Interactive theater is a performance based medium which utilizes drama to present and provide a forum for the discussion of socially sensitive issues which impact youth and adults. A scene is presented to an audience up to a crisis point, at which time the audience asks cast members questions while the cast stays in character. Interactive theater…

This paper shows how integrating the arts into the social studies curriculum enhances learning and cultural awareness. Using visual and performing arts stimulate students to become more receptive to learning and builds community. The paper provides a review of the literature on the importance of arts and integration into the social studies. The…

This publication focuses on school music programs and music education. The document features information about performance; goals of music education programs; a broader role in the curriculum for music education; the role of contemporary music; and a description of four general music courses designed by teachers. An 18-item bibliography is…

The Standards of Learning Objectives for Virginia Public Schools in the areas of theatre arts, oral communication, and journalism explicitly stated in this guide reflect the scope and depth of these elective subjects and identify some appropriate ends for instruction. The guide outlines the program goals, objectives, guidelines, and SOL objectives…

With the development of educational drama and the popularization of differing drama theorists, an uneasiness has developed in teachers' minds concerning the relationship between drama and theatre. This uneasiness is manifested by the polarization of opinion as to whether the focus of drama should be an orientation towards process or product. It…

Presents five specific interpersonal techniques for facilitating better communication between theatre teachers-directors and their students. (MH)

An Ohio State University project developed an alternative approach to staff development that encompassed areas of general education, aesthetic education, and curriculum theory through experiences in the performing arts. (DF)

Contends that every individual should be offered the educational opportunity to develop aesthetically by exposure to the techniques, processes, and products of the arts. Discusses how, where, and by whom arts-in-education can be implemented. (PD)

Community Drama with Youth is an as yet marginalized practice in the larger drama education field. Yet Community Drama with Youth, and other community youth arts, are fueling a burgeoning after-school youth arts movement. This paper considers federal policies which have shaped youth arts in the last several decades, and the ways in which these…

Nevada's five academic standards in theater arts call for certain educational objectives in grades 3 and 5, as well as in middle school and secondary school. Nevada's standards encompass all aspects of theater, from script writing, directing, and production to acting and creative thinking. The standards present performance level descriptors in…

This performance guide is designed for teachers to use with students before and after a performance of "Caddie Woodlawn," adapted by Greg Gunning from the novel by Carol Ryrie Brink. The guide, called a "Cuesheet," contains seven activity sheets for use in class, addressing: (1) The Characters (introducing the characters in the…

At Lincoln High School in Stockton, California, educators are enthusiastic about a theater arts program that claims far-reaching educational benefits for students of many ages and types. (JM)

Focuses on the work of Cecil Sharp (1859-1924), an educator who was the driving force behind a folk-dance revival in England, and the English Folk-Dance Society whose goal was to disseminate knowledge of English Folk-Dances, Singing Games, and Folk-Songs to encourage their practice as a means of national identity in English society. (MER)

An organization's dramaturgical facade (ability to present an appearance in keeping with the script) is a better measure of effectiveness than its actual results. An organization must match its theatrical production--stage, props, drama, and actors--to audience demands. As directors, playwrights, and actors, superintendents play a vital role in…

Examines the relationship of theater and dramatic study to models of learning communities in promoting identity, diversity, and culture. Levels of theater use in education are presented as ways in which educators can foster community. Strategies for developing learning communities using the performing arts are provided. (Author/CR)