This article provides a reflective perspective on the role that research-led teaching plays in the development of future arts workers in higher education. It explores the challenges faced by lecturers developing curricula in the performing and creative arts and argues that the increasing focus on employability can conflict with universities'…

Argues for the participation of theater programs in the development of a gay and lesbian curriculum. Predicts that gay and lesbian studies will soon take its place alongside existing cross-disciplinary programs in women's, African American, Native American, and other area studies. Presents examples of how to introduce gay studies into theater…

Pays tribute to Barbara Reed, a leader in both children's drama and storytelling. Notes Barbara Reed's life accomplishments and many contributions to the field of theatre and performing arts education. (SC)

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)

Reproduces, in outline form, the National Standards for Arts Education in Theater, as developed by the Consortium of National Arts Education Associations. Notes that the standards are intended to be used as curriculum planning guidelines by K-12 educators, school districts, and states. (RS)

Reviews the problems and challenges created by the demise of the American Theatre Association (ATA). Emphasizes that theater education is not adequately represented in the nation's schools. Defines theater education issues as theater education curriculum, assessment instruments, theater teacher training, and subject matter endorsement. (GG)

Notes that the 1994 Educate America Act included the arts as one of the eight core subjects, suggesting that they were no longer a curricular extra but an area of study as important as math, science, or any other subject. Asks 17 educators what they think will be the most important issue facing K-12 education during the next five years. (SG)

In arguing for an interdisciplinary higher education curriculum in the arts (IDC), this paper points out that such collaborative efforts will help students to understand more thoroughly the interrelationships and underlying unity of the arts, to articulate their training more forcefully to the general public, and to engage more actively in…

Discussing the inadequate support that theater receives in elementary and secondary schools, the author explores the value of theatrical processes in teaching across the curriculum. Describes three levels of experience that are vital for learning, stating that teachers must do a better job of using theater as an educational tool. (GEA)

Presents a vision of an ideal theatre education situation, states the current status of theatre education in the U.S., and proposes strategies to follow to achieve a balanced curriculum in creative drama and children's theatre for every elementary school in the country. (JC)

Addresses the problem of developing the theatrical sensibilities of children so that they learn to appreciate and to understand the art of the theatre. Presents a series of axioms and a unified theory for theatre education. (PD)

Presents strategies for implementing a viable career education component as an integral part of the secondary theater education program. Includes suggested readings and reference materials, and general goals aimed at offering a program with practical value for students. (JMF)

Discusses events that enhanced credibility of theater education including: the birth of the Alliance for Theater and Education; publication of "A Model Drama/Theater Curriculum"; inclusion of theater in the curriculum; change in emphasis in endowment programs; and publication of the National Endowment for the Arts "Toward…

Although the situations in which and for which drama teachers are trained vary widely, six principles can be applied to virtually all drama education programs. First, drama teacher education must be based upon the contexts in which the students will be teaching. Second, drama teacher education should be based upon the interpersonal skills both of…

Cites some of the attempts to link theater with communication within the field of speech communication and describes the ways the two areas have shifted synchronously during the 1950s and 1960s. Suggests explanations for the parallel changes and new directions for further inquiry. (JMF)