Authors discuss the use of 10 children's books as examples of how to promote creative activity and develop appreciation of the art of book illustration. (RY)

Relates the history and describes the organization and development of the speech program at Tennessee State University, Nashville, a predominantly black institution.(SW)

A long-term, phased class project in which groups of students planned, created, and taped a multiple-episode soap opera/travelog is described as an example of the potential for using students' creativity more fully. Students created a central character, itinerary, and script using the unusual or exotic throughout. (MSE)

Role playing differs from the more static teaching technique of simulation in its incorporation of originality and theatricality. From preparation to presentation, it is important to retain the element of play, avoid techniques of or tendencies toward psychodrama, and hold the pedagogical or evaluative purposes in mind. (MSE)

Techniques for warming up, establishing group rapport, and setting in motion a role-playing activity are outlined. These involve physical games, communication exercises, oral skill development, and creative thinking. (MSE)

Examines materials in the ERIC database that deal with the use of creative drama as a language arts teaching tool. Discusses the nature of creative drama and activities for the classroom. (HTH)

Proposes the iii system as a theory to clarify how creative drama works. Explains how participants in an arts experience go through an internal process (iii system) of image, imagery, and imagination. Notes that those who experience the richest, most varied drama activity seem to complete this process. (PD)

Juxtaposes Erikson's theory of psychosocial development with Goldberg's concept of developmental drama. Suggests that research in this area could (1) strengthen the skills of directors, playwrights, and pedagogues and (2) offer educators and administrators a scientifically valid case for the value of children's theater in the schools. (PD)

Describes a play observation system and offers guidelines for using a recently developed play observation inventory. Two basic sociodramatic play training procedures are described which teachers can use to enhance the quality of children's play. (Author/RH)

Discusses the advantages of using reader's theatre over other dramatic activities, as well as ways to implement reader's theatre in the classroom. (HTH)

In lieu of language lab attendance, second-year language students had the option of attending a drama lab. This program has met with great success. The objective of the lab is to improve skills in pronunciation, intonation, and stress patterns. Also, an environment is created in which the student feels at home with the target language. (PJM)