The Dramatization of Bible Stories Part 23

_Egyptian design._--In the scenes placed in Pharaoh's court a few decorations suggestive of the Egyptian will add interest. Fig. 21 gives some of the simpler designs which the children may use for ornamentation. The servants may carry the large fan-shaped designs, which they make on stiff paper. These designs were made from the lotus and the papyrus plants; the leaves were usually a blue-green, and red, blue, yellow, white, and black were used in many designs. Fig. 21 shows some of these designs that were made by the children and used in representing Pharaoh's court.

[Ill.u.s.tration: FIG. 22.--HELMETS, CROWNS, a.s.sYRIAN, EGYPTIAN, EGYPTIAN]

As it may be of interest to those who have access to a library to know where more definite and detailed information may be secured concerning the articles that are but briefly described here, the following works are recommended: The _New Schaff-Herzog Encyclopedia of Religious Knowledge_; Hastings' _Dictionary of the Bible_; the _Jewish Encyclopedia_; Kitto, _Cyclopedia of Biblical Literature_; three books by W. M. Thomson--_Central Palestine and Phoenicia_, _Southern Palestine and Jerusalem_, _Lebanon, Damascus, and beyond Jordan_; Elmendorf, _A Camera Crusade through the Holy Land._

CHAPTER XIV

COSTUMING

The question of costuming may be dealt with in much the same manner as that of stage setting and properties. Costumes are unnecessary in many of the simpler plays, and even where they are used they should be so treated that they are of minor importance in the minds of the children.

It is nearly always the case that the very smallest suggestion of a costume--a sash or a cloth around the head--is satisfying and sufficient to produce the proper atmosphere of the play. There is danger of placing so much emphasis upon this phase of the work that the children attach undue importance to it and thus lose the real spirit of the dramatization.

If costumes are used they should not be saved for the final performance, but the children should have the pleasure of wearing them at each practice where they are actually living over and over the lives of other people. Children should get their ideas of the dress of the times from pictures and descriptions and then in very simple ways try to represent what they have observed. The simplicity of the costumes among the Hebrew people makes the problem comparatively simple.

[Ill.u.s.tration: FIG. 23.--A group of children, showing costumes and a trumpet]

There is very little definite knowledge about the exact costume of the ancient Israelites, for they have left no records. The only sources of information on the subject are the few references to dress in the Old Testament and the few Jewish figures found among the Egyptian, a.s.syro-Babylonian, and Persian carvings. The conclusion has been reached, however, that the ancient Hebrew costume was in general similar to that of the modern Arab.

It is fairly certain that among the earliest tribes a simple slip or short tunic, with close-fitting sleeves, was worn. Later a big loose mantle was usually thrown over this slip. The little under-garment was white, woven from wool, or sometimes made out of skins; the outer garment was frequently striped, a bright color with white. Among the old patriarchs the outside cloak reached to the ground. It was often in the shape of a blanket, and was draped by throwing one end over the left shoulder, then pa.s.sing it across the front of the body and under the right arm, then across the back, and to the left shoulder again.

At a still later period there was the long gown, which reached to the ankles and was belted in at the waist by a girdle. This was sometimes covered by an outside robe which was like a cape. Frequently these garments were brought over the heads in order to protect their wearers from the sun.

As a rule the servants and lower cla.s.s of people wore only the one garment--a short tunic, with or without a girdle. The richer men wore the outside cloaks. Kings and n.o.bles had many kinds of cloaks which were very elaborately decorated. They had silk girdles, while the poorer men wore leather girdles. See Figs. 23-27 for costumes made by the children.

[Ill.u.s.tration: FIG. 24.--The costume of Abraham]

The women's dress was very much the same as that worn by the men. All garments may have been a little longer, but the draping and the kinds of garments were the same. Great ladies had beautiful veils and shawls.

[Ill.u.s.tration: FIG. 25.--Two kinds of costumes--the Rich Shepherd and the Servant.]

Both men and women wore sandals. The soles were made of leather or thick woven cords. They were fastened to the feet by means of strings of leather, linen, or of papyrus. Two straps were usually attached to the back of the sandal, then crossing from the back over the instep they were tied to a third strap which was fastened at the front and came between the great and second toe. Fig. 26 shows sandals which were made by the children.

[Ill.u.s.tration: FIG. 26.--Costumes, showing sandals made by the children]

The headdress in the earlier days was nothing more than a piece of square cloth, folded diagonally and placed over the head with the long point at the back; the two ends were then crossed under the chin and thrown back over the shoulders. A cord was tied around the head to keep the cloth on. Later a kind of turban was worn which had no loose ends, but which projected over the face enough to protect one from the sun.

Figs. 23-25 give examples of different kinds of headdress made by the children.

[Ill.u.s.tration: FIG. 27.--Costumes]

The crowns which the kings wore were frequently of gold, studded with jewels, although the Persian king had a stiff cap of felt or cloth, encircled by a blue and white band. Fig. 22 gives a few of the typical shapes for crowns.

The helmets which were worn by the soldiers were varied. The shapes employed by the a.s.syrians and the Egyptians were probably used among the Hebrews. See Fig. 22 for drawings of some of the best-known helmets. Children may make these easily by using cardboard and gilt paper.

The Hebrew men and women had many personal ornaments, such as necklaces, armlets, bracelets, rings. Children delight in making all kinds of bracelets and chains from gold and silver paper. They may bring all the bright-colored beads that they can get for the enrichment of the costume.

