Proposed standards for evaluating school festivals

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PROPOSED STANDARDS FOR EVALUATING SCHOOL FESTIVALS

A Thesis Presented to the Faculty of the School of Education The University of Southern California

In Partial Fulfillment of the Requirements for the Degree Master of Science in Education

by Elsie L. Harrison June 1950

UMI Number: EP56140

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T h is thesisj w r it t e n u n d e r the d ire c tio n o f the C h a ir m a n o f the candidate's G u id a n ce C o m m itte e a n d a p p ro v e d by a l l m embers o f the C o m m itte e , has been presented to a n d accepted by the F a c u lt y o f the S c h o o l o f E d u c a tio n o f the U n iv e r s it y o f S o u th e rn C a li f o r n i a in p a r t i a l f u l f i l l m e n t o f the requ ire m e n ts f o r the degree o f M a s t e r o f Science in E d u c a tio n .

Date.

January 26, 1950

Dean Guidance Committee

fc/7 h'

TABLE OF CONTENTS CHAPTER I.

PAGE INTRODUCTION............... ♦ ................

1

Statement of the problem . * • • . • • • • • •

1

Importance of the problem......... .........

1

Scope of the problem • • • • • • • • • • • • •

2

Method of procedure........... • • • • • • « .

2

Related investigations ...........

3

Studies on pageantry

• • • • •

.............

b

Study using the festival as a medium of .......................

6

Studies using score cards. . .............

6

Organization of remaining chapters • • • . • •

7

II. SIGNIFICANCE AND TRENDS OF SCHOOL FESTIVALS. . . .

9

publicity.

Meaning and relationship of terms......... Festival

....................... . . .

Pageant. ....................... Demonstration.

.................

Exhibition

.............

9 10 11 12

History of school festivals...................

13

Present trends

15

.............

Summary. . . • • • • • III.

. . . . . .

9

. . . . . . . .

18

EDUCATIONAL STANDARDS AS APPLIED TO SCHOOL FESTIVALS. . . . . .

.........................

ii

19

iii CHAPTER

PAGE Criteria for determining educationally sound activities • • • • • • • « • • • • • •

19

Criteria for choosing physical education activities • • • • . . • •

...............

22

Proposed criteria for evaluating school festivals. Summary. IV.

............ 2b .............

26

CRITERIA FOR FORMULATING A SCORE CARD.......... 28 Planning and organization.................... 28 Planning the festival. • • • • ............ 28 Purpose, values, and scope of the program. . .

28

Questionnaire. • • • • • • • • *

28

........ • •

Program construction.........

29

Theme.................

29

Use of regular class activities with democratic participation. • • • • • • • • • ........ Interest

• 29

........ • • • • • .............. 30

Content of program........................ 30 Accompaniment............................. 30 Costuming...............

31

Lights.................

31

Space.......................

31

Questionnaire.

31

Administration

......... .................

32

iv CHAPTER

PAGE Directing personnel .......................

32

Student leadership........................... 33 Participants.

........................... 33 .........

Financing

.

33

Publicity............................

33

Tickets and programs. . . . . .

33

Seating

............

................................... 3^

Rehearsals..............................

3^

Traffic..................................... 3^ Questionnaire........• • • • • • ........... 3^ Production and presentation

.............. 35

Organization of program details . . . . . . .

35

Length of program • • • • • • • • .......... 35 Order of numbers......... Entrances and exits . . • • • • * • • . • • .

36 36

Organization of participants during a number.

.................

Decorations • • • • « • • • • • • • • • • •

36

Special lighting effects. • • . • • • • « •

36

Questionnaire ............... Summary V.

36

......................

37 37

FORMULATION AND VALIDATION OF THE SCORE CARD. . . 38 General plan. • • « . • • • • • • . . . • • • .

38

The scoring • • • • • • • • • ' • ................ 38

V

CHAPTER

PAGE A proposed score c a r d ........... The validation,

.........

The questionnaire . . . . . . . . .

VI.

39 **5 ........

**5

Results of the questionnaire. • • . . . * • •

k-6

Revised form of the score card. • • • • • • . .

b8

Summary.....................

5^

EVALUATION OF A SCHOOL FESTIVAL PRESENTED AT VALPARAISO, INDIANA . . ...........

56

The score card evaluation • • • • • • • . • • •

56

Summary and recommendations • • • • • • • • . .

62

VII.CONCLUSIONS AND RECOMMENDATIONS..................

63

Conclusions......................... • • • • •

66

Recommendations • • • • • .........

66

...................

69

BIBLIOGRAPHY .

APPENDIX.......................................... . .

7*+

CHAPTER I INTRODUCTION Statement of the problem.

It was the purpose of this

thesis (1) to study the history and meaning of the school fes­ tival, its relationship to the pageant, the physical education exhibition, and the so-called physical education demonstration, (2) to investigate the present trends of school festivals, (3) to formulate a score card from information obtained through a questionnaire for the purpose of objectively evaluating traditional school festivals, (*f) to evaluate objectively a traditional school festival which was presented in the Valparaiso, Indiana city schools. Importance of the problem.

School festivals as a part

of physical education are somewhat in disfavor today, but it probably would be surprising to learn the number of schools throughout the country which still put on such exhibitions. Some of them could be justified, but a large number are a traditional part of the school and community, and do not con­ tribute educational value in proportion to their requirements. This does not necessarily mean that all school festi­ vals are undesirable, but that in many instances the educa­ tional value has been sacrificed to make a show for the public. The true festival, many authorities believe, if properly created, prepared, and presented, does have many valuable 1

2 contributions to make to our educational system. It is hoped that the score card prepared in this study will serve as a means of objectively rating school festivals so that the undesirable aspects can be eliminated. Scope of the problem.

This study was an attempt to

formulate reliable evaluation standards for school festivals. These proposed standards were submitted to fifty physical education supervisors in the form of a questionnaire, and the returned answers were used as a basis for the revision of the original standards.

The revised standards were then assembled

in the form of a score card. This survey embraced all aspects of school festivals, including the meaning, history, present trends, and the organ­ ization, administration, production, and presentation. Method of procedure.

In this study the writer read

all available books, magazines, pamphlets, and theses which had a bearing on school festivals.

Outstanding books on

modern education were consulted for criteria by which an educationally sound activity could be judged.

With this back­

ground a proposed set of standards for evaluating school festi­ vals was formulated. These proposed standards were embodied in a question­ naire which was mailed to fifty physical education supervisors. The physical education supervisors in the following cities

3 were contacted: Akron, Ohio Albany, New York Ann Arbor, Michigan Atlanta, Georgia Columbus, Ohio Decatur, Illinois Denver, Colorado Des Moines, Iowa Duluth, Minnesota East Chicago, Indiana Elizabeth, New Jersey Erie, Pennsylvania Evansville, Indiana Flint, Michigan Ft. Wayne, Indiana Ft. Worth, Texas Gary, Indiana Grand Rapids, Michigan Hartford, Connecticut Indianapolis, Indiana Jacksonville, Florida Kansas City, Missouri Knoxville, Tennessee Lincoln, Nebraska Louisville, Kentucky

Madison, Wisconsin Miami, Florida Milwaukee, Wisconsin Minneapolis, Minnesota Muncie, Indiana' New Haven, Connecticut Norfolk, Virginia Oakland, California Oak Park, Illinois Oklahoma City, Oklahoma Omaha, Nebraska Phoenix, Arizona Portland, Maine Portland, Oregon Sacramento, California Salt Lake City, Utah Savannah, Georgia Schenectady, New York Shreveport, Louisiana South Bend, Indiana Spokane, Washington Springfield, Massachusetts Toledo, Ohio Trenton, New Jersey Youngstown, Ohio

The answers listed on the returned questionnaires were used as a guide in compiling a score card for the purpose of objectively evaluating school festivals. Last of all, the score card was used in evaluating a school festival presented in the spring of 19^2 at Valparaiso, Indiana.

