Presents a step-by-step description of a safe and sure process that students can follow to produce durable, storable, and re-usable (or cheap-enough-to-throw-away) scenery. Includes figures to illustrate the process. (PRA)

Describes the uses, advantages and disadvantages of styrofoam sheeting and foam rubber in theatrical productions. (PRA)

Describes the process of putting together a historical play leading to a final product. Describes the inspirations, resources, and options available to theater educators when producing classic drama, as illustrated by the production of a futuristic "Antigone" by the Interlochen Arts Academy. (SR)

Presents an interview with director, teacher, performer, and author of the ground-breaking "Story Theater" Paul Sills. Discusses his unique style of storytelling and improvisation. (RS)

Argues that high school and college productions of Shakespeare that pay minimal attention to set design and costumes and maximum attention to the words will create the most rewarding results. (SR)

Describes an eight-step four-week assignment for teaching theater students about blocking and stage directions. Outlines each assignment in detail and provides questions for the students at each stage--from choosing the excerpt or play to staging and directing. (PRA)

Describes a high quality full-length Shakespearean production mounted by a small high school. Discusses generating interest for the production in both school and community. (SR)

Describes the effect of first-year directing students using short, abstract poems rather than scenes from classic plays as the basis of their productions. Notes that the images in these poems speak loudly and intensely to the audience, in contrast to the usual "talking heads" result of producing scenes from classics. (RS)

Describes a packet of information and instructions for the props manager and crew of a student production. Includes definitions, steps to follow, checklists, and rehearsal tips. (PRA)

Describes activities with fifth- and sixth-grade students exposing them to Shakespeare plays in preparation for a spring play/teen musical based on Shakespeare. (SR)

Describes a performance art project conceived and carried out over several weeks with ninth grade students at San Francisco School of the Arts, relocated in a building without an equipped theater space. (SR)

Describes one way for students of any age to meet and experience Shakespeare through classroom performance, making their own way into Shakespeare's text. Notes that students come to understand what is happening in a scene by working through the process of getting the scene from the page to the performance. (SR)

Describes a theater contract between the director and the students which is designed to promote professionalism, commitment, and understanding through the drama experience. Lists specific guidelines for rehearsals, performances, and general behavior, and contains a sample contract. (PRA)

Describes a high school production of William Shakespeare's "A Midsummer Night's Dream" which matched cartoon and comic strip characters with the Shakespearean characters, resulting in a visually stimulating performance that successfully engaged students. (SR)

Describes policies, expectations, and opportunities for students involved in high school theater productions at Nicolet High School. Outlines basic premises, teacher/student relationships, rules and obligations of the students, and auditions. (PRA)