Describes how a teacher can personally assume a role and thereby facilitate students' role playing. (DD)

A list of activities for creative dramatics work in the classroom. (MM)

Dramatic play games emphasizing creative thinking and listening skills offer an emotional outlet for the entire class. Games involving pantomime, musical instruments, and communication are described. (CB)

This paper critically examines recent studies investigating the relationship between dramatic play and story comprehension. Four issues to be addressed are (1) play and contextual variables; (2) treatment effects on different subjects; (3) length of effects; and (4) size of effects. Recommendations for future research are made. (Author/MT)

This step-by-step approach to class plays will allow students to explore literature, think creatively, and learn to work together. Discussed are how to teach acting, choosing a story, teaching the story, rehearsing, and creating costumes and sets. (MT)

Provides support, drawn from classroom experience and research, for the use of drama in the reading class. (ARH)

Explored the benefits of creative drama as an arts activity for older adults in a 17-session drama workshop. Verbal samples from participants after each midweek session were content-analyzed to examine changes over time in four psychological states. Results showed downward trends in anxiety and one measure of hostility. (Author/NRB)

The essential nature of drama is a liberating act of imagination, of self-transcendence. A session is described in which the class maintained the delicate balance of dual consciousness and focused its attention and empathy on an illusory but possible world, creating and being responsible for the meaning of its construction. (MT)

At a summer program designed to create a purpose for writing, 18 children moved from everyday language to diction appropriate to monks experiencing a significant moment in communal life. Scribes copied the children's words in a careful italic hand, providing pressure for even more precise diction and dignity of language. (MT)

Reading and drama are closely related in the learning process, interacting to develop the same personal resources in the child, building links between print and experience, dream and reality, self and other. The pressure and authenticity of the drama can help children create new knowledge and make different and necessary connections. (MT)

Justifies the place of theatre and dramatic arts in the high school curriculum and the importance of educating teacher-directors who can provide students with theatre arts experience. (PD)

Suggests ways to create appropriate, well-fitting, economical costumes. (PD)

A multimedia eight-week summer drama course for emotionally disturbed adolescents is described. Activities (including projects, drama notebooks, and play presentations) are reviewed along with resources. (CL)

Students in four secondary school classes were taught two lesson topics, the first by dramatic reenactment, the second by lecture/seatwork. Concept acquisition, retention, and students' attitudes toward the instruction form were measured. Results are discussed. (Author/MT)

Reviews theories in educational drama. Postulates the skills needed by drama teachers and the six major variables underlying the teacher's role in drama activities. (PD)