Provides 10 annotations to journal articles from the ERIC database that cover the topic of drama in the classroom. (MM)

Presents a rationale for viewing theatre as a form of education, and looks at several different ideas for why and how drama should be taught; considers what types of skills children should acquire from a theatre class, and whether drama should focus on the internal, subjective experience of theatre, or the external mechanics of it. (JC)

Indicates that informal classroom drama is not widely used on a regular basis in the eight metropolitan school districts studied. Reports that 20 building principals interviewed cited curriculum load, lack of support from various sources, and teacher training as the most significant reasons that their schools did not do more informal drama. (JD)

Surveys elementary and secondary teachers who are members of the American Alliance for Theater and Education on their efforts to highlight the experiences of specific ethnic groups through theatre productions and their use of classroom drama. Discusses this multiethnic infusion in terms of teacher actions, teacher goals, teacher concerns,…

Summarizes seven documents on oral interpretation from the ERIC system, and states that they can be used to show students the importance of reading aloud with skill. Cites that they also provide suggestions for using oral interpretation in the study of many types of literature and contexts. (MM)

Includes an annotated bibliography of documents in the ERIC system that (1) provide insight on the value of role playing and dramatic play in the classroom and (2) suggest a variety of classroom activities that use improvisation as tool to help children retain ideas, emotions, or any academic lessons. (JD)