Explores the influence of the work of Professor Alain Locke on the attitudes taken by black dramatists towards art as related to propaganda and revolution. (JM)

Presents skit designed to help students open doors to exploration of job possibilities. (CJ)

The primary purpose of this essay is to suggest that in order for white readers to respond more imaginatively to a theatre written especially for blacks, we must resist the temptation to judge these plays narrowly according to our own critical terms and social visions and make the necessary effort to understand the special world the black…

Emphasizes the importance of spontaneous play for growth in cognition and social values. The author specifically discusses finger painting, water, blocks and dramatic play. (AJ)

Describes the combination of lecture and theater techniques which made a one-month course on Shakespeare so successful for American students visiting the University College of North Wales, Bangor, Australia. (DD)

Cites 217 projects representing 39 institutions in the United States. (Author/RB)

Illustrated; for part two of this two-part article, see "Media & Methods--Exploration in Education, vol. 6 no. 6 (February 1970). (RD)

Cites 157 projects representing 29 institutions in the United States. (Author/RD)

The process and elements of the actor's involvement in mounting a theatrical production are outlined and discussed, including vocal development, selecting a piece, verbal and nonverbal communication skills, and learning the part while working together onstage. Similar techniques may be used in foreign language learning activities. (MSE)

Seven situations are suggested for role playing exercises, with facial and physical movement emphasized as well as oral skill development. Possibilities for improvisation, props, variations, and linguistic objectives are outlined for each situation. (MSE)

Outlines John Dewey's philosophy of education and describes the Creative Drama Seminar, a method the author has developed based on Dewey's pedagogical principles for students studying English as a foreign language in an Italian university. (CFM)

Concludes that the dramatic play context requires children to convey meaning through explicit oral language in order to introduce and sustain play episodes. (FL)

This 16-month longitudinal study examined effects of time, classroom program, and child gender on play behaviors of preschoolers attending a formal education program or a discovery program. Analysis revealed that dramatic interactive play and transformational behavior increased, while constructive play decreased. Boys in discovery classroom…