The results of this evaluation were discussed in

the light of what could be done to improve such a program. Belated investigations.

Very few studies for theses

have been made dealing with the subject of school festivals.. Three problems have been developed which concerned "pageants" rather than "festivals,11 and these have been included as

If related investigations due to the similarities between the two activities.

Another study discussed the mediums for pub­

licizing the physical education program, and a very small portion of this thesis presented 11demonstrations11 as a possi­ bility.

The other studies included are related only in the

procedures used.

Each writer compiled a score card in the

solution of his problem and the method used proved to be invaluable to this investigator. 1.

Studies on pageantry. A thesis study in which the

history of pageantry was discussed was written by Florence 1 Young. She traced the pageant from the time of ancient Babylon up to the present.

It was interesting *to note that

the modern pageant is the direct outgrowth of the mystery play of the later middle ages.

Necessity, of course, has made

changes in the art, and its theme today usually deals with historical events instead of religion as in former years. “The background,11 said Mrs. Young, “has always been the“people*1 and every possible source material which goes into it.“

is tapped for the

She continued, “Moreover, it

is a medium for the discovery of the latent abilities of the folk, fosters community spirit, and provides wholesome recrea­ tion.11^ ^ Florence M. Young, “A History of Pageantry,“ (unpub­ lished Master1s thesis, The University of Southern California, Los Angeles, 1928), 8l pp. 2 Ibid., pp. 78-79.

5 Schuettner

3

completed a very comprehensive study in

1929 in which she discussed the creation* organization, and production of the Sacramento Pageant of 1929.

The entire

enterprise was preceded by a thorough study of the history and philosophy of modern pageantry, and Mrs. Schuettner dis­ cussed these findings as a background for analyzing the Sacramento pageant. Although this study concerned a community pageant and not a school production, the educational and social possibili­ ties of the art for schools were discussed.

The writer recom­

mended that schools should make wider use of this activity as an educational medium. b Poyntz recommended pageantry in the secondary schools as an activity with great educational possibilities.

These

values were discussed from the standpoint of the specific contributions to the ten objectives of secondary education. Since the available reference material on pageantry concerned, for the most part, community enterprises, this writer had to rely largely on personal opinions of teachers whom she

^ Mathilde E. Schuettner, “The Sacramento Pageant of 1929— Its Creation, Organization and Production,11 (unpublished Master1s thesis, The University of Southern California, Los Angeles, 193b) r 262 pp. 1+ H. C. Poyntz, “Pageantry in Secondary Schools— Educational Value and Technique of Production,*1 (unpublished Masterfs thesis. The University of Southern California, Los Angeles, 19i3)* 135 PP»

6 contacted through a questionnaire.

She concluded that

pageants should be more widely utilized as an educational activity. 2* Arbelbide

Study using the festival as a medium of publicity. completed a study in 1938 which concerned mediums

of publicity for physical education.

Using the results of a

questionnaire mailed to 200 schools in all forty-eight states of the United States, he compiled a list of publicity mediums. Exhibitions and demonstrations were prominent among these mediums, since 12b out of the 1^0 replies to the questionnaire specified that this type of activity was used for publicity. 3*

Studies using score cards.

6

Noble

surveyed the

recreation in Kern County by means of a score sheet which he assembled in his study in 1936*

Although the subject matter

had no direct connection with the subject of school festivals, the manner in which he organized his score sheet was of assist­ ance to this writer.

The subject of recreation was divided

into four main parts with subdivision headings under each.

^ Garrett W. Arbelbide, r,Selected Mediums for Publiciz­ ing the Physical Education Program to the Home and Community,11 (unpublished Master1s thesis. The University of Southern California, Los Angeles, 193°)> l*+5 PP* £ Orland M. Noble, “A Survey of Recreation in Kern County,11 (unpublished Masterfs thesis. The University of Southern California, Los Angeles, 193°)> 119 PP*

7 By following the same plan on his score sheet it was possible to maintain a clear, concise, and inclusive method of evalua­ tion for the Kern County recreation. 7 Eurice Miller used a score card in her study, ”A Survey and Evaluation of the Health Service Program of the Dallas City Schools.11 She included the administrative, personnel, services offered, and the relation to the public health department as the main divisions of health service on the score card.

A

jury of experts criticized the card, after which it was revised into final form, and used in evaluating the health service pro­ gram of the Dallas City Schools. This study was valuable to the investigator only in the method of approach. Organization of remaining chapters.

Chapter II dis­

cusses the significance and trends of school festivals.

The

meaning of the festival* and its relationship to the pageant, demonstration, and exhibition are explained.

A set of educa­

tional standards for evaluating school festivals has been compiled in Chapter III.

These are based upon accepted cri­

teria for determining the educational soundness of activities in the school curriculum, and the special criteria for

^ Eurice Miller, "A Survey and Evaluation of the Health Service Program of the Dallas City Schools,” (unpublished Master*s thesis, The University of Southern California, Los Angeles, 19h-0) , 207 PP#

8 determining the quality of physical education activities. A set of criteria for use on a score card was formed under the divisions of organization, production, presentation, and administration in Chapter IV.

Under each division the

points are summarized in the form of a questionnaire which was mailed to fifty physical education supervisors throughout the United States.

The results of the returned questionnaires

have been compiled in Chapter V, and were used in formulating and validating the score card.

Chapter VI contains an objec­

tive evaluation of a school festival presented at Valparaiso, Indiana High School, in 19b2.

The results of the evaluation

are discussed, and recommendations made for the improvement of this and similar festivals.

The conclusions and recommen­

dations are found in Chapter VII.

CHAPTER II SIGNIFICANCE AND TRENDS OF SCHOOL FESTIVALS Every physical education teacher is probably familiar with the words festival, pageant, demonstration, and exhibi­ tion, since most teachers in the field have had something to do with the production of at least one such program.

Some

localities call them pageants, some say demonstrations, and other places use the term exhibitions or pageants.

Not too

much attention seems to be paid to the type of program when the name is chosen, but rather tradition is the deciding factor.

If the first physical education program presented

ten years ago was called a May festival, then May festival it remains, even though it is presented on May twenty-first instead of May Day.

Or, if the community has heard the program

called a pageant, the word continues in use. I.

MEANING AND RELATIONSHIP OF TERMS

Festival.

Just what is the true meaning of the word

"festival?*1 It is defined in Winston1s dictionary^ as a "celebration of some event or anniversary, either civil or religious; an entertainment of a specific sort, generally at

^ William Lewis, The Winston Universal Reference Library (Philadelphia: Universal Book and Bible House, 19^3), p. 358. 9

10 regular intervals."

This definition might be interpreted to

mean many different things. Eloise Ramsey has written her interpretation as follows: Festivals are made. They are not produced in the sense that something in the way of entertain­ ment or amusement is arranged for a special occa­ sion. . . . In all its varied forms a real festival expresses spontaneously the best feelings and aspira­ tions of a group as a group in as beautiful a way as possible. In a real festival all members of the group are participants; there are no spectators. There is no place in a festival for the solo per­ former.2 Another article by Ruth L. Bristol said, "Festivals 3 are simple celebrations, not spectacular programs." Pageant. Pageant is defined in Winston1s Reference if Library as "a brilliant or stately display or procession with a series of scenes acted in costume for public enter­ tainment."

Because of the drama included in pageantry it is

not usually a product of the physical education department alone, but might include dances or other activities from the field of physical education. Ramsey said that a pageant was interpreted today as a

2

Eloise Ramsey. "Seeing the Calendar in Perspective," Childhood Education. 16:8, September, 1939* 3 Ruth Louise Bristol, "Festival Making— A Means of Growth," Childhood Education, 16:1^, September, 1939* L ~ , Lewis, op. cit•, p. 696.

11 "hybrid mixture of drama, history, music, pantomime, and dance, 5 with a restricted local appeal.” Pageantry as a form of entertainment or celebration is. very old, although its exact origin remains obscure.

Young

6

in her thesis on pageantry found that the modern pageant is the direct outgrowth of the mystery play of the later Middle Ages.

