"Music is both a creative and a performing art" (Hallam, 2006, p. 70). Many musicians and music educators maintain that composing and performing, although related, are essentially different aspects of musical activity. In the professional musical sphere, composition and performance are almost invariably separated; academic studies have…

Every year the author and his colleagues take their grade 12 English students to see four plays at one of Canada's major theaters. Chatting about the series on the last day of class, his students asked him if he had seen "the blue glow from the back row." Laughing at his bewilderment, they told him that during the performances so many…

Considers how Joe Winston's article, "Drug Education through Creating Theatre in Education" (RIDE, 6[1]) provides a useful evaluation of an aspect of Catalyst Theatre in Health Education's work. Outlines the ways in which Catalyst has placed the arts at the center of the health promotion process. (SG)

Describes the author's experience working on a reader's theatre version of a radio play based on the Legend of Sleepy Hollow. Reflects on how the grade 8 students created meaning for themselves and for their audience. Notes limitations of the script and format and her work within those limitations became the structure the group needed, a container…

Considers several categories in which theatre teachers can incorporate the concept of belonging, and encourages educators to question their individual efforts toward "belongingness." Hopes to provoke thought and conversation among theatre teachers and teacher educators. Concludes that belongingness and community occurs when teachers…

An actor from an Australian theatre group, touring American high schools, comments on the group's background, Australian government subsidies for "theatre-in-education," and the role of theatre arts in education. Briefly compares American and Australian students' awareness and attitudes towards theatre. (JMF)

Moves educators to reflect on their practice of inclusion/exclusion and what constitutes authentic participation in theatre education classrooms. Believes that teacher education should strive to reconceive, or eliminate, the concept of "youthland" (the separation of young people from adult society) by preparing teachers who will treat students as…

Notes that assessment and evaluation models, even portfolios, measure impact over fairly short periods of time. Discusses how transformative moments happen out of educators' line of vision and sometimes long after these students have left the classrooms and rehearsal halls. Discusses instances when teens isolated the content of the play they were…

Describes Dutch experimental theatre and dance projects in which the artists themselves participated in the preparatory lessons and/or subsequent workshop. Compares learning experiences of pupils 14 to 16 years of age who participated in the projects. Shows that besides gender and level of education, the involvement of the artist significantly…

Explores the nature of writing done by an inner-city teen theater ensemble and shows one teenager's changing understanding of literacy. Describes how the teenagers in the ensemble came to see writing as a mediational means that could be used not only to make sense of their own lives but also to share that sense making with others. (SG)

A director recounts his thoughts about choosing a difficult play and describes how well the students finally cooperated. (CRH)

This document presents the proceedings of the 17th Annual Research Forum held June 29, 2012, at Wake Forest University in Winston-Salem, North Carolina. Included herein are the following 25 action research papers: (1) "Reading and Writing": A Study Comparing the Strengths of Peer Review and Visible Author Writing Strategies (Elizabeth Behar); (2)…

A study examined the character, expressive qualities, and attitudes toward art (performing and visual) activities of handicapped Canadian adolescents (N=30) to determine how well current teaching of the arts meets the needs and expectations of these students. A review of literature on arts activities and exceptional students contributed to the…

In order to compile an inventory of secondary school cocurricular dramatics programs in the Jefferson County, Kentucky, public schools, eleven principals, eighteen teachers, and eighty students were randomly selected from thirteen high schools, five junior high schools, and five middle schools. Respondents completed questionnaires concerning the…

Describes the interdisciplinary program utilized at the Missouri Fine Arts Academy (MFAA). Focuses on the high school students in the MFAA discussing the results of a questionnaire and focus groups and also the results of a questionnaire given to the teachers at the academy. (CMK)