iPads, iPhones, Notebooks, X-Boxes, PlayStations, Televisions, Computers. They've found their way into every corner of our lives. Add to that, the pressures of the modern education with standardized tests and crowded classrooms, and it seems that our children have lost the simplicity of childhood. Are our children losing their imagination, too?…

Almost all schools offer some sort of theater program, and many towns produce community plays. These events can be wonderful opportunities for children with special needs to gain a sense of belonging, develop social skills, and use their creative imaginations. But often individuals with special needs don't become involved. Why? Perhaps the task…

This handbook is designed for specific use by performing arts presenters and touring companies. These companies pose an immense range of production requirements and challenges to a presenter. The book stresses the basics of technical production with an emphasis on presenting dance. Dance has more inherent pitfalls in its production requirements,…

Intended to help administrators and theatre teachers provide a theatre arts program accessible to disabled actors, technicians, and audiences, the guide focuses on ways to alleviate limitations in the theatre. The following topics are addressed (sample subtopics in parentheses): awareness (use of improvisations and simulations); acclimatization…

Relates how several controversial plays were handled and discusses censorship in academic theatre in terms of choice. (PD)

This study guide/bibliography is intended to help the English language reader find materials for the study of Asian theatre. Containing 1,348 entries, the guide is the most extensive bibliography published to date. The guide is organized by geographical area: an initial chapter on Asia is followed by chapters on each of 16 countries: Burma,…

Concludes that whoever selects a season of plays or a play to be performed should be aware of the prospective audience response. (PD)

The most efficient and pragmatic conceptual system of viewing theatre work is through a communication model. This model is opposed to two other general conceptions of theatre and drama. The first is based on the notion that drama makes aesthetic demands and has requirements of its own that the artist must meet, even though it has no existence…

Argues that good criticism of school dramatic productions requires an open mind and sensitive observation, not preconceived notions and extreme language. (HOD)

The article reviews approaches used in several states to identify students gifted in the performing arts. Specific instruments, such as C. Seashore's Measures of Musical Talents, as well as locally created instruments, peer nomination, and product evaluation are considered. (CL)

Discusses the experiences of a professional and academic dramaturg as she learns how to respond to non-realist plays. Proposes that non-realism is not simply the absence of realism but is a form in itself. Presents a vocabulary for non-realist texts. Notes that to create this vocabulary the features of its style should be defined. Discusses the…

Offers suggestions to people in academic theatre on how to deal with controversial plays. (PD)

This document features a curriculum guide for the development of K-6 theater course outlines. The guide establishes three major goals for drama/theatre education and the concepts pertinent to each goal. The objectives relevant to each concept are identified and stated in behavioral terms. For each objective, student experiences pertinent to that…

This anthology of literature contains selections that can be performed in classrooms, workshops, and speech and theater conventions as reader's theater, defined as a dramatic approach to literature. Divided into six categories--comedy, mystery/suspense, Christmas specials, folklore, children's classics, and the human spirit--the anthology features…

Contends that every individual should be offered the educational opportunity to develop aesthetically by exposure to the techniques, processes, and products of the arts. Discusses how, where, and by whom arts-in-education can be implemented. (PD)