Necessity, of course, has made many changes in the art,

and the theme today usually deals with historical events instead of religion as in past years.

Mrs. Young wrote:

The background has always been the people and every possible source is tapped for the material which goes into it. Moreover, it is a medium for discovery of the latent abilities of folk; fosters n community spirit, and provides wholesome recreation. Demonstration.

This word seems to be one of the most

popular names given to the physical education programs in schools today.

Educationally it is probably the best because

it means the act of showing or proving, or, the exhibition and description of specimens in teaching.

This definition implies

that it is a means of letting the public see how and what is being taught.

K

Bamsey, op. cit•, p. 12.

6

Florence M. Young, riA History of Pageantry," (unpub­ lished Master’s thesis, The University of Southern California, Los Angeles, California, 1928), p. 15. ‘ ^ Ibid., pp. 78-79.

12 Williams and Brownell said the following about demon­ strations: Demonstrations should be conducted to give an accurate picture of the schools accomplishments. Unfortunately this is not always done. In some communities a large part of the school year is spent in preparing for public demonstrations to the detriment of the regular program. At other times the wrong impression is given; activities are demonstrated which 11show*1 well but which have little or nothing to do with daily work. That physical education demonstrations properly planned and presented do have an educational value is the opinion of Strong Hinman.

He said 11such demonstrations give the school

authorities an opportunity to show their patrons what the 9 modern program is accomplishing.11 Exhibition.

While Williams and Brownell explained

demonstration as a program presenting an accurate picture of the school accomplishments, they defined the word exhibition by explaining it “demonstrated, to the public the types of 10 activity used in the regular program.” Winstonrs dictionary defined exhibition as “the act of displaying for inspection,” or a “public show or O

Jesse F. Williams and Clifford Brownell, Administra­ tion of Health and Physical Education (Philadelphia: W. B. Saunders Co., 1939) > p. 9 ' Strong Hinman, Physical Education in the Elementary Schools (New York: Prentice-Hall, Inc., 1939)> p. 3^* Williams and Brownell, loc. cit.

13 11 demonstration.11 Thus the physical education program -whether it be called a festival pageant, demonstration, or exhibition can be justified only if it is considered a school activity with the same purpose as any other school activity.

Linnell stated

it clearly and concisely when she wrote, HA school program, in order to fit this scheme, must find its origin in the children's own interests and activities.1'12 Keeping in mind the various names which are used for school physical education programs, their true meanings and their variety of interpretations, the writer submits her definition of tfschool festival” as used in this study.

!,A

school festival is a demonstration or exhibition of regular classroom work which has its origin in the children*s own interests and activities, and is organized into a unified program in which all children take part.” II.

HISTORY OF SCHOOL FESTIVALS

The history of festivals in schools in the United States is somewhat vague, and the facts scattered.

11 12

They did not

Lewis, oj). cit., p. 3 ^ *

Adelaide Linnell, The School Festival (New Yorks Charles Scribner*s Sons, 1931), p.

1^ originate in the schools of this country, or in this country at all, but were continuations of celebrations of the European people who settled our land. Physical education festivals or demonstrations seemed to have had their beginning in the celebration of May Day. The actual basis of May Day is thought to have been the Homan Floralia, celebrated from April 28 to May 3, and instituted at Rome in the year 238 B. C. on account of a bad harvest.

From

there the custom spread to other countries, and England even­ tually began celebrating May Day with very elaborate festivi­ ties. The spirit of May Day was brought to our country by the English, but was forbidden to express itself-for several years by the Puritan fathers who thought it to be play and thus an evil.

But in 1628, Spicer tells us, the Puritans

celebrated May Day "before the very eyes of the scandalized 13 Governor Bradford.” One of the earliest formal programs or festivals pre­ sented by a school seemed to have been at Mount Holyoke College soon after 1900.

Other private and then public

schools instituted the custom and it was a very popular cele­ bration.

The early festivals were presented outside on the

(New York:

Dorothy Gladys Spicer, The Book of Festivals The Womans Press, 1937)? P* ^7*

1? grass, and always featured the May queen and the May pole dance. As physical education, or physical training as it was called then, became more widespread in schools, the May Day . programs became more numerous, and more elaborate.

Each year

an attempt would be made to 11outdo" the May festival of the previous year, or a new teacher would try to make her program more spectacular than that of her predecessor. Then came the era in physical training when the name was changed to physical education, and when the all-formal program was revised to include more games, dancing, and free activities.

Along with these changes in the types of activi­

ties came the democratic idea that every child should partici­ pate on an equal basis— that physical education did not exist to entertain the public, but was justifiable as a regular part of the school curriculum.

The May Day festivals, with their

exploiting of individual performers, elaborate costuming, and intensive rehearsals did not fit into this new picture very well, so they were discouraged, by physical educators.

To

replace them, a simple demonstration or exhibition showing the daily activities of the program was recommended. III.

PRESENT TRENDS

During the last ten years physical education festivals have been held somewhat in disfavor.

The tendency has been to

16 either do away with the program all together or to reduce it to a mere demonstration of physical education activities actually taught in classes.

Most schools have done away with

the May queen and her court, gowned in elaborate dresses.

The

programs are less likely to be professional extravaganzas with spectacular costuming and properties. This does not mean that all physical education festivals could now be classed as educational.

The writer talked to many

graduate students at the University of Southern California in the summer of 19*+2 who had taught or were teaching in schools where extravaganzas were still required.

One student had just

left a position where the physical education teacher was hired on her qualifications to present a 11showy11 program*

Another

was unlimited in the amount of money she used in costuming, and one year forty dollars was used to rent costumes for one number lasting less than five minutes.

A third student taught

for a superintendent who demanded that the traditional May queen and her

court be used in the annual program,

eventhough

it meant more

money for expenses, hard feelings in

the elec­

tion of the girls for the court, and the exploiting of individ­ ual students. Bristol said child has too

that *fit is in festival making

thatthe

often been sacrificed to the adult desire to

make a show*11 The following excerpt is from Williams and Brownell: In some communities a large part of the school year is spent in preparing for public demonstra­ tions to the detriment of the regular program. At other times the wrong impression is given; activi­ ties are demonstrated which “show11 well but which have little or nothing to do with daily work. Examples of this type are: intricate marching with flags, gaudy costumes, or exploitation of individ­ uals in events not learned in school. Educationally these are unsound practices. ^In business they would be termed "sharp” p r a c t i c e s . -*-5 The introduction by Hill, in a book by Linnell, said: While any unprejudiced mind can but be impressed with some^of the happy results which they [school festivals] contribute to a curriculum along literary, musical, aesthetic, industrial, historical, and social lines, if we are honest with ourselves we must acknowledge that these frequently have been secured at the cost of much overwork, overstimula­ tion and harmful fatigue to both children and teachers. The celebration of festivals in schools can never be justified until such unwholesome conse­ quences are eliminated from school programs. . . . In the rush and hurry of preparation the most gifted children are likely to be selected and exploited for this effect. In like manner the backward and timid children are neglected or pushed into the background. Talented children and their parents thus become unwholesomely conscious of their superiority, while backward and reticent children have their inferiority "rubbed in" and increased. As a consequence every­ one is relieved when the unhappy occasion is over and done with. Such abuses as this bring to mind a nonsense rhyme of childhood days as a rather forceful

Ik

Ruth Bristol. "Festival Making— A Means of Growth, Childhood Education. lo:l*f, September, 1939* 15 Williams and Brownell, loc. cit.

18 description of the state of affairs which results. ■ 11The show is over, The monkey is dead, Let*s all go home And go to bed!ffi® The writer, as a member of this minority group who is still required to present a physical education “show” hopes to formulate a score card by which these programs can be judged.

Maybe with the help of this score card her “show”

can be reduced to a truly educational demonstration. IV.

SUMMARY

Physical education teachers are all familiar with the terms festival, pageant, demonstration, and exhibition.

Fes­

tival means a celebration of some event, either civil or reli­ gious.

A pageant is a series of scenes acted in costume for

public entertainment. specimens in teaching.

A demonstration is the exhibition of Exhibition can be defined as the act

of displaying for inspection.

Physical education programs

have been called by any one of these names.

Linnell,

ojd .

cit., p. xiii.

CHAPTER III EDUCATIONAL STANDARDS AS APPLIED TO SCHOOL FESTIVALS Physical education has made significant progress in the last twenty-five years.

The need for, the values, the prob­

lems, and the outcomes of physical education have been studied scientifically.

Attempts have been made to put the subject on

the same educational level as other subjects in the curriculum, and thus change the idea some had that it was just a "frill.11 To accomplish this the activities of physical education must meet certain educational standards. Criteria for determining educationally sound activi­ ties.

Subject matter and activities, it might be said, have

to meet two kinds of standards.

First, the broad, all-

inclusive principles must be satisfied.

Secondly, definite

criteria must be applied to each activity before that activity can be declared educationally sound. Caswell and Campbell wrote that there are four prin­ cipal bases upon which the selection of potential subject matter may be made.

These are:

(1) significance to an organ­

ized field of knowledge; (2) significance to an understanding of contemporary life; (3) adult use; (*f) child interest and

19

20 use.

1 2 Strayer

said activities must contribute to physical

efficiency, mental efficiency, moral-social efficiency, voca­ tional efficiency, and avocational efficiency* The definite criteria to be satisfied by school activi­ ties, have been suggested by Lee as including the folloid.ng: 1* The curriculum must be considered to be the actual experiences of every pupil who is affected by the school. 2* The experiences should be so selected and guided as to result in socialized human beings* 3* Consideration must be given to the health and physical development of children. *f. The activities must make provision for individual differences in children. 5* The activities must be suitable for the maturation level of the child. 6. They must meet the needs, purposes, and interests of children. 7. They must be educative rather than miseducative. 8. The experiences must enlarge the child*s understanding of important concepts. 9. They must aid in the development of new meanings and expanded experiences through the utilization of previous meanings.

^ Hollis L. Caswell and Doak S. Campbell, Curriculum Development (Hew York: American Book Company, 1935) > p. 2 George D. Strayer, George Willard Frasier, and Winifried Armentrout, Principles of Teaching (New York: American Book Company, 193^)> p* 7*

21 10* The experiences must develop new meanings through adaptation to the needs of local community, utilization of available local resources, compen­ sating where possible for environmental lacks, and participation in a wide variety of environmental situations. 11. They must utilize some important aspects of thinking. 12. The activities must insure successful achievement by the child.^ Caswell and Campbell compiled the criteria for judging educational activities as suggested by the California State Department of Education. 1. Is the activity closely related to the child*s life so as to lead him to want to carry it through? 2. Is it sufficiently within the range of accomplishment of the learner to insure a satis­ factory degree of success? 3. Is it so varied from the previous activity as to permit the child*s all-round development? Does it furnish opportunities for many kinds of endeavor? 5. Does the subject matter involved present major fields of human achievement? 6. Does the activity involve an extension of present insight and abilities? 7* Does it provide an opportunity for social contacts? 8.

Will it lead into other profitable

7 ** J. Hurray Lee and Dorris May Lee, The Child and His Curriculum (New Yorks D. Appleton-Century Co., 19Vo), pp. 166-

172.,

22

activities?

if

By criteria such as these, teachers of today are able to make teaching a scientifically planned and organized profession, and not just a series of guess work activities. Criteria for choosing physical education activities. Using the aims and objectives of education and physical edu­ cation as guides, prominent physical educators have set up criteria for judging physical education activities. Williams listed the following as necessary standards: 1. The practice must provide physiological results, scientifically determined, indicative of wholesome, functional activity of organic systems, and sufficient for needs of the growing organism. 2. The practice must have meaning and signifi­ cance for the individual and should provide a carry­ over interest. 3. The practice must provide opportunity for the individual to exercise the desirable instinct mechanisms by which socially useful traits may be developed. k. The practice must offer opportunity to the individual under wise leadership to meet educative situations as one of a social group.5 *

More specific criteria for selection of activities in the subject were compiled by Mabel Lee and are as follows: 1. sidered.

Local needs and conditions must be con­

** Caswell and Campbell, 0£. cit•, p. 25. ^ Jesse F. Williams, Principles of Physical Education (Philadelphia: W. B. Saunders Company, 193 o) ? p." *+11.

23 2. Educational policies and type of school organization must be met. 3. The interests, tendencies, abilities, characteristics, and wants of children, as well as differences must be taken into account. The growth and developmental needs of chil­ dren must be met. 5.

Objectives must be the basis of selection.

6 . Activities must have meaning and purpose to the child; they must appeal. 7* Activities must have satisfying responses for the child; must be interesting. 8. Activities must provide situations identi­ cal with or at least approximately similar to the natural play situations of children outside of school. 9. School program must provide those activi­ ties which the child should have normally, but do not get. 10. Activities must provide opportunities for creative self-expression. 11. They must insure the development of the fun­ damental physical skills that mean effective use of the body in all ordinary life situations, in accident prevention, and the recreative pursuits. 12. The factors of health and safety must be considered. 13. The specific needs of individual pupils and especially physically handicapped pupils must be provided for. ih. The objective of creating interest in recrea­ tional activities of value outside of school must be upheld. I?. Activities must provide situations in which the use of appropriate methods will bring out the correct social and moral responses.

16. The selection of activities must take into consideration the seasonal interests of children. 17• Activities appropriate to the testing and measuring procedures must be included. The above list of criteria need not be satisfied by any one physical education activity, but by all activities in the program. Proposed criteria for evaluating school festivals.

If

festivals are to be justified as a part of physical education in the schools they must uphold the aims and objectives of the subject.

Proof must be presented that they can pass the

educational standards and the criteria for activities. 7 Linnell stated that . . . obviously, the school programme, as a school activity, should have for its purpose exactly the same purpose as any other school activity. If it is to exist as a part of the modern progressive school it must take its place along -with other activities as an educational factor. 7 An article by Margaret H. McGinty said that to be justi­ fied educationally a school festival should: 1. Be appropriate to the interests and activi­ ties of that group. 2. Furnish possibilities for growth in the development of new interests and appreciations.

£

Mabel Lee, The Conduct of Physical Education (Mew York A. S. Barnes and Company, 1937)5 p• oV. ^ Adelaide Linnell, The School Festival (New York: Charles Scribner1s Sons, 1931) j p*""&.

3.

Provide opportunities for self-expression,

h* Must be an outgrowth of the curriculum and active program, 5, Be enjoyed by the children themselves in the preparation and performances, 6, Satisfy those motor tendencies which areo included in the principle of learning by doing, Dorothy LaSalle discussed the educational value of school programs in physical education which she termed demon­ strations, and she gave the following requirements for pro­ grams of value, 1. The activities must be a part of the regular program, (Should consist of stunts, games, and group dancing). 2.

Solo numbers should not be included,

3. The program numbers should be an outgrowth of class work. h. Rehearsals, except general ones, should be held during class time. 5* Costuming, if used at all, should be very simple and characteristic of the person or country represented.9 Using for a guide the criteria for determining educa­ tionally sound activities in general, and physical education activities specifically, the writer wishes to propose the

8

Margaret H, McGinty, ^Festivals in the School Program, Journal of Health and Physical Education, 8:^65, October, 1937 9 ' Dorothy LaSalle, Play Activities for the Elementary Schools (New Yorks A. S. Barnes and Co., 1927), p. 1&.

26 following criteria for judging school festivals. 1.

Is the festival an outgrowth of the regular physi­

cal education program? 2.

Will the festival present opportunities for pupil

leadership through pupil planning and execution? 3«

Do the activities in the program have meaning,

purpose, and interest for the participants? b.

Does the program furnish opportunities for varied

activities so that every child vail be able to take part? 5.

