Examines the function of ritual, the development of drama from ritual, and the use of ritual elements with folk drama for aesthetic purposes. (SW)

Refers . . . to service given by the theatre, as an art and as an institution, in and for schools." (Author)

Describes how dramatic techniques (pantomime, improvisation, role playing, etc.) can develop communication skills in second-language students. (PD)

Suggests that using creative dramatics in the classroom reading program can benefit children by improving their reading skills and self-concepts while allowing them to enjoy school and reading. Explains how to create such a program. (FL)

Examines the use of dramatic techniques as tools for learning in the second language classroom. Discusses different ways to use improvisation. (EKN)

Discusses ways to implement drama activities within language arts, social studies, and other subject areas. (Author/MP)

Describes an approach to producing two Shakespeare plays in repertory involving academic resources available at Iowa State University. The approach includes academic credit, guest lecturers providing background, weekly seminars, and discussions. (JMF)

Suggestions for using various dramatic techniques including a student-written cabaret to teach German at all levels of proficiency are described. The method promotes language proficiency, is pedagogically sound, flexible, rewarding, and fun. It can be adapted for use in teaching other languages. (PMJ)

Overviews activities of the University of Hawaii's Department of Drama and Theatre in providing formal theatre experiences for preschool children. The educational aspects of these productions for preschool children are indicated. (RMH)