Defines "guided imagery" as an experience/exercise led by a teacher/facilitator that allows participants to more fully use their imaginations. Discusses some important dimensions of guided imagery, including safety issues, building skills, respecting individual response, dissent, debriefing, emotion and imagination, scripting, pacing,…

Describes how two high school theatre students and the author negotiated preparation, rehearsal, performance, and reflection as they developed and performed Invisible Theatre scripts addressing their school's lunchroom (mis)behavior of excessive litter. Notes that Invisible Theatre is a public theatre which involves the public as participants in…

Describes a three-week summer theater program for middle and high school students. Discusses the reconstructing of Shakespeare's play "Hamlet" by students in the class from prior viewings of movie versions of the play and from students' past experiences with the play. Includes the play script as rewritten by the students. (CR)

Describes the potential that theater has to exert a positive influence on students' behavior patterns. States that positive educational experiences for African-American children may be achieved through the development of "an alternative frame of reference, positive self-concepts, a Black identity, and a commitment to their people."…

Argues that canonical plays must be critically engaged rather than "handed down," with students discovering much about themselves and each other through their own engagement. Describes how a high-school acting class examined the dramatic work of Latino/a playwrights for their in-class scene work, and used student experiences to create their own…