Will participation in the program provide oppor­

tunities for the development of socially useful traits? 6.

Does the program provide opportunities for self-

expression? 7*

Will the festival mean undue strain on the mental

or physical health of anyone concerned? 8.

Will the program infringe on other school activi­

ties? 9*

Gan costuming be eliminated or kept to a minimum?

10.

Will the festival lead into other profitable activi­

ties? Summary. Physical education is rapidly taking its place on an equal basis with other subjects in the school curriculum.

In order to accomplish this the activities of

physical education have to be educationally sound.

The

school festival, which has in many schools, become an annual

27 presentation of the physical education department, can only be justified if it can pass the criteria set up by educators and physical educators for all school activities. Based on criteria presented by outstanding educators throughout our nation, the writer has proposed a set of cri­ teria for judging the festival as an activity of physical education.

CHAPTER IV CRITERIA FOR FORMULATING A SCORE CARD Modern education recognizes objective scoring as one of the fairest and most accurate means of evaluation.

Evalua­

tion of school festivals is no exception, and a score card to be checked objectively should tell whether or not the school program is educationally sound. I.

PLANNING AND ORGANIZATION

Planning the festival.

The festival should be an out­

growth of the regular class, and should be planned and organ­ ized by the pupils in so far as is possible.

The age and

experience of the participants must govern the extent of their help.

Frequently an advanced class can plan and direct

the program as a class project. Purpose, values. and scope of the program.

The purpose

of the program must be clearbefore it is planned and the values to be derived should be evident.

A broad, general out­

line must be formulated which will show the scope of the pro­ gram. Questionnaire.

The following questions summarize the

planning and organization of the schooi festival. 1.

Is the program an outgrowth of the regular class

28

29 work? 2.

Can the program be planned and organized with

supervision by the pupils themselves? 3*

Are the values to be derived from the program

educationally sound? II.

PROGRAM CONSTRUCTION

Theme. The program itself should be built around a central theme.

Dorothy LaSalle-1- said that

. . • the so-called traditional demonstration with one isolated number following another with no thought or continuity running through the whole, is of less value than other types since^it gives no opportunity for creative work. Williams and Brownell

2

stated that a good demonstration

should focus attention on one general theme. Use of regular class activities with democratic partici­ pation. Regular class activities must be the nucleus of the festival.

All children must be permitted to participate and

not just those who prove themselves to be outstanding. Linnell wrote, “Materials have all too frequently been selected

1 Dorothy LaSalle, Play Activities for the Elementary Schools (New York: A. S. Barnes and Co., 1927), p. li>. 2 Jesse F. Williams and Clifford BrownellT Administra« tion of Health and Physical Education (Philadelphia: W. B. Saunders Co., 1939), P* 566.

which have made possible the exploiting of individual children 3 to please parents.11 Eloise Ramsey made the statement that “there is no place in a festival for the solo performer.” Interest.

Interest is most important if a festival is

to be of educational value— ’interest on the part of all con­ cerned.

The program must be planned and presented in such a

manner that the interest never lags or stops.

In some cases

there is much enthusiasm at first, but due to various factors such as too difficult an undertaking, too much time spent in practicing, or too much emphasis on perfection, the program becomes an undesirable chore. Content of program. The program itself, as has been stated before, should be made up of regular class activities. Linnell told us that many teachers have made a great mistake by preparing programs ”to satisfy an adult audience whose tastes and standards have been built up by their constant 5 patronage of vaudeville, musical comedy, and the movies.” Accompaniment. An orchestra or band is the best

^ Adelaide Linnell, The School Festival (New Yorks Charles Scribner’s Sons, 1 9 3 1 V* 3* ** Eloise Ramsey, “Seeing the Calendar in Perspective,” Childhood Education. lo:8 , September, 1939 • 5 Linnell, loc. cit.

31 accompaniment*

The numbers participating in such a program

and the vigorous nature of the activities make a piano or victrola hard to hear and thus less desirable. Costuming.

Costuming has been a much disputed point.

Those who have wanted an 11extravaganza” or a "showy11 program have emphasized the importance of elaborate costuming and have been known to spend much money for it.

Educationally,

however, there should be no costuming, or at least it must be kept to a minimum* Usually a hat, or a certain

the addition of a handkerchief,

type ofskirt and blouse is sufficient to

make the program colorful* Lights.

The use of lights adds much to the effective­

ness of a festival, and can expense.

be used without much trouble or

Many times colored paper on the overhead lights

is all that is necessary. Space.

One very important prerequisite for a success­

ful program is a large floor space.

The modern gymnasiums are

ideal for physical education festivals, since they permit large numbers of participants. Questionnaire.

In summarizing the points under program

construction the following questions are outstanding. 1. central theme?

Is the program organized and held together by a

32 2.

Is every child given an opportunity to take part

in the program with no solo performers overshadowing him? 3.

Are the participants truly interested in the

project? h.

Is the content of the program really class material

or is it something chosen to add a professional vaudeville touch? 5.

Has the school orchestra or band been utilized as

accompanists? 6. Has costuming been eliminated or kept to a minimum? 7.

Has all use been made of available lighting effects?

8*

Is the space chosen for presentation satisfactory

from the standpoint of both the participants and the audience? III.

ADMINISTRATION

Directing personnel. There was some difference of opinion as to who should direct the program.

Charles H. McCloy

wrote the followings I believe that the content of the physical educa­ tion curriculum should be limited to the attainment of the above ends. Dramatics and pageantry and simi­ lar activities should be taken care of by other depart­ ments. The department of physical education shall, of course, co-operate in such activities, but they should not unduly encroach upon the small amount of time that physical education is likely to secure in this decade with the limited equipment usually available.0 £ Charles H. McCloy, Philosophical Bases for Physical Education (New Yorks F. S. Crofts and Co., 19^0),P* 27.

33 Student leadership.

Others believe it should be through

the combined efforts of various departments such as music, art, dramatics, and industrial arts.

Certainly all of these depart­

ments should co-operate, but probably the director should be the teacher in charge of the training of the participants. Student committees can aid greatly in planning, organizing, and presenting their own festival. Participants. The participants frequently are grades one through high school.

It is the opinion of the writer,

however, that children of at least the first two grades should not take part in an all-school or all-city program, but only within their own room. Financing.

The physical education department frequently

uses the festival as a means of raising money.

There might be

special occasions when money would be needed, and could be raised justifiably in this manner.

As a general rule, however,

no charge should be made. Publicity.

Publicity can be taken care of by posters,

pep talks, newspaper articles, and best of all by the enthusi­ asm of the participants. Tickets and programs.

Tickets will not be necessary

unless the attendance has to be limited or admission is charged.

Programs should be taken care of by the schoolfs own

3^ printing department if there is one.

Mimeographed programs

made by the students are always a good substitute. Seating.

The seating should be no problem if definitely

planned beforehand.

Student ushers can easily take care of

seating the audience. see

If the participants are permitted to

the program, seats have to be reserved for them.The

of their seating

plan

is very important if the program isto run

smoothly. Rehearsals. All practicing and rehearsing should be held during the regular class time except for one or two general rehearsals.

Dorothy LaSalle states that

• • . too frequently children are rehearsed so often and for such long periods of time that the work ceases to be a joy, and becomes irritating to the children and teachers alike.' Traffic.

The local police should handle the traffic

problem, but they might have to be notified of the program by the school authorities. Questionnaire.

Questions suggested by the administra­

tive problems in presenting a school festival are as follows: 1.

Is your school festival directed through the com­

bined efforts of various departments in the school assisted

^ LaSalle, op. cit•, p. 16.

35 by student committees? 2.

Are the participants limited to pupils in at least

the thirdgrade through

high school?

3.

Is admission to the program free of charge?

b*

Is publicity for the program limited to school-

made posters, pep talks by the students, newspaper articles, and enthusiasm of the participants? 5.

