The teachers college quarterly [serial] . Scexes and Characters from A Midsummer Nights Scenes fkom A Midsummer Nights Dream. Shakespeare Tercentenary Celebration 31 Although every member of the class was not in the actual performance,every one had an important part, and felt the responsibility of makingthe play a success as partly hers. The realization of this responsibilityenabled them to carry on the play successfully. The fairy parts of the play were taken by children from the four gradesof the Model School, as each successive group of student teachers feelthat the Model School bel
The teachers college quarterly [serial] . Scexes and Characters from A Midsummer Nights Scenes fkom A Midsummer Nights Dream. Shakespeare Tercentenary Celebration 31 Although every member of the class was not in the actual performance,every one had an important part, and felt the responsibility of makingthe play a success as partly hers. The realization of this responsibilityenabled them to carry on the play successfully. The fairy parts of the play were taken by children from the four gradesof the Model School, as each successive group of student teachers feelthat the Model School belongs to them. The dances were interpretedfrom written instructions and taught these children by seniors, with thelater approval and polishing over by a specialist in such dances. Thisspecialist concentrated most of her attention on the solo dances. Never-theless, the actual work and the practical value of experience in theinterpretation of the dances and the handling of young children cameto the girls. The time and effort taken from the regular classwork and given to theplay is considered w
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Keywords: ., bookauthoreastcaro, bookcentury1900, bookdecade1920, bookyear1922
