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Festival and Civic Plays from Greek and Roman Tales

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Festival and Civic Plays from Greek and Roman Tales FESTIVAL ajd CIVIC PLAYS /rom GREEK ROMAN TALES HOFER f • JJ .'*1' Class PMkJID JT Rook. -A >/ H bb ) COPmiGifT DEPOSm Bronze Head of Ephebos This beautiful bronze head of the Ephebos (Greek youth attaining majority) is the one selected by Gardiner as typical of the Greek ideal defined by the untranslatable word aidos, which includes the qualities of modesty, reverence, courage, courtesy and honor. EDUCATIONAL PLAY-BOOK SERIES FESTIVAL AND CIVIC PLAYS FROM GREEK AND ROMAN TALES BY MARI RUEF HOFER Author of Eecreation Boohs for Schools and Playgrounds Our life's a stage, a playground; learn to play And take naught too seriously; or bear its troubles. —Palladas BECKLEY-CARDY COMPANY CHICAGO 3 PH U It-o . Ps p(=(> Copyright, 1926, by BECKLEY-CARDY COMPANY \LL RIGHTS RESERVED .: 1 • 30 1926 PRINTED IN THE UNITED STATES OF AMERICA ©C1A957872 'WO I FOREWORD Greek myth, which began its career in the inspired song of the bards, still holds our interest and remains an unsurpassed medium for imaginative adventuring. It satisfies wonder hunger and youthful ideality; is true to nature and human experience, and fully stands the test of modem literalism. Centuries ago Straho called attention to the geo¬ graphical turn of Homer. He said that the only diffi¬ culty lay in ‘ ^ culling out the actual rocks and whirlpools from the Scylla and Charybdis of his poetry.^’ This view clears away much of the old obscurity without robbing us of the picturesque. Greek myth abounds in travel tales, featuring the astonishing and unexpected. Yet the most improbable experiences of the Argonauts are not staggering to our mechanical and project-minded age. The mystery of the Clashing Rocks is explained as icebergs; the winged feet of Mercury symbolizes electricity; the flight over the Hellespont is paralleled in aeronautics. A people able to excavate Troy buried seven layers deep hardly need myth with which to account for unaccountable heroes and events. The hero is preeminently a concept of the Greek mind. With the advent of the Occident came a new vision and we find the freeborn Greek hero engaged in a lively conflict with the old order of the Orient. The colonization of the shores of Asia by the Greeks also made of the ^gean waters a sanguinary battleground of East and West. 5 6 FESTIVAL AND CIVIC PLAYS There is no doubt that the integrity of the Greek tale suffered much in its journey down the ages. In the same way Koman history became unduly encrusted with militarism, to the exclusion of the wonderful social and civic virtues of the Latin people, who many centuries ago adventured in the heroics of our modern problems. The materials here assembled are an outgrowth of extensive research on the recreations of the Greeks and Romans, studies initiated at the University of Southern California. Thanks are due to many artists and teach¬ ers for stimulation in pursuit of detail; to students and social groups—East and 'West—who assisted in the presentation of plays and pageants; to undying Greek ideals of the drama, which are being reestablished in the stadia and theaters over our land. Mari Ruef Hofer CONTENTS PAGE Dramatization . 9 FROM THE GREEK Greek Games and Festivals. 17 Education, Sports and Athletics Mythological Jason and the Golden Fleece. 29 Hero Play. Travel and Adventure Prometheus the Friend of Man. 39 Myth of Creation The Labors of Heracles. 47 Hero Play. Strength, Obedience, Service The Quest of Perseus. 61 Hero Play. Moral Courage and Sacrifice Theseus and the Minotaur. 71 Hero Play. The Spirit of Adventurous Youth Atalanta^s Race. 83 Festival Play. Athletics and Games Arachne and Athene. 89 Textile Industry. Eeverence, Modesty Baucis and Philemon. 95 Hospitality and Eeverence Historical Damon and Pythias. 105 Patriotism, Friendship, Fidelity Pericles and the Builders of Athens. 113 Architecture, Arts and Artists 7 8 CONTENTS PAGE Story of Greek Law Makers. Two Short Assembly Plays Lycurgus the Law Maker. 128 Solon the Legislator. 134 Socrates the Philosopher. 139 FROM THE ROMAN Roman Tradition. 149 Mythological Pomona and Vertumnus. 151 Pastoral Play Historical How CiNCiNNATUS Saved Rome. 161 Patriotism and Leadership Four Short Assembly Plays Cloelia the Roman Girl Scout. 173 A Study in Honor The Choice of Coriolanus. 176 A Study in Loyalty Camillus and the Schoolmaster. 181 A Study in Justice Trajan and the Children of Rome. 185 Social Conditions. First Public School Cornelia the Mother of the Gracchi. 189 A Study in Home Training and Citizenship The Story of Roman Law. Three Short Assembly Plays King Tarquin and the Sibyl. 202 Patria Potestas . 205 The Justinian Code. 208 Caractacus and the Romans. 