This journal provides a focal point for the collection and distribution of systematically processed information about theory and practice in theatre. Part of an irregularly published series, this issue contains investigations of possible effects of counterattitudinal role-playing on actors' attitudes and self-concept, cognitive dissonance and…

In order that theatre education may contribute significantly to theatre art and to society, five problems must be examined: (1) the qualifications of individual instructors and the quality of theatre programs; (2) the need for a good laboratory program "to teach theatre and let theatre teach," with play production serving only as an extension of…

Teachers of speech strive to improve and enrich all areas of oral communication by providing effective experiences for students in a favorable physical environment. To offer such a program in speech education and communication, the modern high school should have (1) classrooms for teaching fundamentals of speech, discussion, debate, public…

The Central Atlantic Regional Educational Laboratory's program in early childhood education included the development of curriculums in the arts. These curriculums, intended to promote esthetic sensitivity in young children through encounters with the arts, involved experienced teacher-artists and the training of classroom teachers. This source…

The creative drama program at Illinois State University is part of an interdisciplinary approach to teacher education. Over the past five years, Illinois State University, which currently has one of the largest elementary teacher education programs in the country, has developed a core curriculum which consists of: the arts (Core I), communication…

Communication theories provide some assistance to these involved with interpretive reading, but the performance of literature calls for its own theory based on meaning and the unique qualities of interpretive skills. Theories of meaning involve both word meaning, based on the generalized processes of shared language experiences, and a personalized…

This document focuses on the use of puppets for educating the illiterate populations of the world in food production and family planning. It is presented as one practical and effective tool for the adult educator and literacy worker. When used as part of a total program of functional literacy for family life planning, it can help young adults gain…

Volume 2 (See also TE 499 837.) of this aesthetic education project contains the remaining 11 of 17 report appendices--two on Western art, two on architecture, and one each on Nonwestern art, Nonwestern music, dance, theatre, and a brief outline on film and literature--offering curriculum materials and sample lesson plans. The last two appendices…

Describes a teacher's experience teaching sixth grade drama in Britain, where drama is viewed as distinct from literature and stresses role playing. Outlines particular improvisation activities, scriptwriting projects, approaches to class discussion, and the use of dramatic activities to teach other subjects. (JG)

Describes various activities designed for use in the reading classroom, including (1) cooperative learning activities; (2) reading and writing activities; (3) ways to improve comprehension; and (4) ways to encourage independent reading. (FL)

The needs of the user of theater arts resources are examined in three articles describing the types of services and materials required by amateur theater groups, television researchers, and secondary schools. Ways in which libraries, archives, and museums can meet these requirements are suggested. (CLB)

Describes the use of scene work, informal presentations of dramatic passages, to explore aspects of plays that readers are likely to overlook. Finds that this scene work increases the pertinence of students' comments in class and the ambitiousness of their written work. (MM)

Incorporating the arts into the educational process can help children learn to think clearly and to set and reach goals, so that they can meet change more effectively. Numerous examples of this approach are described. (TE)

This curriculum framework exists to guide the fine arts curriculum in grades K-12 in Arkansas public schools. The framework's student learning expectations are specific to what all students in those grades should know and be able to do in the arts (visual arts, music, dance, theater) during that span of years. The framework's content standards…

These South Dakota fine arts content standards identify what students must know and be able to do. This document is a compilation of numerous sources and many years of experience in the teaching of fine arts. For each discipline (dance, music, theater/dramatic arts, and visual arts) the document gives an introduction and definition, multiple…