simple statements, and tell the number at the end of the reading; in the next reading, let them listen for questions; and so on. 2. To test and practice children in the writing of questions and statements, let each child write a question on paper. At a word from the teacher, all papers are exchanged, according to any convenient plan. Every child who finds the question on his paper correctly written writes an answer to it, making a complete sentence. Any child finding a question incorrectly written stands, without answering it. When called upon, he reads what is written on his paper, and says: or, This is not a question, because (giving reason); (giving This question is not correctly written, because reason). The paper is then returned to the writer for correction. After answers have been written, the papers are returned to the writers of the questions. The latter examine the answers and report any that are incorrect, giving the reasons. Such papers are returned to the writers of the answers for correction. The above exercise may be varied advantageously by letting the children, or as many of them as space permits, write at the blackboard. They change places between the writing of questions and answers. TESTS AND DRILLS 21 This brings the work of every one into full view of all. 3. To test and practice pupils in the writing of titles, dictate titles to be written on paper, or better, that every one's work may be quickly seen, at the boards. Pupils may also be required to make original titles, writing them correctly. Ask them to make titles about which they would like to read, write, or tell a story. 4. Test the writing of exclamatory sentences, by dictating both exclamatory sentences, simple statements, and questions. Remember that your expression must correspond with the character of the sentence. Such sentences as these would an swer the purpose: The old horse was trotting lazily along the country road. His driver was almost asleep. Suddenly the horse snorts wildly and stops! The driver springs to his head! How the frightened animal rears and plunges ! You can surely guess. CHAPTER THREE READING, DRAMATIZING, AND REPRODUCING A STORY ORALLY I (22). Reading and Studying a Story LET the story, Harmosan, first be read by yourself or by pupils who will read it with understanding and feeling, so that all children may catch the spirit of it. Study the story with the children, following the questions and suggestions in their book. When they are there called upon to "think how" they would express certain passages, have them express these passages aloud. Encourage children to take the attitude, assume the facial expression, and make the gestures that they think appropriate to the part that they are reading. This will help them to enter sympathetically into the feelings and emotions of the actors whose words they are reading, and so enable them to give effective and fitting expression to those words. Tolerate no perfunctory reading; the purpose of this exercise is to make every pupil feel with every actor in the story, to prepare every pupil to take any part in dramatizing the story. GETTING READY TO DRAMATIZE THE STORY 23 II (25). Getting Ready to Dramatize the Story Help the children prepare for the dramatization of the story, Harmosan. Do not dominate this preparation with your own ideas, but help the children to think it out for themselves. After they have studied the matter through under your guidance, following the questions and suggestions of their book, let them arrange themselves appropriately for the dramatization. The one who is to represent the caliph should be seated; all others, excepting the one taking the part of Harmosan, should be grouped about the caliph, several representing soldiers and the rest representing the people. If the children do not think of it, suggest that some one be designated as a servant to get and pass the cups of water to Harmosan and the caliph. When all is thus arranged, let the boys taking the parts of the caliph and Harmosan read their parts from their books, fitting their actions and expression to the words and to the demands of the scene. Let the soldiers and the people be impressed with the real importance of the part that they have to play. They must not be indifferent, or mildly amused onlookers, awkwardly waiting for the two principal actors to go through their parts. They must take a real, an intensely active part in the play, crowding about and showing their hatred of Harmosan, threatening violence with looks and gestures, and nearly falling upon the captive in their anger after the latter throws the goblet of water to the ground and declares that his life is his own. Without the active coöperation of the crowd, there can be no real play; at best it will be but an animated dialogue. This study and rehearsal should prepare the children to carry out the real dramatization-without reference to books-at the next exercise. As a simple dramatization requires but a few minutes, there should be several dramatizations, always with different children in the two principal rôles. In anticipation of the next exercise, select several children - a number equal to the number of times that the dramatization can be given who are capable of taking one of the principal parts especially well. Let each of these children choose the part he will take; let each one also choose another child - not from the group selected by you to take the other principal part with him. Suggest that these several groups of two, each consisting of the caliph and Harmosan, study and practice their parts in private, so that they will come at the next exercise prepared to give the play in the best manner. Some generous rivalry between these groups will help to bring out their individuality and will encourage independence. It is always to be remembered that dramatizing is not an end in itself. A finished, smooth production, which has been achieved by endless repetition |