Chapter XII: Bible Stories Suitable for Dramatization

The stories which have been taken for dramatization in the previous chapters were not chosen because they are the best ones for that purpose, but because they represent different kinds of stories and illustrate the opportunity for various methods of presentation. There are many other stories and incidents in the Bible which are equal to, or better than, those described.

A list of some of these stories is given below, together with a few of the most essential points which should be considered in dramatizing each. No attempt is made to give the story in full or to elaborate the dramatization; the plan for each is merely suggestive.

I. SAMUEL

I SAMUEL, CHAPTERS 2 AND 3

The story of Samuel may be worked into a short play of one or two scenes. The most interesting and dramatic incident is the familiar one of the Voice Calling Samuel at Night. The first part of the story, however, is beautiful, and may be used along with this incident.

In scene i Hannah brings little Samuel to the temple and dedicates him to the Lord. Eli, the old priest, takes the child to live with him in the temple so that he may train him to serve the Lord.

Scene ii takes place several years later. It is night time, and the child Samuel is sleeping near the old priest, Eli. He thinks he hears a voice calling him, and he runs to Eli to ask what he wants. Eli has not called him and tells him to lie down again. Three times he runs to Eli, thinking that he hears him calling. Then the priest tells him that it must be the Lord who has spoken and tells Samuel what to say the next time he is called. Samuel hears the message from the Lord and, upon Eli's request, tells him what he has heard. Eli realizes that the Lord has spoken truly, and accepts his fate as just. He praises Samuel and tells him that he will soon leave the care of the temple and of the people of Israel to him.

Neither in this play, nor in any other play, should there be an attempt to represent the Lord's voice. The child may listen as if he were hearing someone speaking, and from what he says and does the audience will be aware of what is happening. For the sake of the result, from an artistic point of view, such parts as this should always be left to the imagination, no attempt being made to interpret them literally.

2. THE QUEEN OF SHEBA'S VISIT TO SOLOMON

I KINGS, CHAPTER 10

The visit of the Queen of Sheba to Solomon furnishes a unit of work for a short one-act dramatization. There is no plot or complicated situation involved and there is very little activity suggested. The attention of the children may well be directed, however, to the description of Solomon's court and of the rich gifts which were exchanged. This is an excellent opportunity to have the children do construction work. They should make many things which will help to give the impression of richness to the court. They may also make their own costumes richer by adding jewels and bright-colored sashes and headdresses.

This little dramatization will include many children. A number will be needed to come in with the Queen of Sheba, and there should be many attendants upon King Solomon. The conversation will be for the most part between Solomon and the Queen, heralds and servants making announcements.

The play opens with the Queen of Sheba's arrival at the court of Solomon. Messengers announce her to the King. Solomon talks with the Queen and she tells him that she admires his great wisdom and his wealth. Then Solomon commands that the feast be served, and while they eat the Queen presents her gifts to Solomon. When the Queen takes her leave Solomon gives her wonderful presents. The play will end with the exit of the Queen and her attendants.

Unless the children put much thought upon the stage setting and the conversation, this incident may prove uninteresting. It has, however, great possibilities for the working out of a beautiful picture.

3. JOSHUA AND THE GIBEONITES

JOSHUA, CHAPTER 9

The story of Joshua and the Gibeonites is so simply told in the Bible that children of nine or ten years of age can read it as it is given and dramatize it directly from that version.

The dramatization of this narrative calls for many characters. The older children may take the parts of Joshua and the leaders of the Gibeonites, while the younger ones are needed for Israelite soldiers and citizens of Gibeon. All the characters in the play will need to do much acting even though they do not enter into the conversation.

Although the dramatization should be a product of the children's work, yet the leader should have well in mind the three main divisions of the story that she may guide the children by her questions. This story may be worked into one of the more elaborate productions. The Bible language should Be used and the result should be full of dignity and spirit. For detail in the method of presentation compare that employed in the story of Joseph (chapter iii).

The story may be given so that the following divisions or scenes are emphasized:

SCENE I

PLACE: At Gibeon. Street scene.

The inhabitants are discussing the victories of the
Israelites. They are afraid of Joshua, the leader.
Messengers report that he is advancing toward Gibeon. The
Gibeonites plan to make a league with him so that he will
not destroy their city. They decide to deceive Joshua by
dressing as strangers from a far country, wearing old
garments and taking moldy bread and wine.

SCENE II

PLACE: Joshua's tent at the camp of Gilgal.

The men from Gibeon come to Joshua and tell him that they
are from a far country. They say that they have heard of his
great victories and wish to make a league with him. The
conversation between Joshua and these strangers is
interestingly given in the Bible and may be quoted almost
exactly. Joshua makes the treaty with them.

SCENE III

PLACE: At Gibeon.

The Israelite soldiers rush into Gibeon to take it, but find
that the inhabitants are the same ragged strangers with whom
they made the league. The Israelites reproach them, but
cannot go back on their word, so spare their lives. In
order to punish the Gibeonites for their deception, Joshua
makes them slaves of the Israelites.

There is much opportunity for construction work in the dramatizing of this story. Costumes, pieces of armor, and weapons may be made in a simple manner by the children.

4. ISAAC AND REBEKAH

GENESIS, CHAPTER 24

The story of Isaac and Rebekah is unusually valuable for dramatization. It involves a well-worked-out plot which is beautifully and simply told in the Bible, and which brings the children in contact with many interesting customs among the shepherd people. The story needs little changing; it may be given almost as it is written.

The following outline for the divisions of the story is merely suggestive: