public senior secondary schools in and around Victoria, British Columbia, Canada. Notes the partnership seeks to address questions of cultural literacy and its relationship to audience education in the professional arts. Addresses six…

This article draws from three ethnographic studies of children playing sociodramatically in multilingual, multicultural contexts. Countering a deficit perspective that focuses on what children from nondominant cultures do not know, we use the concept of syncretism to illuminate children's expertise and intentionality as they blend knowledge from…