Can the printing of tickets, if any, and programs

be taken care of by the school? 6*

Is the seating carefully planned so the program

will run smoothly? 7*

Can all rehearsing be done during regular class

time with the exception of one or two general rehearsals? 8*

Have arrangements been made with the local police

to handle the traffic problem before and after the program? IV.

PRODUCTION AND PRESENTATION

Organization of program details.

There are miscella­

neous details in the production and presentation of a festival which the writer has called program details. the program is the first to be considered.

The length of It is always

better to have too short a program than one too long.

o Anderson

Q

C. F. Anderson, tfPractical Hints on Demonstration,11 Journal of Health and Physical Education. 7s 156, April, 1936.

36 said that one and one half hours should he the limit for the entire program, and eight minutes for any one number. The first and last numbers on the program should be outstanding in size and colorfulness#

The theme of the pro­

gram may require a certain order of procedure for continuity. Entrances and exits# The entrances and exits must be definitely planned#

If the participants are permitted to view

the program they must be brought from the audience before their appearance#

A satisfactory method for exits after each per­

formance is for the performers to go directly to their place of seating in the audience from the floor.

Time must not

drag and something must be going on every minute#

Skipping

or running is a satisfactory means of entering and leaving the performance# When the children make their entrance they must know exactly where and what to do#

A written plan of the floor

with the position of all the groups is helpful# Decorations can be planned to fit in with the theme of

the program.

undesirable#

Elaborateness is not necessary and is even

Originality and simplicity can result in very

effective decorations. Simplicity should be the keynote of the lighting as well as the costuming and decorations.

If striking or unusual

lighting effects would add to specific numbers on the program, and could be worked out as a class project without much time

37 or expense by a class, it would probably be permissible* Cuestionnaire*

The following questions summarize pro­

duction and presentation* 1.

Can the program be presented within one and one

half hours? 2.

Do the numbers correspond with the theme in their

sequence, and are the first and 3*

last numbers strong ones?

Are the entrances and exits definitely planned so

as to eliminate confusion and delay? k.

Have originality and simplicity been the keynote

in the decorations and lighting effects? V.

SUMMARY

The criteria for formulating a score card can be divided into the divisions of planning and organization, program con­ struction, administration, and production and presentation* Sub-topics under each of these divisions suggested questions which will be used in the evaluation of criteria for a score card*

CHAPTER V FORMULATION AND VALIDATION OF THE SCORE CARD The planning and formulation of this tentative score card has been based upon the criteria assimilated in chapter four of this thesis*

The score card is intended as a measur­

ing device for the purpose of evaluating traditional school festivals as presented by physical education departments.

A

revision will probably be necessary in order that the card embrace the majority opinion of a group of physical education supervisors who are to be questioned by the writer.

The

revised form will appear later in this chapter. I.

GENERAL PLAN

The general style of the score card has been based upon the Health and Physical Education Score Cards as prepared 1 by William Ralph LaPorte. Four main parts are included with subdivisions under each part. II.

THE SCORING

The scoring has been arranged on the basis of 100 per cent; that is, there are twenty-five points allotted to each

*** William Ralph LaPorte, The Physical Education Curriculum (Los Angeles: The University of Southern California Press, 1938), pp. 65-86. 38

39 of the four main parts, making a maximum total of one hundred points or per cent.

Although the writer has no basis for

this conclusion, it is her opinion that anything below a total score of 60 per cent would be considered an education­ ally unsound program. suggested: —

Rating standards of the following are

85 to 100 —

average; below 60 —

superior; 75 to 8** —

good; 60 to 7b

poor, and probably educationally

unsound. III.

A PROPOSED SCORE CARD

The writer submitted the following score card for the evaluation of fifty leaders in the field of physical educa­ tion. SCORE CARD FOR EVALUATING PHYSICAL EDUCATION FESTIVALS AND PROGRAMS IN THE ELEMENTARY, JUNIOR AND SENIOR HIGH SCHOOLS Name of School Address Grade levels of participants Number of participants Total enrollment in participating grades and classes, Date Rated by.

I*

Score Card Summary

Possible Score

Planning and Organization

25

Each item is to be scored 1, 2, 3, or more, accord­ ing to the directions in parentheses. In the items scored

bO II. III. IV.

Program Construction

25

Administration

25

Production and Presentation

25

Total possible score Total actual score

I.

Planning and Organization Maximum score — 25; Actual score ____. 1. The program is

an outgrowth of regular classwork.

(Entirely true — 5; partially true — b , 3, 2, 1; activities outside the realm of regular classwork — 0) Score _ _ 2* The pupils helped plan and organize the program, (Entirely true — 5; partially true — wholly teacher planned — * 0)

b 9 3, 2, 1; Score ____

3#

The purpose of the program is educationally sound. (Score subjectively —

5* b , 3* 2, 1, or 0) Score ____

b*

The program includes a sampling of all phases of physical education suitable for presentation. (1) Games (2) rhythms (3) gymnastics (**•) individ­ ual activities (5) team sports. (One point for each type of activity represented) Score _ _

(Continued) subjectively, the rater should make an unbiased evaluation with the highest number of points going to the items given full evaluation, et cetera.

hi 5.

The values derived are in proportion to the time and work expended fcy both teachers and pupils. (Score subjectively —

*+> 3? 2, 1, or 0) Score

II.

Program Construction Maximum score — 25; 1.

Actual score

The program is built around a central theme. (Yes —

2; No —

0) Score ___

2. All children are permitted to take part. (Entirely true — 3; partially true — 2 to 1; entirely untrue or a picked group used — 0) Score 3.

Solo numbers of talented children trained in or outside of the school are excluded. (No solo numbers — 2; only solo numbers trained in the school — 1 ; only solo numbers trained outside the school — 0) Score The teachers in charge and the pupils participating are interested in the program. (Subjective score —

3* 2, 1, or 0) Score

5.

The accompaniment is furnished by a school group. (Band or orchestra — 35 student pianist — 2; teacher pianist — 1; outside accompanist — 0) Score ___

6.

The costuming is simple and inexpensive. (No costuming or very little ~ 2 or 1; elaborate costuming, perhaps partially rented — 0) Score

b2 7*

The costuming has been planned and supervised as a class project* (Yes —

2; partially —

1$ no —

0) Score _ _

8*

Lighting effects are used during the program to add to the effectiveness of group numbers and not for individuals, and were planned and executed by students. (Lights planned and executed by students — 3? lights used but only partially planned and executed by students — 2; no extra lighting effects or lights, or entirely teacher planned and executed — Oj Score ___

9. No exploitation of individuals as queens, kings, et cetera. (None —

25 some —

0) Score ____

10.

A floor space sufficient in size to easily accommodate all participants and spectators. (Score subjectively — 3 , 2, 1; if a stage was used with only a picked group of participants — 0) Score ___

III.

Administration Maximum score — 1.

25

Actual score ____

The teachers and pupils of the physical education department are assisted by other departments such as music, drama, arts, et cetera, when desirable. (Full co-operation and assistance — 35 some assist­ ance — 2 or 1 ;. no assistance — 0) Score ___

2.

No admission charge is made.

(Free admission — **-; fifteen cents or less but all costuming paid by school — 3 or 2; twentyfive cents or more charge with all expenses paid by school — 1; more than twenty-five cents with participants assuming cost of costumes — 0) Score ____ The publicity is planned and carried out by stu­ dents, (Score subjectively —

3 , 2, 1, or 0) Score _ _

Tickets and programs, if any, are financed by the school but planned and managed by students, (Score subjectively —

3* 2, 1, or 0) Score ____

The seating of spectators is planned and handled by students, (Score subjectively — or ushers — 0)

3> 2, 1$ or if no planning Score ___

The participants are seated as spectators during as much of the program as possible. (Score subjectively — 3? 2, 1; were not permitted to see any of the program — 0) Score ___ All practicing and rehearsing is held during regu­ lar class time with the exception of not more than two rehearsals. (Not more than two rehearsals outside of class time — 35 more than two rehearsals — 2 to 1; a much disrupted school program due to frequent rehear­ sals — 0) Score

8.

