Asserts that there is a need for more empirical research in the area of theatre for young audiences. Discusses myths about empirical research. (MS)

Summarizes the author's understandings with applications and further questionings to: (1) Rights TO drama/theatre experiences; (2) Rights IN drama/theatre; and (3) Rights THROUGH drama/theatre. Asks for responses to her ideas regarding children's rights in theatre. (SC)

Introduces "Le Theatre de la Marmaille" from Quebec to the American audience and provides brief descriptions of its drama processes, writing workshops, research studies, scripts, and productions. (VLC)

Responds to an article in the same issue of this journal which examines factors influencing longevity in the career of a particular high school theatre arts teacher. Notes responses of some jurors regarding methodological concerns and theoretical grounding, but appreciates the writer's personal affinity with her subject and welcomes the…

While several developmental models of aesthetic understanding, experience, and appreciation exist in the realms of visual art and music education, few examples have been proposed in regard to theatre, particularly for child audiences. This author argues that children gaze upon theatre in differential ways by including age as a variable…

Some parents fear that what their children learn in school theatre programs departs from family values. School theatre proponents have opened a Pandora's box by promoting theatre's potential to teach, rather than focusing solely on its aesthetic goals. Both sides in the theatre censorship controversy share the misperception that theatre causes…