Drama, Plays, Skits and Theater
Greetings. The following materials are intended to provide an introduction to Drama, Plays, Skits and Theater . They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records is presented at the end of this file.
Ping-Yun Sun
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Drama Links:
Drama, Storytelling, Puppetry for Children & Young Adults
Creative Drama and Theatre Education Resource Site
DramaWest Links Page
Theater Links:
Educational Theatre Association
Interactive Theatre in Education
Children's Theatre Resources
Theatre Resources section of theatre-link.com
Children's theater links
Other Links:
Plays and Skits for Classroom
The Puppetry Home Page
Citations from the ERIC Database
AN: ED445678
AU: Worthington,-Janet-E.; Somers,-Albert-B.
TI: More Novels and Plays: Thirty Creative Teaching Guides for Grades 6-12.
PY: 2000
AV: Teacher Ideas Press, A Division of Libraries Unlimited, Inc., P.O. Box 6633, Englewood, CO 80155-6633 ($27). Tel: 800-237-6124 (Toll Free); Web site: http://www.lu.com/tips.
PR: Document Not Available from EDRS.
DE: *Adolescent-Literature; *Lesson-Plans
DE: Childrens-Literature; Drama-; Educational-Resources; Fiction-; Intermediate-Grades; Learning-Activities; Novels-; Secondary-Education
AB: This companion volume to "Novels and Plays" contains 30 detailed teaching guides for some of the best literature commonly taught in grades 6-12. Twenty of the guides are new to this edition and the others have been updated with fresh related readings, extension resources, and revised questions and activities. Guides are organized according to the most appropriate grade levels for study, and each one uses the same format. For each book, the lesson plan begins with a plot summary, followed by an appraisal of the book's place in society, including any awards and indications of its possible effects in the classroom. After listing themes and literary concepts, other related books are given for quick reference or as reading list handouts for students. Vocabulary lists for each literary piece include chapter denoting where each challenging word appears. Initiating activities, chapter-by-chapter discussion questions, writing activities, and other activities follow. Selected print and nonprint teaching resources are provided at the end of each guide. Appendices include information on diamante poem form and company names, addresses, and telephone numbers. (Includes an author/title index.) (AEF)
AN: ED445375
AU: Annarella,-Lorie-A.
TI: Simon and the Woo: Theatre Can Develop Energy in the Classroom.
PY: 2000
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED445375
DE: *Experiential-Learning; *Scripts-; *Student-Participation; *Theater-Arts
DE: Classroom-Techniques; Elementary-Education; Instructional-Effectiveness; Teacher-Role
AB: Introducing children to theater and play production in the classroom setting can give a richness and energy to the quality of teaching. Play production can also be beneficial as a curriculum tool. When students participate in a project in an experiential way, learning is taking place. "Simon and the Woo" is an original play for children that can be easily performed by students. The play has seven characters, and the setting is an old hollow tree where one of the characters, Oliver Owl, lives. Oliver Owl is the narrator, and the play unfolds as one of the stories Oliver tells. The time of the play is just before Christmas, and "Santa" is one of the other characters. Children watching a play become engaged as an audience, and having them participate in the development of a play can teach them to appreciate the value of the art form. Students will best learn this through the organization of their teacher/director. (NKA)
AN: ED445358
AU: Annarella,-Lorie-A.
TI: Using Creative Drama in the Writing and Reading Process.
PY: 2000
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED445358
DE: *Communication-Skills; *Drama-; *Imagination-; *Language-Arts; *Reading-Instruction; *Writing-Instruction
DE: Classroom-Techniques; Elementary-Education
AB: New lines of understanding and self expression are two facets of drama which are useful in teaching reading and writing. Techniques of creative drama offer an engaging way of enforcing writing process concepts. Drama can be a vehicle to get listening, speaking, reading and writing to interact in a creative and holistic way. Curricular objectives in using creative drama include developing creativity, inventiveness, curiosity, questioning skills and self-perception. Guided imagery is one dramatic technique which can be used as a prereading experience, a prewriting or brainstorming experience, as the beginning of the writing process, and to develop listening and speaking skills. Steps in guided imagery inclu
DE: (1) breathing exercises; (2) setting the stage; (3) use of words suggesting the 5 senses; and (4) debriefing. Allowing students to use their imaginations through guided imagery can foster new ideas, which aids the development of communication skills, both oral and written. Contains 11 references. (EF)
AN: ED445357
AU: Annarella,-Lorie-A.
TI: Theatre in the Classroom--a Creative Way To Teach and Learn.
