Presents a conversation with five theater practitioners and artists about advocacy for theater. (SR)

States that the special place that the Mickey Mouse Theater and its leader, Betty Lyman, occupy in the history of the Federal Theater project can best be understood in the economic and political context of the Depression. Concludes that there is little evidence to suggest Lyman's group contributed to the growth of children's theater in Indiana.…

Discusses issues relating to theater literacy from a multicultural perspective. Includes a position statement, an "inclusive" definition of theater, and a list of elements considered essential to a culturally sensitive theater curriculum. (SR)

Reports the processes and results of an evaluation of the Theatre Artists-in-Schools Program of a large school district. Surveys principals, curriculum specialists, teachers, students, theater artists, and parents. Finds that the theater program was perceived as adding to the curriculum, to positive attitudes, and to student achievement in general…

Discusses children's questions about theater (gathered by the author over a 10-year span). Poses more questions and challenges about the responsibilities of children's theater artists and educators. (SR)

Offers tips for Readers Theatre. Discusses equipment, script handling, the set, reader movement, mime and sound effects, focus, and beginnings and endings. (SR)

Presents the following materials for use in advocating and promoting "Theatre in Our Schools Month": a resolution, a page of logos for reproduction, a planning guide, award criteria, and a list of numerous ideas. (SR)

Pays tribute to Barbara Reed, a leader in both children's drama and storytelling. Notes Barbara Reed's life accomplishments and many contributions to the field of theatre and performing arts education. (SC)

Presents an annotated bibliography of six journal articles to promote a "research connection" for theatre education. Notes two journals with applicable research and articles. (SC)

Summarizes the author's understandings with applications and further questionings to: (1) Rights TO drama/theatre experiences; (2) Rights IN drama/theatre; and (3) Rights THROUGH drama/theatre. Asks for responses to her ideas regarding children's rights in theatre. (SC)

A part of the New York City Board of Education Early Stages educational program, this activity packet was developed to assist teachers in preparing students for viewing the American Ballet Theatre's production of "The Nutcracker." The guide begins with a section on preparing for the performance, and includes information on the Early…

Defining readers theatre as a form of aesthetic communication that encompasses ensemble or group oral interpretation including dramatic production of literature, this annotated bibliography emphasizes traditional theory and practice. The 34-item bibliography cites material from the following types of sources and topics: (1) books and journals; (2)…

This booklet offers guidelines for theater directors, activities directors, club sponsors, and school administrators to ensure the production of "bias-sensitive" performances that avoid presentation of bias based on gender, race, ethnicity, national origin, age, disability, or sexual orientation. The booklet: (1) discusses the issue of…

Suggests autobiography, story telling, and theater as metaphors for education researchers hoping to honor the spontaneity, specificity, and ambiguity of knowledge. Describes an experiment with teachers using multiple theatrical narratives as a way to explore choices and uncover experience. (MLH)

This 30-minute videotape was created as an advocacy tool for performing arts educators to use with lay people. It is aimed at community leaders; parents; school, college, and university principals; primary and secondary teachers in inservice and preservice workshops; education officers and committees; community funding agencies; ministers of…