CHAPTER XV

THE ORGANIZATION OF A CHURCH DRAMATIC CLUB

The kind of dramatics described in this book may be undertaken with success in connection with any Sunday school. The most necessary element is a leader in charge who is wide awake to the aims and purposes of such work and who has the ability to deal with little children. A trained teacher is preferable.

This dramatization can be most effectively presented to children between the ages of six and thirteen. In case the Sunday school is very large and more children join than can be easily managed by one leader, it would be best to divide the members into two or three smaller groups, each with a competent leader in charge. One person should be able to handle well from twenty to twenty-five children.[2]

This training ought not to stop with younger children, but may well be carried on with pupils of high-school age. This would involve problems slightly different from those here presented, but on the whole the same aims may be achieved.

It is sometimes the case that a few of the children outgrow the club.

They begin to realize that they are much larger than the others, and they decide that they do not care to take part in the acting, yet they are still interested enough to come to the meetings. If there is no other dramatic club into which they may go, then they may be used as a.s.sistants in the younger club and made to feel that they are a necessary part of it. There are many ways in which they can be of valuable help to the leader, at the same time experiencing a development through the training.

During one year in the history of the dramatic club here described three girls of fourteen came regularly to the meetings. They could not be persuaded to take part in the dramatizations, but they expressed an eagerness to help in the direction. They entered into the discussion and criticism of the plays that were being acted each Sunday, and their suggestions were always very much to the point. They had the ability of explaining what they meant to the children so that it was easily understood. These girls would write out the scenes, sometimes while the children were actually giving them; or, again, they would write them at home and bring them for discussion at the next meeting. They took entire charge of the costuming, and would meet outside at sewing-bees, where they mended, pieced, or made over the costumes on hand. Then at the plays they always took the responsibility of dressing the little children, putting on their headdresses, tying their sashes, and seeing that their costumes were draped in the right way.

When a dramatic club is first started, it is advisable to dignify the organization by electing a president and secretary from among the children. The president may take charge of the meetings and then turn them over to the director, and may help in many ways to keep the club together. The secretary may call the roll and be responsible for sending notices to the members. Children always delight in this amount of formality, and through it each one becomes a much more vital part of the group; the responsibility as far as possible is placed upon the children, and they usually rise to meet it.

It is hardly practical in most cases to attempt to hold more than one meeting a week. The time should be set according to the convenience of the majority of the members. Sunday afternoon was found to be the best time for this little club to meet, but any week day will do as well.

Occasionally, just before a play is to be given, a few call meetings may be necessary.

It is desirable that the club own the simple costumes which the members wear. A costume box is a convenient place for keeping them. The same garments may be used over and over again, and should be kept where they may be easily obtained at each meeting. The older girls in the group will be glad to take charge of the costume box, and they should see that all of the garments are kept in order. The supply of costumes will grow, for children will be constantly bringing new things to add to it.

There are various methods of getting a number of costumes on hand. The children may bring from home old sheets and bright-colored shawls and ribbons, which may be used to advantage. Often the Sunday school will appropriate a small sum in order to help buy materials. A very small amount of money need be spent, for the costumes must be extremely simple and they should be planned and made by the children.

The construction work which the children do in connection with the dramatization is an important part in the working out of a play. As already noted, the greatest value of it lies in the fact that it represents the efforts of the children. There is hardly time at one of the regular meetings to have the construction work done. A discussion of the articles needed may be necessary, after which the children should be encouraged to make them at home. The older ones are able to look up pictures and descriptions which will help, while the younger ones need to have the matter frequently talked over in order to give them the correct mental pictures of what they are to make. It is always surprising to see how readily children take hold of this kind of work.

They bring in very many interesting things which they have made--often things which they have thought out for themselves and which they had not been asked to make. There are times when all the members are working on the same problem, such as lamps for the Wise and Foolish Virgins. It may be best under these circ.u.mstances to have a meeting outside where they all work together. (Descriptions of these constructed articles may be found in a previous chapter.)

A word of warning may be in place at this point. Parents of the children are usually anxious and eager to help in making costumes and the constructed objects. The very best aid that they can give is to see that the children have the opportunity for making these things themselves; they may encourage and guide wisely, but the finished product must be the child's, not the mother's. Some mothers have thought that they were doing the right thing to have a carpenter make the spears and other weapons for the soldier. The boy derives more benefit if he looks around for some sticks which will serve his purpose, no matter how crude they may be.

The order in which plays are given in this book should not be taken as the proper sequence for a dramatic club. The story of _Joseph_ is described in detail first because the method used there may be followed with any of the shorter or longer stories. This particular story, however, should not be the first one presented to children who have never had such work before. Such stories as _David and Goliath_, _Abraham and the Three Guests_, or any of the parables should come first. _Joseph_, _Ruth_, and _Esther_ are well worked out by children after they have had a little experience with dramatization.

As a final summary, let it be ever kept in mind that this dramatization functions as a factor in religious education only when the highest development of the children is the aim. It should be so conducted that it forms an essential part of the religious training of the Sunday school, and also one of the valuable activities of the church.

FOOTNOTES:

[Footnote 2: In church schools which are organizing on the most approved methods of the correlation of all educational activities the dramatic club may be a regular part of the junior department, similar clubs being integral parts of the other departments.]