This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1914 Excerpt: ... programs of music and poetry, pageants, plays, and the like. The celebration may be the contribution of a single grade or of groups selected from many grades. Previous year books throw some light on this subject, on which several books might be written. Festivals and Plays, by Percival Chubb and associates, is a suggestive volume for teachers interested in this problem. We shall have to pass lightly in this article over the discussion of the utilization of the dramatic instinct in the fifth, sixth, and seventh grades. The same principles that have guided us in the lower grades must still govern our work. We find that this is a period when the children are rapidly enlarging their interests and are beginning to have some real understanding and appreciation of how things relate themselves to the larger wholes. They are capable of more sustained effort, of truer cooperation, and a more coordinated expression; and are beginning to feel the dawning stir of many emotions. They love action; this love of activity should be directed into helpful channels and the alert sentiments and emotions given wholesome expression that they may sanely help in the process of true self-development. The great classics that naturally fit these grades offer splendid opportunities for dramatic expression and help to utilize wisely the abounding activity and the innate emotions of this intermediate period of development. Robin Hood by Howard Pyle, in the fifth grade; Sigurd the Volsung by William Morris, in the sixth; The Boy's King Arthur, the text edited by Sidney Lanier, in the seventh. The children should do fewer and fewer plays as they advance, because they are capable of a much more complete effort. They are in the realistic period and are less satisfied with make-believe; they ...
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