Reviews the origins of melodrama, essential components for instructional purposes, and key elements that help melodrama succeed. Suggests methods for implementation of content-focused melodramas in history classes and methods to evaluate student understanding of the content. (RS)

Describes how poetry can be used with the different types of creative drama, including finger plays, pantomime and movement, Readers Theater, sensory awareness, storytelling, choral reading, action poems, role playing, and characterization. (MG)

Describes the use of Lewis Carroll's "Alice in Wonderland" as a thematic device that leads to classroom activities in reading, writing, music, art, and other areas of the curriculum. The project culminates in a play written and created by the entire class. (TM)

Discusses the use of melodrama as a method of historical research that provides students with an opportunity to study historical events and themes. Presents an activity based on the civil rights movement. Includes an example and handouts for creating a melodrama in class. (DK)

Reports on a study that presented rehearsal excerpts demonstrating the presence or absence of specific teaching attributes, asked subjects to evaluate them in each category, and compared subjects' ratings with data demonstrating the presence or absence of those attributes. Presents results based on the evaluation of 10 categories of student and…

Discusses the use of improvisational acting exercises as a productive tool for overcoming reticence in English-as-a-Second-Language students. The approach stresses participation rather than accuracy of production. (Author/VWL)

Transgressive and liberatory learning are explored through the creativity of popular theater as adult education when the freedom and power to imagine and raise awareness are placed in the interacting "bodymind" relationships of a group living with multiple psychiatric diagnoses.

Since 2000, the Center for Research on Learning and Teaching (CRLT) at the University of Michigan (UM) has presented an educational theatre program for the professional development of faculty and graduate student instructors. Through the medium of interactive theatre, faculty can experience the sort of "second chance" described in the presented…

This document presents the arts education research agenda that emerged from a national conference on arts education. The conference was attended by key researchers in each of the arts education disciplines, arts educators, artists and artist teachers, representatives of arts institutions and organizations, and persons from groups and organizations…

In 1966, the Asolo Theatre Festival, a professional, Equity repertory company, set up a pilot program for introducing live theatre to the teachers and students in the high schools of Florida. This project was carried out by three tours, two by the Asolo group of players and one by another group, the Elon Players between 1967 and 1970. These tours…

This book provides teachers, children, and parents with knowledge about children's literature and the oral interpretation of it. The procedures, suggestions, and resources in the book are intended to develop oral interpretation skills in the young reader and to assist the adult reader in improving his own skills. The content is divided into five…

Clark College, in cooperation with Academy Theatre and the Atlanta Public School System, developed a competency-based teacher education program for students interested in the performing arts as well as other disciplines. The program identifies desirable performance standards for teachers, evaluates the trainees' achievement of these performance…

Reports on using amateur theatricals in fifth-grade English classes as a motivating device. The project developed into a "show," which was performed publicly. Practical problems are discussed. The project is evaluated and suggestions are offered for other teachers. (IFS/WGA)

Noting that oral communication skills need continuous refinement, this document outlines various methods of practicing these skills, such as literature circles in reading; a reader's theater; presentations of book reports; story telling; a poetry reading club; and choral reading. The document describes literature circles as small groups of readers…

Article describes how the author solved an ethnic relations problem in his classroom by encouraging the students to make a film about it. The results were better relations and the development of a student-run film corporation. (MM)