Provides a review of theater education in the United States. Reports on the number and type of programs, the premises upon which they are built, and the practices which they pursue. Concludes with a section on the meaning of professionalism among theater educators. (JDH)

Offers some comments on the Educational Theatre Association's survey on the status of theater in U.S. high schools in the same issue of this journal. Discusses finding the key factors responsible for good school theater. (PRA)

To point out potential subjects for research into theatre directing, this paper presents an outline of numerous factors relating to the personal qualities and the craft of theatre directors. The factors are listed under the following headings: (1) the director as an individual--career preparation and personal style; (2) directorial processes in…

This course outline designed for beginning theater students includes a statement of the premise and the assumption behind the course, the task to be accomplished, and the method to be used. The activities include a review of theater practice, a study of modern drama, and studio projects. (LL)

Reviews trends in higher education that led to today's stringent requirements for faculty advancement. Identifies national reputation as one alternative to publication and offers several strategies for achieving such a reputation. (PD)

Discusses, also, four "modes" of teaching the arts--information, practical, interpretative, and critical; based upon a paper presented at convention of American Educational Theatre Association, August 1969. (SW)

In order that theatre education may contribute significantly to theatre art and to society, five problems must be examined: (1) the qualifications of individual instructors and the quality of theatre programs; (2) the need for a good laboratory program "to teach theatre and let theatre teach," with play production serving only as an extension of…