PY: 2000
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED445357
DE: *Creative-Art; *Dramatics-; *Learning-Motivation; *Reading-Instruction; *Writing-Instruction
DE: Classroom-Techniques; Elementary-Education
AB: Creative drama offers many techniques which provide a good way to approach curriculum goals. Introducing children to theater and play production in the classroom setting can create energy in the classroom, foster a sense of self-identification, and teach children to experientially appreciate drama as an art form. Multilevel learning is involved in theater production, including: (1) reading, memorizing and interpreting script; (2) writing notes and taking stage directions; (3) utilizing math concepts in building a set; (4) interdependence with fellow actors; (5) recognition of body language; and (6) use of voice through oral interpretation. Drama can also foster student motivation, through the excitement of organizing a play, directing, acting and developing scenes and characters. Steps to produce a play include reading the script orally, discussing and interpreting the script, and staging the play. (EF)
AN: EJ610229
AU: Furman,-Lou
TI: In Support of Drama in Early Childhood Education, Again.
PY: 2000 SO: Early-Childhood-Education-Journal; v27 n3 p173-78 Spr 2000
DE: *Drama-; *Play-; *Theater-Arts
DE: Creative-Dramatics; Dramatic-Play; Early-Childhood-Education; Interpersonal-Relationship; Pretend-Play; Television-Viewing
AB: Reinforces the value of drama and theater for young children. Recommends dramatic play, creative drama, theater, and television, a form of drama, as opportunities for children to learn social interaction skills and person-to-person critical thinking. Urges recognition of drama as an educational tool in the development of young children. (DLH)
AN: ED442128
TI: Live from Antiquity! [Lesson Plan].
PY: 2000
AV: For full text: http://edsitement.neh.gov/lessonplans.html.
NT: Also sponsored by the National Trust for the Humanities.
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED442128
DE: *Greek-Civilization; *Greek-Literature; *Theater-Arts
DE: High-Schools; Internet-; Language-Arts; Lesson-Plans; Writing-Assignments
AB: Ancient languages are the deepest root of the humanities, drawing life from that distant time when the study of history, philosophy, literature, and of language itself began. On the Internet, students can return to those times, re-enter that age of discovery, and gain the linguistic skills to help keep the many branches of the humanities rooted there strong and vital. The learning objectives of this lesson plan are: to gain an appreciation for Greek drama through the study of a play by Sophocles ("Antigone"); to explore the cultural and historical context of Greek drama and its role in Greek society; and to reconstruct the experience of seeing a Greek drama performed and share that experience in an imaginative report. The lesson plan also contains the subject areas covered in the lesson, time required to complete the lesson, the skills used in the lesson, the grade level (10-12), and lists of the standards developed by professional or government associations that are related to the lesson as well as activities to extend the lesson. (RS)
AN: EJ604762
AU: Reid,-Louann
TI: Active and Interactive Approaches to Poetry, Drama, and Classics.
PY: 2000 SO: English-Journal; v89 n5 p151-55 May 2000
NT: Theme: A Curriculum of Peace.
DE: *Classics-Literature; *Drama-; *English-Instruction; *Literature-Appreciation; *Poetry-
DE: Class-Activities; Creative-Writing; Language-Arts; Reading-Writing-Relationship; Resource-Materials; Secondary-Education
AB: Discusses six books that offer beginning and veteran teachers classroom-tested ideas to help students read and write poetry and other literature, and interact with each other as they strive to understand and appreciate classic drama and novels. Notes four websites that are good sites for teaching poetry. (SR)
AN: ED443647
AU: Hendricks,-William-W.; Watson,-Alan-E.
TI: Wilderness Educators' Evaluation of the Impact Monster Program. Research Paper.
CS: Forest Service (USDA), Fort Collins, CO. Rocky Mountain Research Station.
PY: 1999
AV: Publications Distribution, Rocky Mountain Research Station, 3825 E. Mulberry Street, Fort Collins, CO 80524-8597; Tel: 970-498-1719; e-mail: rschneider/rmrs@fs.fed.us.
