One-Act Plays by Modern Authors

by Unknown

She also advertised the need of these things and many others in all her classes. Within two weeks nearly everything had either appeared or been promised, except a Chinese gong with a proper "whang" to it, an unbreakable sky-blue bowl and the mulberry tree! A teacher in a neighboring school lent the company a splendid gong, sometimes used in their orchestra; a student transformed a wooden chopping bowl by means of clay and tempera into an exquisite piece of pottery, copied from a priceless bowl on exhibition at the Metropolitan Museum of Art.

The mulberry tree was still an unsolved problem, when Dugald Stuart Walker, the artist who has produced a number of plays at the Christadora House in New York, was consulted. He suggested that the tree be a conventionalized one of flat "drapes" of green and brown poplin, with cocoons sewn on in a simple border design.

The staging of the play then became a project for members of a third-year art class. During their English period they read the play, recited on the subject of the China of remote dynasties, constructed a miniature stage, and then, forming committees among themselves, worked out the practical details. One group purchased the necessary paint, another painted the vermilion sun. Her neighbor affixed it to a bamboo rod. To emphasize the Chinese setting, two girls made a frame with a dragon as head-piece and huge, colorful Chinese medallions to be sewn on the side drapery. The design for the medallions was obtained from a Chinese brass plate. Almost every girl in the class took part in the project. Interest was easily aroused, as a number of girls in this class took part in the play.

As for the costumes, for the thirty-four members of the cast, only eight dollars' worth was hired. The rest were either borrowed or made by the girls. The most successful one, perhaps, that worn by the empress, was copied from an Edmund Dulac illustration of the Princess Badoura. The astrologers' costumes were obtained from photographs of The Yellow Jacket, lent by Mrs. Coburn. To complete the project, the girls wrote a composition explaining how to organize the staging of a costume play.

Meanwhile, the selection and coaching of the two casts was going on. Competition for the parts was open to the girls of the entire school. A great many girls were tried out before the two committees made a choice. In fact, every girl who was recommended by her English teacher was given an opportunity to read a part. In a number of cases two girls were assigned for one part and it was not known until almost the last moment who was to have the rôle or who was to understudy. Rehearsals were held at least three times a week, for three weeks, and a full-dress rehearsal was held two days before the final performance. It was thought advisable to allow a day to elapse between the last rehearsal and the real performance, in order to give the girls an opportunity to rest.

In coaching the plays, an effort was made to have a girl read the line properly without having it read to her. The members of the coaching committee would explain the mood or frame of mind to the speaker; the girl would then interpret the mood in her reading.

In addition to the coaching committee, several teachers sat at the back of the auditorium during rehearsals, to warn the speakers when they could not be heard.

The advertising campaign began soon after a choice of plays had been made. In compliance with the request of the Publicity Committee, one of the teachers of an art class and a teacher in the English Department assigned to their pupils the problem of making posters to advertise the plays. To the painter of the best one a prize was awarded.

Announcements of the play were posted by pupils in various parts of the building. Tiny brochures decorated with Chinese motives were prepared by students during an English period, and later were circulated among the faculty, and placed upon office bulletin boards, and in diaries. In writing these brochures the girls applied the knowledge they had gained in studying the writing of advertisements. Two illustrated advertisements made in one class were displayed in other high schools; a number were sent in an envelope with tickets to patrons and distinguished friends of the schools. One class wrote letters to firms of wholesale silk merchants and importers, advertising The Goddess of the Woven Wind, the story of silk.

In order to increase the sale of tickets and to prepare an appreciative audience, various subjects were suggested to English teachers for projects in class work connected with the plays. In many classes every girl wrote and illustrated a paper on some topic pertaining to Chinese life, such as customs, costumes, religion, occupations, silk, China, umbrellas, fireworks, fans, position of women, objects of art. Oral compositions were devoted to phases of some of these subjects. In the oral work and in the written composition, accurate knowledge of authorities consulted was insisted upon. Chinese proverbs were studied. "A man knows, but a woman knows better," used by the author in her play, was one of the most popular ones. Translations, found in the Literary Digest, of Chinese poems of the sixteenth and of the eighteenth century were produced and read by the girls, many of whom brought to class all the Chinese articles they could find at home. Incense burners, fans, pitchers, embroideries, chop sticks, beads, shoes, vases, and even a Chinese newspaper, found their way to the class-room and were exhibited with pride. Interest in things Chinese was so great that clippings and prints continued coming in for almost two weeks after the play had been presented. Class visits were made to the Chinese exhibit at the Metropolitan Museum of Art and to importing houses in the neighborhood.