Argues that good criticism of school dramatic productions requires an open mind and sensitive observation, not preconceived notions and extreme language. (HOD)

Presents criteria for selecting plays for secondary school theater programs to be presented to the public as well as to be studied or produced within the curriculum. Includes consideration of student needs and abilities, appropriateness, budget, and community standards. (JMF)

Describes a readers theatre approach to poetry in the classroom that involves all students. A readers theatre script of Earl Birney's poem "David" is appended. (HTH)

Describes the 1980 conference of 2400 high school theater students and teachers at Ball State University, sponsored by the International Thespian Society biennially. Five-day schedule included a dozen full-length shows, 60 one-acts, more than 150 workshops covering everything from dialect acting to exotic stage effects. (PD)

Presents the script of a Readers Theater production to complement a previous article on Bertholt Brecht in theory and practice (EJ 225 131). (JMF)

The Educational Center of the Arts in New Haven, formerly a synagogue, serves approximately 125 students in the area identified as having a potential for visual or performing arts. (Author/MLF)

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…

Lists 10 things to do to make a drama program known to the public: know the newspapers; know the neighborhood; know the people; cultivate other sources; do something special; write the press release; take care of details; keep students involved; use other ways to get the word out; and never give up. (PA)

This introduction to the World Wide Web describes its uses by performing arts students and teachers at the Model Secondary School for the Deaf (District of Columbia). Some specific Web sites for arts students and teachers are recommended. (DB)

Describes a theater exercise designed to help students develop sensory skills and learn improvisational skills at the same time. Explains the four steps: getting into the drama, mixing in sensory skills, deepening the drama, and finishing up. States that the exercise is valuable in teaching students skills that are difficult to teach with…

Reviews some of the qualities that theater studies and production experience contribute to a student's education. Suggests that theater students learn to enjoy the learning process, engage in active (not passive) learning, learn creative expression and problem solving, and learn self-discipline and leadership skills. (SR)

An education in the performing arts provides students with a rich growing environment and facilitates learning by requiring students to think, not just memorize. The performing arts also teach students to celebrate the differences between themselves and others, understand our pluralistic society, and learn discipline, self-respect, perseverance,…

Theater and other arts provide valuable insights into periods of history, complement works of literature, and enrich the study of themes in science and human nature. Integrating theater into the curriculum would benefit both teachers and students. It would inspire more creative curricula, give students hands-on experiences, and encourage them to…

Suggests a framework of six steps that can be used as a starting point to improve a secondary theater program to meet mandated standards: define motivation, study the standards, analyze the present program, create a planning team, determine student goals, and revise the curriculum. (PA)