A description of how a fourth grade class filmed their class play of Cinderella. (HB)

Suggests ways to create dramatic play environments in which children can have experiences with all the language arts. (DD)

A play in TV news format headlines the regulations on vowels and consonants. (Editor)

Describes how a teacher can personally assume a role and thereby facilitate students' role playing. (DD)

Dramatic play games emphasizing creative thinking and listening skills offer an emotional outlet for the entire class. Games involving pantomime, musical instruments, and communication are described. (CB)

This paper critically examines recent studies investigating the relationship between dramatic play and story comprehension. Four issues to be addressed are (1) play and contextual variables; (2) treatment effects on different subjects; (3) length of effects; and (4) size of effects. Recommendations for future research are made. (Author/MT)

This step-by-step approach to class plays will allow students to explore literature, think creatively, and learn to work together. Discussed are how to teach acting, choosing a story, teaching the story, rehearsing, and creating costumes and sets. (MT)

The essential nature of drama is a liberating act of imagination, of self-transcendence. A session is described in which the class maintained the delicate balance of dual consciousness and focused its attention and empathy on an illusory but possible world, creating and being responsible for the meaning of its construction. (MT)

At a summer program designed to create a purpose for writing, 18 children moved from everyday language to diction appropriate to monks experiencing a significant moment in communal life. Scribes copied the children's words in a careful italic hand, providing pressure for even more precise diction and dignity of language. (MT)

Reading and drama are closely related in the learning process, interacting to develop the same personal resources in the child, building links between print and experience, dream and reality, self and other. The pressure and authenticity of the drama can help children create new knowledge and make different and necessary connections. (MT)

Students in four secondary school classes were taught two lesson topics, the first by dramatic reenactment, the second by lecture/seatwork. Concept acquisition, retention, and students' attitudes toward the instruction form were measured. Results are discussed. (Author/MT)

Describes a program of half-hour, lunch period, dramatic productions staged by high school students. (DD)

Pretend play is often undervalued and ignored. This videotape and accompanying booklet highlight how the dramatic scenarios, microworlds, storytelling, and block building of pretend play provide young children the opportunity to develop skills for a lifetime of intellectual, social, emotional, and creative development. The booklet describes the…

Theatre, particularly the use of puppet shows and games, can play an important role in the development of the personality of the preschool child. (NH)

Presents a fictional mystery scenario that addresses issues concerning instructional technologists and the debate surrounding media and methods. (LRW)