Gian-Carlo Menotti (1911-2007) is one of America¡¦s most distinguished contemporary opera composers. He composed twenty-seven operas. The telephone is a one act play which was composed in 1947 as a curtain raiser for The Medium. The Telephone is his shortest opera which only takes 25 minutes to perform. Menotti wrote all the text in this opera himself. Although The Telephone is short, the structure is complete. It¡¦s one of Menotti's greatest popular operas. The main character of The Telephone, Lucy, is a soprano. The success of Lucy¡¦s performance is the key to success of the whole opera. Because of the importance of "Lucy", I select "Lucy" as a research topic of the article. Except the preface, my essay contains four main sections: the biography of Menotti and the main operatic works of Menotti, textual analysis of Menotti¡¦s The Telephone and the characterization of Lucy, and the dramaturgy of Lucy. The purpose of this study is to explore how Menotti made use of music device to express the effects and atmosphere in theater, how to create emotional changes of Lucy, and expect to reinforcing profundity in performance.

The purpose of this study is to determine (1) what training is recommended for high school teachers of drama, (2) what training the high school teachers of drama actually have, (3) what job situation is recommended for the high school teacher of drama, and (4) what job situation the high school teachers of drama in the State of Texas actually have. This study should determine if there is a significant relationship between what a high school drama teacher should be and what the high school drama teachers of Texas actually are.

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The University Interscholastic League (UIL) One-Act Play Contest is a competition where similarly sized Texas schools present an 18-40 minute play usually adjudicated by a single judge. At each level of competition the judge awards individual acting awards as well as selecting two productions to advance to the next level of competition. After the awards are announced the judge gives an oral critique to each of the schools. Because of the wide participation and diversity of plays produced, certain rules and guidelines have been adopted to ensure safety, allow for equity, satisfy legal standards, and make the running of the contest practical. These rules can be modified to achieve positive outcomes and improved educational results. Changes in the rules of a UIL contest are in accordance with stated educational objectives of the UIL. Occasionally, however, modifications in procedures raise questions. The problem of this study was to determine, from the perceptions of administrators and teachers, whether significant modifications in the rules and policies for the UIL One-Act Play Contest over a time span of 20 years have had impacts on the goals and procedures of the contest. The study utilized a qualitative approach through historical analysis and a survey to answer two research questions. Historical analysis identified the six modifications in the UIL OAP over the years 1986-2006. The survey instrument determined the impact of these changes on the goals and procedures of the contest. Based on the responses of the survey the competition experience has been enhanced by recent changes.

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