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED443647
DE: *Environmental-Education; *Program-Effectiveness; *Role-Playing; *Skits-; *Wilderness-
DE: Children-; Elementary-Education; Outdoor-Education; Program-Evaluation
AB: The Impact Monster is a skit designed to teach minimum impact techniques and used as a wilderness education tool by federal land management agencies. During the skit, which features role playing by the audience, an "impact monster" demonstrates inappropriate behavior in a wilderness area and a "good guy" corrects the behavior. The skit is part of a K-8 curriculum to teach land ethics and Leave-No-Trace behaviors, but is often used independently in other wilderness education programs with various age groups. An evaluation survey was completed by 55 employees of the Forest Service and other federal land management agencies. Results indicate that the Impact Monster remains a widely used wilderness education tool, rated good to excellent by most respondents. Using a figure clothed in bright colors as the Impact Monster was considered an effective program element. Students in grades 3-6 were considered the most appropriate recipients of the program. Problems experienced included children fearing the gun used in the skit, wilderness educators burning out on presenting the program, and students in grades 6-12 identifying too strongly with the Impact Monster. Frequent suggestions for program improvement included avoiding stereotypes, being sensitive to cultural differences, acquiring props, emphasizing positive behavior, maintaining program flexibility, and developing evaluation methods. Proposed behavioral objectives should focus on Leave-No-Trace principles. (Contains 10 data tables.) (SV)
AN: EJ601124
AU: Wright,-Michael
TI: Writing an Internet Play: Collaboration in Cyberspace.
PY: 1999 SO: Teaching-Theatre; v11 n1 p18-21 Fall 1999
DE: *Cooperation-; *Instructional-Innovation; *Internet-; *Technological-Advancement; *Theater-Arts; *Writing-Improvement
DE: Conferences-; High-Schools; Higher-Education
AB: Discusses the creation of a group from Interplay 1997 (an international festival of young playwrights) that would write a play on the Internet and present the finished piece at Interplay 1999. Suggests that Internet collaboration could be useful to high school theater students and teachers. Presents a list of skills the playwrights taught each other during their collaboration. (SC)
AN: EJ598277
AU: Wilhelm,-Jeffrey-D.
TI: Reading and Writing Workshop: Focus on Drama.
PY: 1999 SO: Instructor-; v109 n4 p43-48 Nov-Dec 1999
DE: *Drama-; *Reading-Motivation; *Writing-Skills
DE: Dramatics-; Elementary-Secondary-Education; Reading-Skills
AB: Describes how to use drama to help students live through and see what they are reading, thus enjoying reading more. The workshop offers strategies for reading and writing dramatic texts. A reading and writing workshop poster on a Midsummer Night's Dream is included. A reproducible sheet allows students to use their imaginations to create dramatic characters. (SM)
AN: EJ596836
AU: Sunderman,-Wendy-L.
TI: Reading, Living, Loving "Lord of the Flies."
PY: 1999 SO: English-Journal; v89 n2 p49-54 Nov 1999
NT: Theme: Our Love Affair with Literature.
DE: *Literature-Appreciation; *Reading-Motivation; *Student-Centered-Curriculum
DE: Active-Learning; Characterization-; Dramatic-Play; Secondary-Education; Teaching-Methods; Units-of-Study; Writing-Assignments
AB: Describes a unit plan for teaching "Lord of the Flies" that allows students to respond freely to the reading and to "get out of their seats" and experience the first chapter of the book. Includes guidelines for the response-based approach, for discussion groups, and for character portfolios. (NH)
AN: ED436767
AU: Mellor,-Bronwyn
TI: Reading Hamlet. The NCTE Chalkface Series.
CS: National Council of Teachers of English, Urbana, IL.
PY: 1999
AV: National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 38705-3050: $9.95 members, $12.95 nonmembers). Tel: 800-369-6283 (Toll Free); Web site: .
PR: Document Not Available from EDRS.
DE: *Critical-Reading; *Descriptive-Writing; *Literary-Devices; *Playwriting-; *Tragedy-
DE: Characterization-; Class-Activities; Decoding-Reading; Dramatics-; Reading-Comprehension; Secondary-Education; Sixteenth-Century-Literature
AB: This book, for grades 9-12, contains a wealth of ideas and practical activities for studying Shakespeare's "Hamlet." The first section, "Revenge Tragedy," provides background materials to help prepare students to read "Hamlet," including a discussion of revenge tragedies, comparisons to other plays from the period, and background information on the Elizabethan Age. Section two, "Reading the Play," offers notes on each scene, accompanied by activities and suggestions for further study. A detailed analysis of the construction of reading character is taken up in section three, "Reading Character." The final section, "Ways of Reading and Writing," considers writing about the play and invites explicit study of different ways of reading "Hamlet." Contains 48 references. (EF)
AN: EJ594786
AU: Gillies,-John
TI: Shakespeare in Jap
AN: A Multimedia Teaching Resource.
