Affectionately remembers a college professor and his particular approach to poetry reading and discourse. Refers to a Sufi tale regarding teaching and learning to demystify previous philosophical and pedagogical confusion. (JK)

Describes an exercise that introduces students to the unique characteristics of the third-person narrator and also improves skills in observation, story telling, and analysis. (PD)

Presents the script of a Readers Theater production to complement a previous article on Bertholt Brecht in theory and practice (EJ 225 131). (JMF)

Discusses the characteristics of audio books as a prototype of electronic books. Topics include vocal interpretation; the demands that audio books place on listeners; the advantages of listening over reading; and a vision of the electronic book of the future. (KRN)

Physical aspects of listening skills are described, including speech rate, syllable tone, word-word separation vs. joining, listening for "focus," word clues per message, and intonation. (LB)

Presents a discussion on the interpretations of museums and zoos. Introduces the applications of living history, museum theater and explains the terms interactors, explainers, and curators; keepers; and technicians. Lists the locations having the explained applications. Includes 29 references. (YDS)

Reviews scholarship on the interdependence of rhetoric and poetic language, and proposes a performance as argument model for the oral interpretation of literature. Relates the model to current work on the relationship of narrative to argument and suggests benefits gained from its adoption. (SR)

Affirms the value of liberal arts in educating the mind. Examines the literature of oral interpretation and theatre arts from 1960-82, discussing themes, research problems and needs, trends and directions. Notes, among other conclusions, that the nature of classroom practices in oral interpretation and theatre arts needs study. (PD)

Clarifies the principles behind preparing a piece of literature for a Readers Theatre production. Uses Sylvia Plath's autobiographical novel, "The Bell Jar," as an example. (PD)

Explains how information theory can be applied to the study of oral interpretation in ways that help performers understand and use the channels available to them in sharing literature with listeners. (PD)

Examines reasons why those who engage in performance and direct performances take up the burden. Considers performance an authentic, primary experience; a way of knowing; and also a way of knowing what is worth knowing. (PD)

Describes a program of oral interpretation of poetry for children as a springboard into the language arts program. Describes the poetic nature of children, acknowledges rhythm as an important component of spoken language and poetry, and suggests possibilities for bringing children and poetry together through rhythmical experiences. (JMF)

Presents a rhetorical perspective for examining Shakespearean dramatic texts and an instructional framework for translating that perspective into the teaching of solo performance of Shakespearean dramatic literature. Describes techniques for implementing classroom performance that will develop and demonstrate student understanding of the text.…

Study determines whether the preservation of poetry shape by an oral interpreter enhances the listener's mental perception and comprehension of selected poetry. Evidence supports the hypothesis that receivers could identify, comprehend, and appreciate the oral interpretation of poetry which stressed the preservation of its shape. (JMF)

Draws information from documents in the ERIC system to define oral interpretation, demonstrate its benefits for students, and describe classroom approaches to oral interpretation, including readers' theatre. (DD)