Conducts an informal inquiry into the early influences on the careers of various theatre professionals. Suggests the role of those in secondary school theatre education is to honor all students' dreams and passions. (NH)

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,…

Discusses expressive movement, a rudimentary, exploratory, and process-oriented way of movement that is appropriate for and beneficial to the training of actors, and that can be employed as a mode of kinesthetic/dramatic expression by theatre educators. Notes reasons for using expressive movement in theatre education; discusses teacher's role;…

Presents an interview with theater director Jeff Church. Discusses difficulties encountered and accomplishments realized as a director of youth theater. Describes the goals of learning more about one's field, being open to new insights, and selecting materials. Offers suggestions about knowing the community. (CR)

Describes how Foster High School, Tukwila, Washington, joined forces with Walworth, a London secondary school, to write a play. Reports that, after some Walworth teachers visited Foster, the project got underway, with a group in each place writing part of the play, and another group revising. Notes that the play was finally performed at Foster…