PY: 1999 SO: English-in-Australia; n125 p104-09 Aug 1999
AV: Australian Association for the Teaching of English, P.O. Box 3203, Norwood, South Australia 5067; e-mail: aatemail@nexus.edu.au
NT: Theme: Shakespeare in Australia.
DE: *English-Instruction; *Film-Study
DE: Cultural-Activities; Foreign-Countries; Multimedia-Materials; Optical-Data-Disks; Secondary-Education; Teaching-Methods; Theater-Arts; Writing-Assignments
AB: Describes a CD ROM created by three co-authors which presents a multimedia exposition and comparison of three parallel productions of Shakespeare's "A Midsummer Night's Dream" by a single director staged sequentially at the Tokyo Globe in 1994. Provides specific suggestions as to how secondary English teachers could use this material. (NH)
AN: EJ594782
AU: Dowd,-Wendy
TI: "Between the Dragon and His Wrath": A Classroom Approach to "King Lear."
PY: 1999 SO: English-in-Australia; n125 p76-87 Aug 1999
AV: Australian Association for the Teaching of English, P.O. Box 3203, Norwood, South Australia 5067; e-mail: aatemail@nexus.edu.au
NT: Theme: Shakespeare in Australia.
DE: *Characterization-; *Drama-; *Improvisation-; *Reader-Response
DE: Secondary-Education; Teaching-Methods; Writing-Assignments
AB: Presents guidelines for introducing secondary students to "King Lear" before and during engagement with the text. Includes providing opportunities to (1) improvise, (2) examine specific speeches in depth, and (3) speed write about a character's thoughts. Presents questions used during auditions and explanations of characterization in "King Lear." (NH)
AN: ED434379
AU: Annarella,-Lorie-A.
TI: Using Creative Drama in the Writing Process.
PY: 1999
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED434379
DE: *Creative-Activities; *Drama-; *Imagination-
DE: Classroom-Techniques; Elementary-Education; Listening-Skills; Visualization-; Writing-Exercises; Writing-Instruction
AB: Creative drama can be used productively in the classroom by allowing students to dream and to put these ideas down on paper. Guided imagery is a way of accomplishing this. Guided imagery is when the creative drama teacher guides students on a journey through the imagination. It can be used as a prereading and prewriting exercise. Listening and speaking skills can also be developed with the use of guided imagery. Use of the guided imagery procedure involves breathing exercises, description of the journey or imaginary object, and discussion of the experience afterward. Visualizing and imaging are used almost simultaneously as the use of guided imagery is implemented in the teaching of writing. (Contains 10 references.) (EF)
AN: EJ583422
AU: Getzinger,-Donna
TI: What's So Funny? How to Create a Comedy Showcase with Your Students.
PY: 1999 SO: Teaching-Theatre; v10 n2 p10-13 Win 1999
DE: *Comedy-; *Production-Techniques
DE: Creative-Writing; Secondary-Education; Student-Evaluation
AB: Uses examples from two professional sketch-comedy groups and from a summer camp to demonstrate ways to put together a sketch comedy showcase that works well in a school setting. Discusses choosing material, putting the showcase together, styling and making it look good, and the grading process. (SR)
AN: EJ579219
AU: Campbell,-Andrew
TI: An Integrated Curriculum for English, Media and Drama at KS 4.
PY: 1999 SO: English-in-Education; v33 n1 p13-23 Spr 1999
NT: Theme: Media.
DE: *Curriculum-Development; *Demonstration-Programs; *English-Instruction; *Integrated-Curriculum; *Text-Structure
DE: Curriculum-Evaluation; Dramatics-; Models-; Secondary-Education; Student-Development; Writing-Instruction; Writing-Skills
AB: Describes the development and implementation of a curriculum model seeking to integrate the study of different types of text in a coherent and meaningful way. Explains the rationale of the model, supported by exemplar tasks designed by teachers working within the context of an integrated English, media and drama curriculum. Evaluates the impact of the model. (CR)
AN: EJ581330
AU: Apol,-Laura; Harris,-Jodi
TI: Joyful Noises: Creating Poems for Voices and Ears.
PY: 1999 SO: Language-Arts; v76 n4 p314-22 Mar 1999
NT: Theme: The Poetic Possibilities of Language.