The traffic problem has been taken into account and is handled by the local police or by school officials• (By local police — planning — 0)

2; school officials —

1; no

Score ___ 17#

Production and Presentation Maximum score — 25 1.

Actual score _

The program is of a reasonable length with activi­ ties taking place rapidly* One hour to one and one jfourth hours is the ideal length* (Score subjectively —



3, 2, 1 or 0) Score ___

2.

The program numbers are in a logical order in accordance with the central theme. The first and last numbers are the high points of the perform­ ance* (Score subjectively —

5*

3> 2, 1, or 0) Score ____

3*

The participants are seated in the auditorium with definite, planned organization based on the time of performance of each group and the entrances and exits they use. (Score subjectively —

5>

3> 2, 1, or 0) Score ___

*+.

The entrances and exits of the various performing groups are carefully planned for a minimum of con­ fusion, effectiveness, and speed. (Score subjectively —

5?

3* 2, 1, or 0) Score ___

5*

The decorations have been planned, made and placed by the students with teacher supervision. They are effective without elaborateness.

(Score subjectively —

5, *+, 3j 2, 1, or 0) Score

IV.

THE VALIDATION

The proposed score card was combined with a question­ naire and mailed to the physical education directors in fifty cities through the United States.

Each director was asked to

study the score card, then check the questionnaire as a means of summarizing their criticisms. The questionnaire. The questionnaire was in the form of a multiple choice evaluation chart, and was placed directly to the right of the items in the score card.

Here is a sample.

CRITICISM

SCORE CARD

Value of (check) standard (one)

Value of (check) score (one)

Planning and Organization Maximum Score — 25 ___ _ Actual score 1.

The program is an outgrowth of regular classwork

1*

(Entirely true — 5; par­ tially true — h, 3 , 2, 1; activities were outside the realm of regular class work — 0) Score

Good ( ) Average ( ) Poor ( )

1.

Good ( ) Too many pts. ( ) Too few pts. ( )

1+6 2.

The pupils helped plan and 2. organize the program.

Good ( ) 2. Average ( ) Poor ( )

Good () Too many pts. () Too few pts. ()

Good ( ) 3. Average ( )

Good () Too many pts. () Too few pts. ()

(Entirely true — 5; par­ tially true — 3, 2, 1$ wholly teacher planned — 0) Score ___ 3*

The purpose of the program 3* is educationally sound. (Score subjectively — 3, 2, 1, or 0)

5,

Score __ _ Results of the questionnaire. of the questionnaires were returned.

Twenty-four out of fifty Seventeen of this total

were checked in full according to directions, four were par­ tially checked, and three were returned unmarked with explana­ tions enclosed. The results, tabulated item by item, follows: Items of Score Card

I.

Value of Score

Good Average Poor

Good Too many Too few points points

Planning and Organization Item Item Item Item Item

II.

Value of Standard

1 2 3 Hr 5

16 1? lo 12 lb

3 i

0 1 1 1

lb. 13 9 12

8

2

5

3 2 3 1 1

0 2

16 lb

2 5

1 1

12

Program Construc­ tion Item 1 Item 2

15 15

k-7 Item Item Item Item Item Item Item Item III.

1+ k 3 0 1 If 5 l

2 2 2 1 l if 2 1

19 15 13 18 18 17 18 18

1 k k 1 1 2 0 1

20 17

0 1 3 0 2

• 1** l*f 16 20 18 Ik 13 18

- 13 13 15 15 Ik ik 16

3 3 2 1 1 If If 1

3 3 1 3 k 1 2 2

0 0 1 1 1 1 1 0

16 Ik 15 15 15 15 17 18

0 If If 3 3 3 1 0

3 0 1 0 1 1 0 0

1 1 3 1 2

16 1? 17 lif

1 2 3 1 if

0 0 1 0 2

Administration Item Item Item Item Item Item Item Item

IV.

3 *f 5 6 7 o 9 10

1 2 3 k 5 6 7 8

Production and Presentation Item Item Item Item Item

1 2 3 k 5

18 15

Although every item included in the questionnaire had a majority opinion of "good1* rather than “average” or “poor,11 there were a few items which had enough adverse criticism that the writer feels some changes should be made.

The following

items are to be revised: 1.

Part I Item k- — The program includes a sampling of all phases of physical education suitable for presentation. (1) (*+)

Games (2) rhythms (3) gymnastics individual activities (5) team sports.

kS Several of the supervisors felt that part of the five activities were not very suitable for presentation, and others felt the programs could be varied more from year to year if the five were used over a period of years, not necessarily together. This item will be revised to give the full five points credit if three of the activities are included in any one program. 2.

Part II Item 8 — Lighting effects are used during the program to add to the effectiveness of group numbers and not for individuals, and are planned and executed by students. (Lights planned and executed by students — 3$ lights used but only partially planned and executed by students — 2; no extra lighting effects or lights, or entirely teacher planned and executed — 0;

A few of the supervisors consulted expressed the opinion that a program should not be criticized because special light­ ing effects were not used.

A revision will be made in this

item. V.

REVISED FORM OF THE SCORE CARD

The writer submits the following score card, revised after an evaluation by fifty leaders in the field of physical education.

SCORE CARD FOR EVALUATING PHYSICAL EDUCATION FESTIVALS AND PROGRAMS IN THE ELEMENTARY, JUNIOR, AND SENIOR HIGH SCHOOLS Name of school_____ Address. Grade levels of p a r t i c i p a n t s ___________ Number of participants. Total enrollment in participating grades and classes Rated________ Date___________ Score Card Summary I* II. III. IV.

Possible score

Actual^, score

Planning and Organization

25__________ _____

Program Construction

25

Administration

25__________ _____

Production and Presentation

25__________ ____

Total Possible Score

____

100

Total Actual Score________________________ ____

I.

Planning and Organization Maximum Score — 25 Actual Score ___ 1.

The program is an outgrowth of regular classwork. (Entirely true — 5; partially true — b, 3, 2, 1; activities were outside the realm of regular classwork — 0) Score ___

Each item is to be scored 1, 2, 3, or more, according to the directions in parentheses. In the items scored subjec­ tively. the rater should make an unbiased evaluation with the highest number of points going to the items given full evalua­ tion, et cetera.

50 2.

The pupils helped plan and organize the program. (Entirely true — 5; partially true — wholly teacher planned — 0)

3, 2, 1; Score

3*

The purpose of the program is educationally sound, (Score subjectively —

5?

3* 2, 1, or 0) Score

b*

The program includes a sampling of at least three of the following physical education activities: games, rhythms, gymnastics, individual activities, and team sports. (Inclusion of any three of the five activities — 5; inclusion of two activities — 2; inclusion of but one — 1) Score



The values derived are in proportion to the time and work expended by both teachers and pupils. (Score subjectively —

5>

3* 2, 1, or 0) Score

II.

Program Construction Maximum Score — 25 1.

Actual Score

The program is built around a central theme. (Yes —

2; No —

0) Score

2.

All children are permitted to take part. (Entirely true — 3$ partially true — 2 to 1; entirely untrue or a picked group used — 0) Score

3.

Solo numbers of talented children trained in or outside the school have been excluded.

(No solo numbers — 2$ only solo numbers trained in school — 1 ; only solo numbers trained outside school — 0) Score ____ The teachers in charge and pupils participating are interested in the program. (Subjective score —

3? 2, 1, or 0) Score ___

The accompaniment is furnished by a school group. (Band or orchestra — 3 5 student pianist — 2; teacher pianist — 1 ; outside accompanist — 0) Score ___ The costuming is simple and inexpensive. (No costuming or very little — 2 or 1; elaborate costuming, perhaps partially rented — 0) Score ___ The costuming has been planned and supervised as a class project. (Yes —

2; partially—

1; no —

0) Score ___

Lighting effects are used during the program to add to the effectiveness of group numbers and hot for individuals, and are planned and executed by students. (Lights planned and executed by students — 3; lights used but only partially planned and executed by students — 2; no extra lighting effects or lights, or, entirely teacher planned and executed — 0) Score _ _ No exploitation of individuals as queens, kings, et cetera.

