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Drama

• African Americans Who Made a Difference. 15 Plays for the Classroom
  These easy-to-read classroom plays are about 15 African American men and women in a variety of vocations. The plays are designed to enhance the curriculum and to make social studies come alive for the student as they bolster language-arts teaching.
• Boal's Mirror: Reflections for Teacher Education
  This study investigated the use of Augusto Boal's model of participatory theater to analyze complex social issues within the context of teacher education coursework. Augusto Boal was the originator of the Theatre of the Oppressed.
• Drama Modes, Meanings, Methods and Multicultural Education
  Suggests that there is a strong affinity between multicultural and theater education. Argues that, through drama and theater, individuals can acquire a clearer visualization and deeper understanding of the topics, issues, themes, and concepts of multicultural education.
• Getting Started in Cultural Diversity: Dramatizing a Story
  States that in 1992, a "Think Tank on Multicultural Theater Literacy" was held and found that "theater has the potential to transcend cultural differences." Discusses why more has not been done to achieve the goal of achieving a truly multicultural theater curriculum. Concludes with a Cherokee myth and a lesson plan to develop its use in class.
• Interactive Drama: A Method for Experiential Multicultural Training
  The authors present interactive drama as a medium to create learning about multicultural and diversity issues in the basis of cognitive-experiential self-theory. Results of exploratory qualitative research suggest 2 interactive dramas had an impact on awareness, understanding, and skills.
• Multiculturalism and Diversity in Drama/Theatre Education: A Preconference
  Describes how the 1998 Multiculturalism and Diversity in Drama/Theatre Education: A Preconference came about, and briefly describes its activities and success. Offers ideas for future activities, and reminds readers of the critical necessity for action around issues of multiculturalism and diversity that transforms dreams into reality.
• Qianlong Meets Macartney: Collision of Two World Views. A Dramatization for Middle and High School Students
  This play, intended for middle school and high school students, uses the historical events of the Macartney mission to China from 1792-94 to illustrate the problems that can occur when different cultures interact. The play describes the first major encounter in which government officials representative of the European Enlightenment come face to face with the leadership of the legendary Chinese empire.
• Reflexive Reading: Toward a Pedagogy of Alterity
  Examines evolving approaches to otherness in modern culture, analyzing the intertextual relation between Shakespeare's "The Merchant of Venice" and Bukaee's film, "Avanti Popolo." Considers a possible pedagogy of alterity, examining the texts in their otherness according to Benhabib's 1992 conception of generalized and concertized otherness. Discusses how to promote personal growth and social agency through attentive, reflexive, and reflective reading.
• Standing Ovations and Profound Learning: Cultural Diversity in Theatre
  Describes the profound learning that took place at the International Children's Theatre Festival in Toyama City, Japan in July 2000. Argues that participation by the Japanese-American Drama Ensemble, a youth group from the public schools in Lexington, Massachusetts, and more than 400 children from all over the planet, showcased the cultural diversity that should be taught in the theater.
• Using Creative Drama in the Multicultural Classroom
  The use of creative drama in a multicultural classroom can allow a teacher to establish a student-focused base for experiential learning and can allow students from various cultures to use drama as a way of expressing their individual cultural differences. Using literature about various ethnic groups in creative drama can contribute to the multicultural classroom.
• Using Student-Generated Film To Create a Culturally Relevant Community
  Encourages modification of teaching strategies to facilitate academic achievement among students from diverse groups. Describes how the author collaborated with professionals from the Folger Library's Teaching Shakespeare Institute to develop a better way to teach Shakespeare to her predominantly African-American students.