213 The Unconquerable Briton Appendix 221 FESTIVAL AND CIVIC PLAYS FROM GREEK AND ROMAN TALES DRAMATIZATION Dramatization strips off verbiage and externals and reduces a story to its bones as it were. It lays clean the structural plot and sets episodes in right relation. The height of dramatic art may not be attained with school boys and girls, nor psychologically should it be. But good, honest foundations may be laid which obvi¬ ate stage mawkishness and sentimentality. As you spectacularize the episodes of these ancient tales into form, color and action, a climax of dragon, Minotaur, or other lurking monster always hovers in the offing, waiting to be physically overcome by the hero. Let children thrill honestly to primitive heroics and ethical enterprise, rather than to movie close-ups. School dramatics may easily be made to stand between the child and stage emotionalism. The psychology of youth, too, calls for the literal rather than the literary. Youth demands action instead of intensive word-picturing. Healthy youth neither seeks nor sees complexes or triangles. It strikes out for the main facts. In pageantized school dramatics, we touch wholesome art, untainted by the adult intro¬ spection that is always a menace to youth and virtue. SCHOOL PLAYS School dramatics hold a unique advantage in being supplementary to study subjects, not written for the 9 10 FESTIVAL AND CIVIC PLAYS theater. They are creative and experimental rather than formal. Their aim is to increase the personal power of the student instead of producing actors and playwrights. A by-product of the school play is the cultivation of taste for and intelligent enjoyment of the drama. All children for this reason should be given dramatic experience. The subjects of this play book have been chosen largely from school stories and history already in use, with additional information necessary to dramatization. Dramatics proceed readily from well digested class work. Familiarity with the text leaves pupils more time for the technic of production. Since ‘‘The Play^s the thing/^ and has been accepted as constructive in educational systems, we must give it a sporting chance. Most of the material ranks above the fifth grade and carries on through Junior High School. PEESENTATION A word about diction. Time and subject as a rule decide the type of expression. Direct action demands forcible English. When the hero stalks, his words must also stalk. Satire goes upon stilts, while humor strolls along the ground. The semi-humorous character of Heracles may indulge in humorous speech. But modern vernacular would be as unbecoming to a Roman senator as to garb him in a top hat and a cutaway coat. We have inherited many fashions of English along with their periods. Webster covers Mediaeval, Classical and Victorian English. The Better Speech Movement is urging more careful and accurate use of the English language. This requirement is not entirely covered by the one-syllabled patois of toiay. Our children are dramatization 11 familiar with period vocabularies of good literature. Greek and Latin roots are natural language stepping- stones. DRAMATIC SPEECH The present interest in reading should eliminate minor speech difficulties. For stage use direct vocal attack upon ivhat you have to say and how to say it, is most practical. Mere words will not entirely cover expression. ‘‘Ho, there, Boris!” is pure exclamation. Astonishment, indignation, remonstrance, argument, vindication, simple question and answer, explanation, narration, lie behind all exposition. The difficulties of growing voices are not insurmount¬ able. Sing-song, wrong inflection and emphasis, may be cured by entering more fully into the part. Growl¬ ing and shrilling voices are useful in the mob. Vowel- ization will open the throat and change flat or nasal voices into colorful and musical instruments. To be perfectly natural is not always good enough for public performance. To give our best to the audience, audi¬ bly and understandingly, should be our first aim. PLAY BUILDING As a matter of training, some part of the play may be turned over to class development. Condensation will help keep the plot clear. While we may increase the adventures of the Argonauts, we may not for a moment lose sight of their quest, nor of the inevitable climax of their triumphant return with the Golden Fleece. Passing over a few of the problems of play construction to the pupils insures their interest and cooperation. It also supplies educational values, which alone warrant the use of school time. The most we can do for the 12 FESTIVAL AND CIVIC PLAYS student is to formulate a few essentials in the vast world of make-believe. PKEPAEATION Since dramatics are becoming a regular feature of school life from the class play to the weekly assembly performance, a practical way must be found out of play- craft difficulties. The first step is to concentrate upon the play and eliminate all obstacles in its way. Too much detail, confusion, waste of time, much rehearsing, all indicate faulty method. A school play should move on with the ease of a daily assignment, like a lesson well learned, each part performed with class enthusiasm.
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