In a comprehensive study of a phase of the social and educational history of Great Britain, the author describes the development of formal adult education in its variety, and at the same time traces the influence of other less formal modes of instruction. Drawing from a wide range of sources he recounts in detail the various agencies of adult…

Published as a guide to educational television viewing for the gifted, the stated objective is to extend the learning environment, validate and individualize learning, provide resources, and use a nonverbal approach. For each area discussed the text provides information on the target audience, the need and purpose, methods of achieving the…

Parliament created the Independent Television Authority in August 1954. The resulting Independent Television System in Great Britain is depicted in this comprehensive guide. ITV system contract policy and control, audience and programs, its publications and technical operations, its program companies, finances, and its code of advertising…

Auditoriums of the future, divisible auditoriums, economic advantages of multi-service space and auditorium location are discussed. Also presented are guides for buying and selecting seating, state equipment, portable stages, and stage lighting. (RK)

This first volume of a proposed series is an overview of Phase One of the Central Atlantic Regional Educational Laboratory (CAREL) Arts and Humanities Curriculum Development Program for Young Children. Goals of CAREL were to develop (1) five components of the arts and humanities: visual arts, dance, literature, music, and theatre for kindergarten…

Reported are the results of a 3-year project to prepare and evaluate pilot units and courses in drama and theater arts for grades 7-12 and to prepare suggested courses for the training and certification of drama and theater arts teachers. Most of the guide is comprised of descriptions of each course which give (1) the purpose and organization of…

This volume contains five subject bibliographies for 1972, and two lists of these and dissertations. The bibliographies are "Studies in Mass Communication,""Behavioral Studies in Communication,""Rhetoric and Public Address,""Oral Interpretation," and "Theatrical Craftsmanship." Abstracts of many of the doctoral disertations produced in 1972 in…

This document describes the philosophy and courses of the curricular and co-curricular speech-debate-theatre program at Henry Sibley Senior High School in Mendota Heights, Minnesota. The document begins with a brief introduction and background on the school and community, including socioeconomic, cultural, and demographic information, and…

This book was written to clarify the role that theatre plays in the life of children. Its contents include a prologue, eleven chapters, and an epilogue. In the prologue, the truly educated person is described as one who has learned to make controlled use of all his capacities. Participation in role-playing experiences, such as involvement with the…

This annotated bibliography lists 37 reference sources for small and medium sized public and academic libraries, categorized by subject area. These titles were selected by the Reference Sources Committee of the Reference and Adult Services Division of the American Library Association. (CLB)

Presents a project that involved the theater and social work departments of the University of South Dakota. The program's success depended on community acceptance, training for the local school teachers, presentation of the selected play, and careful classroom follow-up. (Author/BB)

American Indian education fails because schools force acceptance of a nonindigenous world view and ignore native people's perceptions of life, spirituality, art, time, mores, and learning practices. A University of Calgary experiment demonstrates that the creative arts, especially spontaneous drama, are more effective learning vehicles for native…

This curriculum framework for the arts defines expectations for student learning in the arts in New Hampshire. The framework standards do not comprise a curriculum with designated course offerings, teaching methods, or materials; instead, they provide a vision for the future, outlining expectations for student learning at the end of grades 4, 8,…

This document presents guidelines for what every K-12 Louisiana student should know and be able to do as a result of studying the four strands of fine arts: dance, theater arts, visual arts, and music. Following introductory and explanatory information, the contents are organized by strand. Each section begins with a focus paragraph explaining the…

This guide to the New Mexico arts content standards and benchmarks provides a coherent structure to guide curriculum, instruction, and assessment. When developing these content standards and benchmarks for the arts, the writing committees considered and appreciated the importance of the arts to education. Some of the ideas and beliefs in the guide…