LOUIS H. BURCH, PRINCIPAL BANGS AVENUE SCHOOL, ASBURY PARK
Play is one of the first manifestations of the child in self expression. As the child grows older this play is made up in part of the imitation of the doings and sayings of the older persons and playmates with whom he is associated. The child reflects the life of his parents wherever it comes under his comprehension. The stick horse gives as much pleasure to the boy as the well trained saddle horse gives to the father.
When the child enters school much of the play element of his life is left behind, and teachers have often failed to use to advantage the experience and knowledge the child has in "living over" the actions and sayings of others. The ordinary child has observed the animals and birds around him and can imitate them. He can personify the tree, the flower, or the brook, and gain a clearer knowledge of the purpose and function of the thing personified by so doing. Under the proper direction of the teacher nearly all the common occurrences of life may be dramatized by the children in the ordinary schoolroom and with few so-called stage properties.
Older children are interested in the simple dramatizations of the little folks and should have opportunity to see them often, not alone to be entertained, but to be reminded of the simple and easy ways of "playing you are someone else." A grammar grade class may learn many things from watching a primary class dramatize "Three Bears," "Little Red Hen," or "Little Red Ridinghood."
The simple dramatization in the schoolroom furnish excellent material for general assemblies or morning exercises. Simple costumes and stage settings satisfy the children, and the setting of the stage or platform for the scene should, in most cases, be done before the children. Children who see the table set, the chairs placed, and the beds prepared for the "Three Bears" know how to get ready for their play when they are called upon to contribute their part for the assembly.
Children will bring material for their costumes and stage furnishings from home and should be encouraged to do so. Parents will come to see children take part in a program when nothing else would attract them to the school, and if the home is to be called upon to help the school there must be a closer relationship between parents and teacher.
In preparing dramatizations for elementary school pupils but few scenes should be chosen, and in those selected the language and action should be simple and within the capabilities of the children.
The following dramatizations were worked out by teachers and pupils of our building as class projects. They were presented in the opening exercises as worth-while classroom projects which would be entertaining and helpful to all pupils of the school, to teachers and to parents. In presenting these scenes the pupils secured excellent practice in oral English work, in dramatic action, and in community and group cooperation. The pupils and teachers who made up the audience enjoyed opening exercises in which there was purpose. All entered into the spirit of the play; all enjoyed the exercises without having to think why. The results have been better team work between teacher and pupils, better school spirit, more pupil participation in leadership activities.
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