DE: *Creative-Writing; *Dramatics-; *Poetry-; *Student-Attitudes; *Writing-Exercises
DE: Class-Activities; Grade-5; Intermediate-Grades; Units-of-Study
AB: Discusses the efforts of a fifth-grade teacher and a visiting poet to rekindle students' sense of poetic passion and pleasure. Describes how the authors introduced students to poems for two voices (using P. Fleischman's "Joyful Noise"). The poetry unit culminated in a project in which students read and performed Fleischman's poems, then wrote and performed their own poems for two voices. (SR)
AN: ED427331
AU: Cox,-Carole
TI: Teaching Language Arts: A Student- and Response-Centered Classroom. Third Edition.
PY: 1999
AV: Allyn and Bacon, P.O. Box 10695, Des Moines, IA 50336-0695; Tel: 800-666-9433 (Toll Free); Tel: 515-284-6751; Fax: 515-284-2607. ($68).
PR: Document Not Available from EDRS.
DE: *Diversity-Student; *Language-Arts; *Reading-Instruction; *Student-Centered-Curriculum; *Writing-Instruction
DE: Cultural-Differences; Drama-; Elementary-Education; Emergent-Literacy; Punctuation-; Reading-Writing-Relationship; Spelling-; Teaching-Methods
AB: Continuing its emphasis on a student- and response-centered approach to literature-based teaching in today's culturally and linguistically diverse classrooms, this third edition discusses these principles not only through explanation, but through examples of real teachers in real classrooms involved in the actual implementation of these ideas. The book offers "snapshot" features that give a glimpse into a real classroom, demonstrating how material discussed in the chapter can be transformed into action; lesson plans that offer specific suggestions which can readily be put into practice; and "ripple effects," graphic organizers that illustrate how response-themed learning spreads out across the curriculum. A "Schoolyear Activity Planner" (an appendix in the previous edition) has now been expanded, updated, and put in a separate, easily portable supplement. Chapters in the book are: (1) Learning and Teaching Language Arts; (2) Children and Language Development; (3) Language and Cultural Diversity; (4) Emergent Literacy; (5) Spoken Language; (6) Drama in the Classroom; (7) Teaching with Literature; (8) The Reading Process; (9) The Writing Process; (10) Reading and Writing; (11) Grammar, Punctuation, and Handwriting; (12) Spelling; (13) Media Literacy; and (14) Language across the Curriculum. Contains approximately 500 references; the International Reading Association/National Council of Teachers of English Standards for the English Language Arts is attached. (RS)
AN: ED423527
AU: Tchudi,-Stephen; Mitchell,-Diane
TI: Exploring and Teaching the English Language Arts. Fourth Edition.
PY: 1999
AV: Addison Wesley Longman, Inc., 1 Jacob Way, Reading, MA 01867 Tel: 800-447-2226 (Toll Free); Fax: 617-944-9351 ($45).
PR: Document Not Available from EDRS.
DE: *English-Instruction; *Integrated-Curriculum; *Language-Arts; *Literature-Appreciation
DE: Classroom-Environment; Classroom-Techniques; Curriculum-Development; Drama-; Elementary-Secondary-Education; Grading-; Mass-Media; Student-Evaluation; Writing-Instruction
AB: Presenting a consistent, integrated approach to the English/language arts, this book describes integrated, research-based principles for the teaching and learning of language, accompanied by numerous examples drawn from either the author's own experiences in the schools or from the professional literature. New and expanded features in this fourth edition inclu
DE: early emphasis on curriculum integration; a new chapter on creating classroom community; updated reading references for children and young adults; discussion of the role of national standards in curriculum development and planning; expanded material on oral English and drama, with emphasis on integrating them into the curriculum; and continued exploration of the grading/evaluation dilemma, providing strategies for teachers to derive grades and mark papers while still maintaining strong support for their students' efforts. After a prologue (A Documentary History of Teaching the English Language Arts), chapters in the book are: (1) Exploring and Teaching the English Language Arts; (2) The Integrated Curriculum; (3) Creating Instructional Units; (4) Creating Classroom Community; (5) Engagement with Literature; (6) Literature and the Young Adult; (7) Organizing to Teach Literature; (8) Teaching Writing; (9) Writing for the Here and Now; (10) Exploring Language; (11) Classroom Talk, Drama, and Performance; (12) Language: A Mass Medium; and (13) Assessment, Evaluation, and Grading. (Contains a coda (Idea(l)ism and Successive Approximation) and an approximately 200-item bibliography.) (RS)
AN: EJ579184
AU: Lebeau,-Suzanne
TI: On Writing "Salvador."
