positions are worked out until the amateur has a high idea of art and a true appreciation of pictures.

SUMMARY

The order of observation of a picture should be from the central figure outward. A great picture is not merely an assemblage of promiscuous objects. There is usually only one dominant idea in a picture. The central figure can easily be found by observing the direction of the interest of the surrounding persons and their features. Common compositional forms are the line, pyramid, elliptical and circular designs. Some pictures attract interest by contrast of light and darkness, lines and colors. The real tact in studying a picture is to study the meaning of facts. Some pictures are universals and through them we see ourselves. To select a picture for children we must become as a little child. Pictures should be selected with a real message, such as children can appreciate. Art must influence our selection. Pictures may be used as the basis of a story.

Us

BOOKS FOR REFERENCE

Bailey-The Gospel in Art

Hurlburt Bible Pictures and What They Teach

Hurll-How to Show Pictures to Children

Munkes-Primary Methods

Richardson (editor) American Home Series-The

Picture Hour in the Home

SOURCE FOR BIBLE PICTURES

George P. Brown and Company, Beverly, Mass. Perry Pictures Company, Malden, Mass.

Union Press, Philadelphia

W. A. Wilde Company, 120 Boylston Street,

Boston

CHAPTER IV

DRAMATIZATION

1. Educational Values.

The natural instincts of both imitation and play contribute to the educational value of dramatization. These are strong natural tendencies and where two instincts unite without conflict the desire and interest are intense. This assures the interest of the child. The first principle of education underlies this method of teaching. The impression of the narrative and the principles that underlie the event dramatized become vivid to the child. We have similar teaching values in imitative play of children. When the little girls play doll, they themselves are in imagination the mothers of the dolls. In dressing, caressing and caring for the doll they are dramatizing motherhood. Observe children playing playhouse. In arranging the furniture, sweeping the room, preparing the meals, visiting each other, they are dramatizing house keeping and learn their first lessons of domestic duties. The character of the lesson learned will depend on the ideals they have observed in the home. The interesting feature of our observance is that the lesson the child thus learns in his play is not only information stored up in the mind, but it has become a part of his daily life. The same may be expected to maintain in dramatizing Bible stories. The moral and spiritual lesson becomes self-expressive in every day conduct,

2. Imitating Undesirable Characters.

It may seem evident from the above discussion that the child would, in the same way, imitate, in daily conduct, the bad characters of the Bible as well as the good ones. This is a situation that calls for caution and tact in planning the characters. This one dominant principle should be considered, that all undesirable characters should be explained to the children as ignoble and when dramatized the child will imitate negatively, holding first in mind the ideal characters represented by the other children. To make sure of desirable results the representation of undesirable characters should be minimized. Their evil acts should be passed over briefly and even omitted when it does not destroy the unity of the incident. Children should be allowed to choose to represent undesirable characters; otherwise we might antagonize their desire and the result would be unfavorable. The teacher should uphold the good and true with emphasis, using the negative qualities only to lend to the positive.

3. Subjects for Dramatizing.

Not every Bible incident is suitable to be used in dramatization. Such stories as represent God, Angels and Jesus, should not be used. In these incidents the miraculous predominate and we would be unable to represent the Divine power of the miracle and Angel ministration. Other incidents that involve killing and destruction should be avoided. This will eliminate many stories of the Old Testament and all the mira

cles of Jesus as suitable subjects for dramatization. There yet remain, however, many beautiful stories that are suitable for dramatization and the lessons of which are desirable for the children and the lives of noble characters worthy of imitation.

4. Methods of Dramatizing.

The story should be well chosen, one that contains essential elements for dramatization. The most important elements are action, worthy ideals and climactic arrangement. The story should be told with care, using direct discourse and stressing action as much as is possible. Let the older children analyze the story and divide it into scenes. Allow them to suggest what they shall say and do. Also allow them to select costume and stage scenes. If their suggestions are not unfitting allow them to use their own. If, however, they are entirely out of place the teachers have an opportunity to tactfully suggest a different way or a modification of the child's expression. True conditions should always be portrayed and the teacher has an opportunity to question anything that is not true. The language of the Bible should be employed where Biblical monologue or dialogue is used. Otherwise the wording should be spontaneous representing the child's thought and interpretation of the incident. The following outline from The Dramatization of Bible Stories, by Elizabeth Erwin Miller, is quite suggestive to teachers.

This outline is not to be taken as unchangeable, but merely as a working basis for the beginner.