a side light on dramatization

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A Side Light on Dramatization Author(s): Katherine G. Wightman Source: The English Journal, Vol. 9, No. 6 (Jun., 1920), pp. 348-349 Published by: National Council of Teachers of English Stable URL: http://www.jstor.org/stable/801914 . Accessed: 19/05/2014 17:31 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. . National Council of Teachers of English is collaborating with JSTOR to digitize, preserve and extend access to The English Journal. http://www.jstor.org This content downloaded from 194.29.185.118 on Mon, 19 May 2014 17:31:30 PM All use subject to JSTOR Terms and Conditions

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Page 1: A Side Light on Dramatization

A Side Light on DramatizationAuthor(s): Katherine G. WightmanSource: The English Journal, Vol. 9, No. 6 (Jun., 1920), pp. 348-349Published by: National Council of Teachers of EnglishStable URL: http://www.jstor.org/stable/801914 .

Accessed: 19/05/2014 17:31

Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp

.JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact [email protected].

.

National Council of Teachers of English is collaborating with JSTOR to digitize, preserve and extend access toThe English Journal.

http://www.jstor.org

This content downloaded from 194.29.185.118 on Mon, 19 May 2014 17:31:30 PMAll use subject to JSTOR Terms and Conditions

Page 2: A Side Light on Dramatization

THE ROUND TABLE

A SIDE LIGHT ON DRAMATIZATION

Much had I heard of dramatizing the classics as a method of teaching literature, but I passed by on the other side, for how could a burner of the midnight oil go on into the small hours, planning the assigning of parts and culling dramatic situations. How could thirty wrigglers be disposed of, while the other ten were rehearsing their parts ? How could the "other thirty" be made responsible for daily labor? If they wrote out a dramatized chapter and I waded through all of them, to the desired choice of the best, how much recitation time would be left after each had been assigned his part to copy from the chosen manu- scripts ? How fast would we finish our classic at this intensive pace ? Where could we get a stage in a stageless school ?

After passing by on the other side of all these "ifs" and "hows" for several years, I tried crossing the road, throwing away a few bundles of tradition, picking up my victims, and taking care of them. And the reward was joy, now as in the days of the Samaritan.

I ceased to demand the three unities, a stage, costumes, rehearsals, nay, even the memorizing of parts. We were reading Great Expectations, and several upturned noses made me realize that drastic measures must be taken or Dickens would be a lost man in their libraries. I was

giving them three chapters a day, so I chose of the three the chapter that had the largest number of characters in it and the most conversation.

I divided the class into three sections and selected a bright boy as

playwright and stage manager for the next day. He was to assign parts and plan all the action during study period, and use only the boys in his section for characters. He did not attempt to cull out dramatic situations or omit any of the action. Walking was included by passing entirely round the recitation room if necessary. Changes of scene were made by passing from one selected spot to another with the help of blackboard labels or adjusted furniture. If conversation was printed in indirect discourse form, it was changed to direct as they read. Some- times the conversation had to be improvised. They brought whatever

they liked from home to help carry out the action. The only prepa- ration I had to make for all this was to underline the action parts in

348

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Page 3: A Side Light on Dramatization

THE ROUND TABLE 349

my own book beforehand, so as to facilitate criticism of omissions. Even the selection of the chapter could have been done by them.

The whole time consumed in class in making the assignment included only the selection of the manager and a suggestive question or two to the "other thirty" about the other two chapters, which they were to prepare and report on very briefly, before the dramatization began each day. There was time after the "play" for criticism of the good and bad points, and the "audience" were graded on the intelligence of their criticisms. By giving the three sections successive opportunities, in three days, nearly all had performed, and there was a pleasant rivalry between the sections as to which could put on the best show.

The improvised conversations were one of the most interesting phases of the work and proved difficult for the unimaginative. After the book was finished, Wemmick's wedding was played by an "all star cast," taken from the different sections, and brought down the house. Since the purpose of literature work is to create a taste for more, the large vote of the class for more Dickens was the only testimonial my change of method needed.

KATHERINE G. WIGHTMAN CRANE TECHNICAL HIGH SCHOOL

CHICAGO, ILL.

THE EXAMINER'S CATECHISM

D. PRACTICE

Should specific tests be devised to measure power to organize? What can be done to break the habit common among teachers of

writing out examination questions without due reflection on their educational value ?

Is it necessary to depend upon examinations as a means of systema- tizing knowledge through a review of the whole field passed over in a course ?

Should examinations for review be associated largely with the critical conditions of term or course grading ?

In giving examinations merely as tests, would it be judicious to give them only in doubtful cases ?

Should examinations be made a test of ability to react to a new situation or to react to an old situation ?

This content downloaded from 194.29.185.118 on Mon, 19 May 2014 17:31:30 PMAll use subject to JSTOR Terms and Conditions