Increased emphasis on standardization in primary grades can stifle spontaneous literacy play. The authors argue that allowing playful, collaborative, multimodal literacies into primary classrooms and specifically in writers' workshop can expand and enliven the way we see students' literacy strengths. The authors look closely at the unique…

Considers how people and institutions outside the classroom shape the extent to which drama becomes part of the culture of the school and of individual classes. Discusses a case study of how classroom teachers and a school drama specialist negotiate and interpret the evolving status and function of drama as a potentially generative, artistic…

This paper presents a field experiment examining the effect of drama education on the psychological development of grades 1 and 4 students. The drama curriculum was delivered after school for one day each week for 16 weeks. Students in the experimental group attended drama education classes, whereas students in the control group took part in the…