Identifier: pageantrydramati00mere (find matches)
Title: ... Pageantry and dramatics in religious education
Year: 1921 (1920s)
Authors: Meredith, William V
Subjects: Religious education Drama in education
Publisher: New York, Cincinnati, The Abingdon press
Contributing Library: Princeton Theological Seminary Library
Digitizing Sponsor: Internet Archive

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tc., are commonly chosen for portrayal.Many such productions are not presented on a stage butin booths before which crowds pass. Often players gofrom booth to booth. Thus one man may carry outhis little act in sequence at the village mosque, in thehome of a friend, and then in the market place. Fre-quently large numbers of player-people leave the boothssimultaneously to join in the representation of a fu-neral procession, a village wedding, or other enactedceremonial. The script of these productions is often a mere out-line, like a scenario, indicating action rather than dia-logue. Interpolations by the director, or some otherperson, emphasize and explain, as do the words whichflash on the motion picture screens. The difficulty ofstaging such script becomes at once apparent. Thetask is one of mirroring life as it actually is. Thisalmost requires a firsthand knowledge of the field pic-tured, for few productions have been made what somechoose to call fool proof—those with descriptions
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IN RELIGIOUS EDUCATION 173 sufficiently clear to enable the uninitiated to be his-torically accurate and to give the local color and at-mosphere necessary for illusion. Bible story plays.—Chapter VI has dealt at lengthwith the different types of story dramatization. Herewe need but mention Bible story plays. Such playsmay be of invaluable service to persons working withchildren of Primary and Junior age. Recently teachers in the church school with whichthe writer is associated have been working up twoBible parables for a department party. The girls aredramatizing The Wise and Foolish Virgins; theboys, The Good Samaritan. The children have sug-gested many innovations. The girls had to have a bridein their story play, and so one was added. The boysthought it best to divide their little drama into twoscenes. As was to be expected, they all wanted to takethe part of the robbers, and it is needless to say thatthey acted this part with vigor and enthusiasm. Thesecond scene which portrayed

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