PY: 1998 SO: Stage-of-the-Art; v9 n8 p6-12 Sum 1998
DE: *Dramatic-Play; *Playwriting-
DE: Audience-Awareness; Authors-; Elementary-Education; Poetry-; Theater-Arts; Writing-Processes; Young-Children
AB: Discusses, in poetic form, the writing of the play "Salvador" from the perspective of the author. Explains her thoughts about writing for children, including didactic relationships with children, didactic functions of art, and how adults teachers try to create a sterilized, lifeless, good-thinking, and artificial world for children when they are learning. (CR)
AN: EJ579157
AU: Sutton,-Jan
TI: Setting the Stage: Creative Drama in the Writing Classroom.
PY: 1998 SO: Stage-of-the-Art; v9 n7 p11-15 Spr 1998
DE: *Creative-Activities; *Creative-Writing; *Drama-; *Problem-Solving; *Writing-Instruction
DE: Classroom-Techniques; Dramatic-Play; Elementary-Secondary-Education; Learning-Activities; Student-Development
AB: Explores what creative drama is, why it should be included in the teaching of both expository and creative writing, and how language arts teachers can implement creative drama activities to increase student success in writing and to improve learning. Describes how using creative drama to enhance creative writing restores authority to students for solving their own problems. (CR)
AN: ED424010
AU: Brostrom,-Stig
TI: Children's Stories and Play: Storyride--A Children's Culture Project.
PY: 1998
NT: Paper presented at the Symposium for the European Conference on Quality in Early Childhood Settings (8th, Santiago de Compostela, Spain, September 2-5, 1998).
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED424010
DE: *Day-Care; *Early-Childhood-Education; *Story-Telling; *Writing-Instruction
DE: Caregiver-Child-Relationship; Exchange-Programs; Foreign-Countries; Literacy-Education; Parent-Child-Relationship; Play-; Pretend-Play; Story-Grammar; Teacher-Role; Teacher-Student-Relationship; Young-Children
AB: In modern societies, children are becoming more and more users of a child culture constructed by adults, rather than producers of their own culture. This paper describes a project, implemented in Nordic child care centers and early childhood classes, that provides children the opportunity to narrate and illustrate their own stories, written down by educators and mailed to an exchange institution in their own or another Nordic country. The purpose of the project is to support children's own culture, increase children's interest in language, strengthen early childhood educators' competence about children's culture, and form the basis for expanded research in this field. In various countries, different components to the research are added: for example, in Denmark, researchers have analyzed stories and have observed the children in play to identify similarities in themes, problems, and solutions in stories and play. This paper discusses children's story listening at home and in day care settings in Denmark, the teacher's role in storytelling, the structure of children's stories, and the use of fairy tales. The analysis of children's stories and play indicates that general themes include power relationships, good versus wicked, attack and defense, and chase and run away. The paper notes that although children create a number of roles in play and stories, the description of context is often poor in stories. Contains 14 references. (KB)
AN: EJ565785
AU: Chilcoat,-George
TI: "Takin' it to the Streets": Gutter Puppet Theater in the Social Studies Classroom.
PY: 1998 SO: Social-Studies-Review; v37 n2 p54-61 Spr-Sum 1998
DE: *Controversial-Issues-Course-Content; *Creative-Teaching; *Interdisciplinary-Approach; *Puppetry-; *Theater-Arts
DE: Advocacy-; Elementary-Secondary-Education; Instructional-Innovation; Skits-; Social-Responsibility; Social-Studies; Student-Participation; Teaching-Methods
AB: Outlines and discusses a series of activities using puppet theater to explore social community issues. Draws inspiration from the street theater of the 1960s that used puppetry and engaged the audience in lively conversations during productions. Includes instructions for building puppets and suggestions for plays and performance material. (MJP)
AN: EJ551002
AU: Corbey-Scullen,-Lynn; Howell,-Jacky
TI: Out of the Housekeeping Corner and Onto the Stage--Extending Dramatic Play.
PY: 1997 SO: Young-Children; v52 n6 p82-88 Sep 1997
DE: *Class-Activities; *Creative-Dramatics; *Curriculum-Development; *Drama-; *Dramatic-Play; *Dramatics-
DE: Acting-; Creative-Expression; Curriculum-Design; Curriculum-Enrichment; Early-Childhood-Education; Play-; Playwriting-; Pretend-Play; Skits-; Teaching-Methods
AB: Details four developmentally appropriate dramatic play experiences for integration into the classroom curriculum to extend dramatic play into a classroom play experience. Provides guidance in turning dramatic play into a project, launching the play process, readying the performance, problem solving, playing the play, and enjoying the outcome. (Author/SD)
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