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Dramatic Games and Dances for Little Children
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Dramatic Games and Dances for Little Children in Bloomington, MN
Current price: $25.71
Dramatic Games and Dances for Little Children in Bloomington, MN
Current price: $25.71
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Size: Hardcover
From the introductory:
THE EVOLUTION OF THE DRAMATIC GAME AS AN ART FORM In the introduction of games as educational material, there has been, until quite recently, no serious study of the different kinds of games so far as meaning, form of expression, and use are concerned. In all the grades above the kindergarten, most of the games have been introduced through the gymnasium, as new modes of exercise. Fortunately, the so-called dramatic game does not offer either the kind or amount of activity to make it generally attractive to the teachers who must give "so much exercise in fifteen minutes." The result has been that the games of skill have gone into the gymnasium as appropriate material, while the dramatic games have been discarded. Almost the only exception to this has been in the case of the folk-dances, and the unfortunate thing in their gymnastic introduction, is the tendency to take the more common and vulgar forms, because the standard of judgment is not for the thought expressed but for the "motor activity." As long as the dance was a decadent art, it could not be expected that it would at first be given serious attention as an art-form. Education is, however, beginning to follow the trend of the creative thought of the present, and the interest in the three united arts, - the dance, music, and literature will cause them to develop, educationally, through their proper channels and in their related forms.
THE EVOLUTION OF THE DRAMATIC GAME AS AN ART FORM In the introduction of games as educational material, there has been, until quite recently, no serious study of the different kinds of games so far as meaning, form of expression, and use are concerned. In all the grades above the kindergarten, most of the games have been introduced through the gymnasium, as new modes of exercise. Fortunately, the so-called dramatic game does not offer either the kind or amount of activity to make it generally attractive to the teachers who must give "so much exercise in fifteen minutes." The result has been that the games of skill have gone into the gymnasium as appropriate material, while the dramatic games have been discarded. Almost the only exception to this has been in the case of the folk-dances, and the unfortunate thing in their gymnastic introduction, is the tendency to take the more common and vulgar forms, because the standard of judgment is not for the thought expressed but for the "motor activity." As long as the dance was a decadent art, it could not be expected that it would at first be given serious attention as an art-form. Education is, however, beginning to follow the trend of the creative thought of the present, and the interest in the three united arts, - the dance, music, and literature will cause them to develop, educationally, through their proper channels and in their related forms.
From the introductory:
THE EVOLUTION OF THE DRAMATIC GAME AS AN ART FORM In the introduction of games as educational material, there has been, until quite recently, no serious study of the different kinds of games so far as meaning, form of expression, and use are concerned. In all the grades above the kindergarten, most of the games have been introduced through the gymnasium, as new modes of exercise. Fortunately, the so-called dramatic game does not offer either the kind or amount of activity to make it generally attractive to the teachers who must give "so much exercise in fifteen minutes." The result has been that the games of skill have gone into the gymnasium as appropriate material, while the dramatic games have been discarded. Almost the only exception to this has been in the case of the folk-dances, and the unfortunate thing in their gymnastic introduction, is the tendency to take the more common and vulgar forms, because the standard of judgment is not for the thought expressed but for the "motor activity." As long as the dance was a decadent art, it could not be expected that it would at first be given serious attention as an art-form. Education is, however, beginning to follow the trend of the creative thought of the present, and the interest in the three united arts, - the dance, music, and literature will cause them to develop, educationally, through their proper channels and in their related forms.
THE EVOLUTION OF THE DRAMATIC GAME AS AN ART FORM In the introduction of games as educational material, there has been, until quite recently, no serious study of the different kinds of games so far as meaning, form of expression, and use are concerned. In all the grades above the kindergarten, most of the games have been introduced through the gymnasium, as new modes of exercise. Fortunately, the so-called dramatic game does not offer either the kind or amount of activity to make it generally attractive to the teachers who must give "so much exercise in fifteen minutes." The result has been that the games of skill have gone into the gymnasium as appropriate material, while the dramatic games have been discarded. Almost the only exception to this has been in the case of the folk-dances, and the unfortunate thing in their gymnastic introduction, is the tendency to take the more common and vulgar forms, because the standard of judgment is not for the thought expressed but for the "motor activity." As long as the dance was a decadent art, it could not be expected that it would at first be given serious attention as an art-form. Education is, however, beginning to follow the trend of the creative thought of the present, and the interest in the three united arts, - the dance, music, and literature will cause them to develop, educationally, through their proper channels and in their related forms.
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