Explains how an alienated effect was achieved within a performance by combining Albee's American Dream" with pertinent selections of Beat poetry. (SW)

Ten elements and techniques which can be used very effectively in a college level political science course are animation and enthusiasm; costumes; skits; motion; humor; perks; personality and mood changes; voices, puppets, and imitations; the personalization of material; and state of mind. (RM)

Drawing on personal experience, a school principal discusses the importance of creative drama as a teaching tool. (Author/MP)

Argues for the continuation of competitive drama programs on the grounds that competition increases quality, and success fosters enthusiasm and support from students and community alike. (JMF)

Suggests using the ancient Commedia dell' Arte technique of establishing characters and a plot and then allowing the actors to create their own play. Indicates that this improves student performances even in more traditional plays. (TJ)

The use of creative dramatics in the elementary school classroom for developing in students awareness of the world around them is discussed in this interview with Brian Way, a noted contributor in the field of drama and children's theatre. (HTH)

Chronicles the production and presentation of "The Threepenny Opera" by the Council of Independent Schools, a consortium of 11 Baltimore area high schools. The director discusses some details of his decision-making process. (JMF)

Encourages the use of dramatization as a way of building vocabulary by showing the meanings of words in the context of experiences associated with them. (DD)

Describes "neutral scenes," a dialog exchange for which actors must supply the meaning. Contends the exercise provides young actors the opportunity to use all the basic tools they will need when they progress to more conventional scene work, such as finding conflict, using given circumstances, playing relationships. Advises analyzing the…

Presents a fictional mystery scenario that addresses issues concerning instructional technologists and the debate surrounding media and methods. (LRW)

Discusses the dialectic between creative dramatics and conflict resolution and its exploration by the Conflict Resolution Project (CRP). Outlines the CRP's perspectives and general approach as a prelude to a more indepth review about how creative dramatics are used by the CRP. (Author/NB)

Discusses criteria of young children's dramatic play and various definitions of pretend play characteristics. Delineates differences and similarities between dramatic play and drama. Concludes that the term "dramatic play" can cover all kinds of pretend play, including symbolic, representational, imaginative, fantasy, thematic,…

Examines the kinds of broad questions that researches in drama education ask. Describes descriptive, historical, theoretical, qualitative, and quantitative research methodologies currently being employed. Gives examples of studies exemplifying each methodology. (HB)

Describes an approach to teaching William Shakespeare by which one teacher had students take the plays from the page to the stage by becoming actors and directors as well as scholars. Shows ways of relating various plays to more contemporary works. (HB)

Argues that William Shakespeare's "Henry IV, Part I" is an appropriate and useful text for secondary English classrooms. Shows how the play lends itself to performance-based instruction. Outlines ways of accomplishing student engagement, using film versions, and assigning written work. (HB)