Provides a theoretical basis for the use of role-play, along with some ideas that science teachers may find helpful in further developing the experiential side of their lessons. (Contains 19 references.) (Author/YDS)

The advantages of simulation and role playing as teaching techniques are discussed. (DE)

Describes methods for helping students to overcome their inhibitions in social studies role-playing exercises. Techniques include warm-up exercises, side-coaching, and structured improvisation. (AM)

Notes that though process drama is a touchstone of educational theatre, those who profess and practice it fail to engage in a critical examination of its efficacy. Contends that one of the reasons process drama does not accomplish what it sets out to do is because its role-play elements can be characterized as simplistic, restricted, stereotypical…

Defines "mental hygiene" as approaches to preventive psychiatry through the development of habits of self-care. States that role-playing is an important tool in the development of mental hygiene. Concludes that role-playing is helpful in the development of metacognitive skills, and enhances mental hygiene in the process. (PA)

A community education program developed to deal with negative attitudes in elementary and secondary students included sharing of personal experiences by handicapped persons and simulation activities. Followup activities include values clarification, role-playing exercises, and publication of a newsletter. (CL)

Presents a role-playing activity for Canadian upper-elementary and secondary social studies classes on the debate which led to the entry of Newfoundland into the Canadian Confederation in 1949. Historical background, role-cards, and procedures for organizing the activity are included. (AM)

The author suggests using role playing to help students learn to handle awkward interpersonal situations. He gives guidelines for such a classroom role playing session and offers a sampling of interpersonal conflict scenarios. (SJL)

Notes that media shapes the way young people contextualize their world. Suggests that process drama could be a pedagogical forum where theater practitioners and young people could use dramatic tools to explore the form and content of the omnipresent media in its historical, social, political, and personal contexts. Provides examples of what this…

Creative dramatics is advocated as a moral education strategy. Studies examining role playing as an intervention strategy are reviewed. Kohlberg's moral education theory and criticisms of it are discussed. A dramatic example is shared, and steps for implementation are outlined. (Author)

Notes that each pupil needs to receive guidance and assistance to achieve as optimally as possible in oral communication. Discusses critical listening to the spoken voice, using puppets, using role play activities, committees in the classroom, giving oral reports, oral reading to classmates, giving and following directions, extemporaneous…

Uses a theatrical approach to implement dramatization into science classrooms. Explains how to use dramatic science in and outside of the classroom with different scenarios. (YDS)

When students are passive and disinterested, teachers find that role playing fosters active participation and increased interest in learning. The article outlines procedures for implementing both structured and semi-structured kinds of role play activity for use in social studies classrooms. (Author/JR)

Hidden curriculum is a lesson in how to behave which is neither planned nor discussed. Using sport as a medium, this paper defines a hidden curriculum, discusses its significance, and discusses the process of observing it. (Author/ND)

This publication describes free print and audiovisual materials for teaching about Japan in elementary and secondary schools. The booklet was written to enable teachers to take advantage of the many free materials that are currently available. The first section cites sources of free materials in the United States. Names and addresses of groups…