Describes how a teacher can personally assume a role and thereby facilitate students' role playing. (DD)

Individual short stories are to encourage role playing are presented.

Discusses how role-taking can provide a viewpoint for a writer and a real audience for children's writing. Argues that role-taking offers a more accessible route to certain kinds of language uses, particularly impersonal genres and written standard forms that are educationally valued, than direct instruction. (SRT)

Describes a project in which children improved their own reading skills by teaching their teddybears to read. (DD)

Dramatic play and role playing are two techniques that can be used to help children understand their feelings about death. (JH)

Examines collaborative writing and the importance of children's talk as they write. Provides several examples of children's dialogues during collaborative writing and role-playing sessions. (MM)

Creative drama provides the opportunity for children to experience fantasy and for teachers and children to interact through role playing. (JH)

Suggests that drama provides an excellent opportunity for children to learn about history, especially children who have not yet reached the formal operational level of development. Describes a program coordinated with a historical museum in which children reenact a school day in 1888. (ARH)

Corrected reprint of an article originally published in Language Arts, volume 66 number 2 (February 1989). See CS 737 385. (MM)

Suggests drama in education as a teaching strategy which is likely to promote classroom dialogue. Discusses liminality as a dramatic quality which facilitates authentic dialogue between teacher and students. (MS)

Describes a process called narrative theater that involves (1) the exploration of texts and the stories likely embedded within them, (2) a learning process that involves the creation of drama contexts, and (3) the use of theater conventions. (SRT)

Presents a sample lesson (on the Middle Ages) using movement, verbalization, and role playing to introduce students to drama and creative expression. Provides teachers with an in-depth look at a creative process through which they can stimulate learning across the curriculum. (ARH)