Describes student performances based on interpretations of concrete poetry. (DD)

Presents a dramatization of a fictitious debate about the age of the earth that takes place at the Royal Institution, London, England, in the year 1872 among Sir William Thomson, T.H. Huxley, Sir Charles Lyell, and Hermann von Helmholtz. (Contains 17 references.) (Author/YDS)

Surveys 145 practicing playwrights to examine how secondary school students can be taught the processes of playwriting in a program of dramatic studies. Proposes a model playwriting component for secondary school drama courses. (MM)

Provides an excerpt from the author's book by the same title in which he shares an account of how a playwright guides the children from start to finish in writing and performing their own plays. (MG)

Asserts that there is a need for more empirical research in the area of theatre for young audiences. Discusses myths about empirical research. (MS)

Describes how literature teachers can enliven Shakespeare's "Macbeth" by performing Lady Macbeth's sleepwalking episode (Act 5, Scene 1) with their class. Provides a lesson plan to set up and discuss the performance. Notes that this lesson lets students view a Shakespearean play from both theatrical and academic perspective. (MM)

Leadership behavior, creative ability, and dramatic skill of 54 school-age children and youth were rated by their teachers. Significant correlations were found between leadership and dramatic skills and between creativity and dramatic skills but not between leadership and creativity. (Author/JDD)

Argues that high school and college productions of Shakespeare that pay minimal attention to set design and costumes and maximum attention to the words will create the most rewarding results. (SR)

Examines Paul Zelinsky's story of "Rapunzel" to show how drama, specifically pantomime, and invented dialog can be used to help children develop a deeper understanding of character motivation and delve deeper into the psychological meanings and subtleties of stories. (LRW)

Discusses the short introductions by literary scholars that more often than not precede Shakespeare's plays. Considers the importance and lack of importance that readers put on these introductions. Describes the use and creation, over time, of these introductions to many different plays by Shakespeare. (SG)

This essay is about the experiences, feelings, and thoughts of a Japanese teacher before and after an article appeared in a nationwide newspaper, "Asahi Shinbun". Here he discusses the reactions of administrators and students as well as his efforts in working with students in writing and producing a play about a lesbian high school…

This report comprises transcripts of tape recordings of (1) a short improvisation session conducted by a drama coach and (2) the subsequent seminar (edited) in which the 28 participants explore the relationship of improvisation to teaching literature. Topics discussed are the objectives of literature instruction, emotional experience as an…

Reported are the results of a 3-year project to prepare and evaluate pilot units and courses in drama and theater arts for grades 7-12 and to prepare suggested courses for the training and certification of drama and theater arts teachers. Most of the guide is comprised of descriptions of each course which give (1) the purpose and organization of…

Presents a lesson plan explaining and providing procedures for a flippy theater project. Flippy theater is a series of drawings that illustrate a one-act play, presented on large individual sheets or canvas suspended from a pole hung between two uprights or held by two people. Includes an example. (MJP)

Notes that teacher education programs have a blind spot where drama is concerned. Comments on Paideia Proposal suggestions regarding drama teaching and student participation. Discusses role of imaginative play in child development and role of drama in integration of knowledge, integration of emotions, and release of expression in all arts. (MH)