Identifies the activities recognized as drama in the curriculum and suggests that each offers a distinctive educational experience and has a particular educational justification. (Author/RB)

Discusses drama in English in light of what actually happens in the classroom. Claims drama is valuable when discussed as a separate, autonomous subject in the school curriculum as opposed to one subsumed within English. Emphasizes the primacy of performance in drama education. (NH)

Presents an account of how one English teacher taught William Shakespeare's "Othello" through dramatics in a challenging way. Considers how teachers of drama might discuss props, stage directions, and the proper handling of Desdemona's handkerchief. Explains how teachers should try to take the plays from "page to stage." (HB)

Considers the literary achievement of William Shakespeare and specifically why he continues to hold such an honored and sanctified position in the literary canon. Proposes a theoretically informed, politically aware pedagogy by which Shakespeare might be more usefully taught. (HB)