Describes an integrated approach to teaching broad-based theatre skills, including script analysis, research, design, directing, and acting. (PD)

Demonstrates the usefulness of readers theater in the literature class. (DD)

Defines "something else" as something that attends to the complexity of the questions asked and the diversity of the "audiences" for whom "knowledge" is being produced--the fruits of research efforts. Finds that it is less a matter of continuing to perpetuate the qualitative/quantitative debate than attempting to…

Recounts how attendance at an international theater festival in Scotland brought unexpected stimulation for one teacher. Cites several examples of imaginative productions with minimal sets and lighting but in which the actors brought the texts to life and provided inspiration for festival attendees. (PA)

Discusses how Felix Adler's Ethical Culture School, through its innovative practices, impacts public education and settlement work, and plays a significant role in shaping the methodologies, practices, and content of educational drama in the United States from the inception of the field. Describes the use of story dramatization/storytelling,…

Intends to show how the unique ideological perspectives of theory and practice in theatre/drama education can lead to a productive tension that furthers research questions and challenges artists to create better products. Concludes that the performance/workshop/discussion piece "Wearing the Secret Out" uses a dramatic form to challenge current and…

Argues that good directors are not as autocratic and individualistic as they are often portrayed. Suggests that theater is much more of an ensemble effort. States that good theater grows out of the performers' desire to reach the audience. Articulates guidelines for the teacher or theater director who wishes to change "I" to…

Discusses development of the American Alliance for Theatre and Education's Think Tanks on Theatre Teacher Education. Notes the think tanks were intended to probe important issues, move to a new level of thinking, and hopefully, effect change in individual and collective practice of theatre teacher education. (SG)

Reveals the journey of a new teacher of theatre. Takes readers on her journey of self-discovery from student to student teacher to bi-lingual theatre teacher. Raises timely questions about the boundaries and barriers felt as drama is taught in unfamiliar settings. (SG)

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…

Argues that secondary school theater teachers need to become activists and address the lack of minorities and the economically disadvantaged in their productions, classrooms, and their own ranks. Argues that the survival of arts education hinges not merely on funding but on what is taught to whom and that the arts are all about widening the human…

Profiles successful magnet arts schools in New Orleans, Prince George's County (Maryland), and Denver and provides guidelines for school board members desiring to open schools of the arts. Board members are urged to garner support, find a suitable location, build a staff, decide on format and enrollment method, and develop partnerships with local…

Discusses ways theater educators can connect with at-risk students and persuade them that learning about theater can make a difference in their lives. (SR)

Provides the responses of seven practicing English teachers to the questions, "How do you use dramatics in your classroom? How do you introduce your students to live theater?" (HB)