This article aims to trouble the identity of children's dramatic play(ing). It contains two interweaving threads of discourse. In one thread lies a discussion of how children can trouble and extend their own identities through the aesthetic form-languages and conventions they employ and deploy in their dramatic playing/pretend playing. Whereas…

Discusses the history and theory of drama therapy and illustrates it through case studies. Makes suggestions for counselors who wish to use drama to promote psychological development. Notes that using dramatic activities allows counselors to view the inner world of their clients through symbolization, characterization, and interaction. (ABB)

The article explores the use of drama in counseling gifted, creative, and talented students. Five constituent instruments (stage, subject, director, auxiliary egos, audience) in the psychodramatic method are described as well as the four techniques (double ego, mirror technique, role reversal, soliloquy technique) basic to the psychotherapy…

Describes historical background of the "Living Newspaper" theater, the procedure in using the genre as a classroom activity, and the evaluation of the activity for student learning. Presents an example of play design and an observation-debriefing form, concluding that this medium stimulates student curiosity about the past and may be…

Discusses the significance of dramatic form in fostering children's cognitive and affective development. Examines the work of John Dewey, Susanne Langer, Nelson Goodman, Gavin Bolton, and Robert Witkin. (PD)

Puppets can be used in the classroom to teach, to tell stories, to introduce new students or books, and to develop children's cooperation, creativity, and coordination. Instruction on how to make and manipulate puppets, plan puppet plays, and locate information on puppetry are given. (PP)

Argues that in planning a suitable environment for dramatic play, the following aspects should be taken into consideration: teacher attitudes to dramatic play, provision of a play-conducive environment, and appropriate selection of space, time, peers, and equipment. (Author/MP)

Overviews the history of storytelling and describes the development and past activities of the In-School Players of Montgomery County, a unit of Maryland's Adventure Theatre, which produces original plays from folklore materials and performs them for elementary school students. (RH)

The basic premise of the Movement Research Project (MRP) is to have groups of undergraduate students investigate, report, demonstrate, and teach selected movement activities of peoples from various historical periods by combining movement with dramatic techniques. (JN)

Argues for the experiential study rather than the solely critical analysis of literature. Shows how to add to student enrichment and student appreciation for literature by exploring literature through body movement, the senses, voice and speech, the emotions, the imagination, and the intellect. (RL)

Notes that dramatic play is an important outlet for toddlers and small children, and that prop boxes allow children to know their world, role play, and enhance their imaginations. Provides lists for 20 different prop boxes, and information on getting started, collecting, organizing, and using prop boxes. (SD)

Defines theater as a medium in which students can channel their energies in positive and creative ways. Addresses the issue that major universities should concentrate on training secondary theater teachers rather than performance actors in order to improve theater education at the secondary level. Recommends a unification of the national theater…

Describes a class activity demonstrating the reality of revolution to introductory political science students. Student "plants" rebel against a teacher's "injustice," overthrow the teacher when he calls on a higher authority, and mobilize the class to sign a petition. Follow-up discussion covers elements required for revolution. (LS)

Examines connections between children's social pretend play and their improvised classroom drama. Describes similarities and differences between language used to frame social pretend play and language used by teachers and students to frame the imaginary worlds of drama. (MM)

Provides a typology of power strategies used by young children, based on observations of early childhood classrooms. Distinguishes between violent and nonviolent strategies; within nonviolent strategies, between physical and discursive strategies; within discursive strategies, between the use of rules and other strategies; and within the use of…