Dramatized Bible stories for young people

Front matter

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PN6I20 RAROG

PRINCETON « NEW JERSEY

Introduction

These dramatizations are arranged for young people, those in the teens, and not for children. While the younger boys and girls enjoy dramatizing a story and many teachers in Primary and Junior departments have, in the last few years, made use of dramatization as a means of impressing the lesson, still, this form of presenting a story should not be confined to the lower grades.

The stories given in this book have grown out of actual experience with the adolescent group. The dramatic instinct is very strong during the adolescent years, and should be used as a means of teaching moral and religious truth, and for providing young people the ideals needed.

Many of the dramatizations have been produced by Intermediates and Seniors, having been given at Sunday-Schools as a’ special feature of the worship service; at prayer meetings, as a Scripture reading; at concerts as a part of the procram; at summer camps as a Sunday service. The first of these stories was dramatized because a pastor of a large city church was anxious to interest the young people in the mid-week service and was willing to vary his program to meet. their needs. The dramatization was presented as the

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INTRODUCTION

Scripture lesson and the talk of the hour was based on the message of the story.

Not only do dramatizations appeal to the young people but they afford an opportunity for the church to use her young life. Churches are constantly lamenting the absence from the services of the young people. Perhaps if they had more to do in the work of the church their interest. and attendance would be correspondingly great. Young people are truly religious, but theirs is not the religion of maturity. It does not express itself naturally in testimony meetings, but in ways which lie within the interests and abilities of youth. Theirs is a religion of action, not speech. Young life craves activity. Idle listener is not the rdle that appeals most strongly to them. At a State Convention of one of the leading denominations, four young men from different sections of the State were asked to speak on the question: “What do the Young People Ask of the Church?” Every one of the four had the same message—“Give us something to do.” |

Because of their youth they are not elected to office; because of inexperience and custom they do not contribute much to discussions in prayer meetings. They are, however, religious and need opportunity to express themselves. Through the dramatized story the youth finds one way. His attitude toward the story and the characters represented is one of respect and reverence. As he tries to impersonate a strong, noble, loyal character he finds within his own heart a desire to be

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INTRODUCTION the character he is trying to portray. Many a youth can tell, if he will, of the incentive to achievement and of the finding of an ideal which has - come to him as he hag helped dramatize a story. Young people are entitled to a place in the local church program. If they can help in some of the | Services by dramatizing a Bible story the church is wise that provides them with such an opportunity.

The dramatizations given here have been made very simple. The words of the story have been taken, for the most part, directly from the Bible narrative, so that the youth is learning Scripture as well as a story. A good preparation for the dramatization is to call together all who are to have a part in the production, and read or tell them the whole story before the parts are assigned. By this plan each is made familiar with the story and its message before he begins to prepare his own part. Few rehearsals are necessary. The ideal way to dramatize a story is to have no printed parts assigned but to allow each person to select the character he prefers and to interpret the part as it appeals to him. This is the most successful plan for use with children. To follow such a method, story-telling or group study must precede the dramatizations. This is often not feasible or easily arranged for young people, so this book, with its suggestions, is designed to help the busy teacher, director or preacher who is interested in giving the young people a chance to help in a way that is natural and enjoyable. 7

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INTRODUCTION

Through dramatizing Bible Stories the young people not only are given a part in the church services but they are made more familiar with the stories of the Bible. Interest or curiosity invariably leads the one participating to read the biblical account of the story. Some of the stories cover a number of chapters, and as the youth reads he finds a new interest in the story. Never will he forget a story he has helped to dramatize, or fail to appreciate its teaching. To him, more than to those in the audience, comes the message of the story; to him comes higher ideals, deeper motives, a stronger desire to be and to do, so that the dramatized story becomes but another means of teaching, a further aid in character building.

It will be noticed that some of the dramatizations require only girls, others only boys, while others are for mixed groups, so that selection can be made to fit any group. There are twelve stories, the thought being that once each month, at least, the young people should be allowed to present a story. After a few presentations the young people will often be able to prepare stories of their own choosing and work out the dramatizations for themselves.

Mary M. RUSSELL.

Boston, Mass. :

COSTUMES, SCENERY, STAGE PROPERTIES

The costuming is a very simple matter. The oriental garments were loose flowing robes, both for men and women. Capes, shawls, scarfs and strips of bright colored cheese cloth make excellent costumes. Churches having vested choirs are well supplied with gowns which may be used in many cases. College gowns may be borrowed from friends in the neighborhood. Dresses of cheese cloth can be made with little work and expense. Churches which are located in the cities where the mission boards have rooms may often be able to borrow costumes from the board rooms. Usually each person representing a character will be responsible for his own costume. He will, doubtless, need help in planning it. Pictures of oriental scenes will often furnish helpful suggestions.

Screens, draperies and plants can usually be made to provide sufficient scenery. Where a platform or portion of a house is needed it can be easily constructed by some of the older boys. There are often those who can not speak in public who will be glad to have a part in the prepara-: tion and to help by building needed scenery. A dark drapery thrown over a box or chair can be made to represent a rock; draperies hung over

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COSTUMES, SCENERY, STAGE PROPERTIES screens will make a good representation of a city wall.

Palms, ferns and other potted plants can be used very effectively for out-of-door scenes, river banks and fields. Many churches are provided with ferns which can be used; sometimes florists will lend palms and other large plants, and in many churches will be found the friendly merchant who is usually willing to lend his plants nue will often deliver them at the church.

Screens may be used in the churches which are not provided with a curtain. Some of the stories, as Haster Morning II, do not require a curtain but can be given on any platform and without scenery. The imagination of the young people will enable them to make the story live so that both they and their audience will be able to see the pictures even without much scenery. The aim in presenting the stories is not to give a finished production but to make the message of the story felt. This will be accomplished more by the way the young people interpret the parts assigned to them than by any stage arrangements or scenery.

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Contents

INTRODUCTION nha ah well adit: a denh Mon a] CosTUMES, SCENERY, STAGE PROPERTIES

In Quest or a Great Treasure (Naaman) A Woman Wuo Darep (Estuer)

THE OutTcoME oF A SECRET (BaRTIMEUsS) Easter Morn