52 (None —

2; some —

0) Score ___

10. A floor space sufficient in size to easily accommodate all participants and spectators. (Score subjectively — 3, 2, 1; if a stage is used with only a picked group of participants — 0) Score III.

Administration Maximum Score — 1.

25

Actual Score_____

The teachers and pupils of the physical education department are assisted by other departments such as music, drama, arts, etc., when desirable. (Full co-operation and assistance — 35 some assistance — 2 or 1; no assistance — 0) Score ____

2.

No admission charge is made. (Free admission — fifteen cents or less but all costuming paid by school— 3 or 2; twentyfive cents or more charge with all expenses paid by school — 1 $ more than twenty-five cents with participants assuming cost of costumes — 0) Score ____



The publicity is planned and carried out by students as a class project. (Score subjectively —

b 9 3> 2, 1, or 0) Score

*f.

Tickets and programs, if any, are financed by the school but planned and managed by students. (Score subjectively —

3 , 2, 1, or 0) Score ___

53 5« The seating of spectators is planned and handled by student help, (Score subjectively — or ushers — 0)

3, 2, 1; or no planning Score ___

6.

The participants are seated as spectators during as much of the program as is possible* (Score subjectively — 3, 2, 1; were not permitted to see any of the program — 0) Score ___

7*

All practicing and rehearsing is held during regular class time with the exception of not more than two general rehearsals* (Hot more than two rehearsals outside of class time — 35 more than two rehearsals — 2 to 1 ; a much disrupted school program due to frequent rehearsals — 0) Score ___

8*

The traffic problem is being taken into account and is handled by the local police or by school officials. (By local police — planning — 0)

2$ school officials —

1; no

Score ___ IT*

Production and Presentation Maximum Score — 2? 1*

Actual Score ___

The program is a reasonable length with activities taking place rapidly* One hour to one and one fourth hours is the ideal length. (Score subjectively —

5?

3? 2, 1, or 0) Score ___

2.

The program numbers are in a logical order in accordance with the central theme. The first and last numbers are the high points of the perform­ ance*

5b (Score subjectively —

5,

3, 2, 1, or 0) Score ____

3.

The participants are seated in the auditorium -with definite, planned organization based on the time of performance of each group and the entrances and exits they use. (Score subjectively —

5, b, 3, 2, 1, or 0) Score

k*

The entrances and exits of the various performing groups are carefully planned for a minimum of con­ fusion, effectiveness, and speed. (Score subjectively —

5,

3, 2, 1, or 0) Score

5.

The decorations have been planned, made and placed by the students with teacher supervision. They were effective and attractive without elaborate­ ness. (Score subjectively —

5,

b, 3,

2, 1, or 0) Score

VI.

SUMMARY

The original score card was combined with a question­ naire and mailed to the physical education directors in fifty cities throughout the United States between the sizes of 55,000 and 200,000 population.

The questionnaire was so

arranged that the value of each item of the score card could be judged and marked good, average, or poor.

Likewise there

was a place to mark the scoring of the score card as good, too many points, or too few points.

55 Twenty-four of the fifty letters were returned and the results compiled.

Every item had a majority vote to he

left as it was, but two of the parts which had the most nega­ tive votes were revised. the revised score card.

The chapter ended with a copy of

CHAPTER VI EVALUATION OF A SCHOOL FESTIVAL PRESENTED AT VALPARAISO, INDIANA The festival which will be evaluated in this chapter was presented at Valparaiso, Indiana in the spring of 19**2. This physical education program is typical, the writer believes, of the kind of exhibitions presented in small towns throughout the midwestern states before the war* I.

THE SCORE CARD EVALUATION

SCORE CARD FOR EVALUATING PHYSICAL EDUCATION FESTIVALS AND PROGRAMS IN ELEMENTARY, JUNIOR, AND SENIOR HIGH SCHOOLS Name of School Valparaiso City Schools Address Valparaiso, Ind. Grade levels of participants Grades b - 12__________________ Number of participants _____ 775 Total enrollment in participating grades and classes oOO Rated by Elsie Harrison_________Date July 3. 1946 SCORE CARD SUMMARY I. II.

Possible Score

Actual Score*

Planning and Organization

2?

10

Program Construction

2?

18

* Each item is to be scored 1, 2, 3> or more, according to the directions in parentheses. In the items scored subjec­ tively, the rater should make an unbiased evaluation with the highest number of points going to the items given full evalua­ tion, et cetera.

56

57 III.

Administration

IV. Production and Presentation Total Possible Score

25

12

25

23

100

Total Actual Score

I.

63

Planning and Organization Maximum Score — 25 1.

Actual Score

10

The program is an outgrowth of regular classwork. (Entirely true — 5 5 partially true — b, 3 , 2, 1; activities were outside the realm of regular classwork — 0) Score

2.

The pupils helped plan and organize the program. (Entirely true — 5> partially true — wholly teacher planned — 0)

b, 3 , 2, 1; Score

3.

0

The purpose of the program is educationally sound. (Score subjectively —

5*

3* 2, 1, or 0) Score

b*

2

2

The program includes a sampling of at least three of the following physical education activities: games, rhythms, gymnastics, individual activities, and team sports. (Inclusion of any three of the five activities — 5* inclusion of two activities — 2$ inclusion of but one — 1) Score

5.

The values derived are in proportion to the time and work expended by both teachers and pupils. (Score subjectively —

5> b , 3 ? 2, 1, or 0) Score

5

58 II.

Program Construction Maximum Score — 25 !•

Actual Score

18

The program is built around a central theme, (Yes —

2;

No —

0) Score

2

2. All children are permitted to take part, (Entirely true — 35 partially true — 2 to 1; entirely untrue or a picked group used — 0) Score 3,

3

Solo numbers of talented children trained in or outside the school have been excluded, (No solo numbers — 2; only solo numbers trained in school — 1 ; only solo numbers trained outside school — 0 ) Score

k-.

2

The teachers in charge and pupils participating are interested in the program. (Subjective score —

3* 2, 1, or 0) Score

5.

The accompaniment is furnished by a school group. (Band or orchestra — 35 student pianist — 2; teacher pianist — 1 ; outside accompanist — 0) Score

;

6. The costuming is simple and inexpensive. (No costuming or very little — 2 or 1; elaborate costuming, perhaps partially rented — 0) Score 7*

I

The costuming has been planned and supervised as a class project, (Yes —

2; partially —

1; no —

0)

*

Score

0

59 8. Lighting effects are used during the program to add to the effectiveness of group numbers and not for individuals, and are planned and executed by students. (Lights planned and executed by students — 35 lights used but only partially planned and executed by students — 2; no extra lighting effects or lights, or, entirely teacher planned and executed — 0; Score 9.

No exploitation of individuals as queens, kings, et cetera. (None —

2;

some —

0) Score

10.

1

2

A floor space sufficient in size to easily accommodate all participants and spectators. (Score subjectively — 3? 2, 1; if a stage is used with only a picked group of participants — 0)

III*

Administration Maximum Score — 1.

25

Score

3

Actual Score

12

The teachers and pupils of the physical education department are assisted by other departments such as music, drama, arts, et cetera, when desirable. (Full co-operation and assistance — 3; some assistance — 2 or 1 ; no assistance — 0) Score

2.

1

No admission charge is made. (Free admission — ^5 fifteen cents or less but all costuming paid by school — 3 or 2; twenty-five cents or more charge with all expenses paid by school — 1; more than twenty-five cents with par­ ticipants assuming cost of costumes — 0) Score _0

The publicity is planned and carried out by stu­ dents as a class project. (Score subjectively —

b, 3 , 2, 1, or 0) Score

0

Tickets and programs, if any, are financed by the school but planned and managed by students* (Score subjectively —

3, 2, 1, or 0) Score

1

The seating of spectators is planned and handled by student help. (Score subjectively — ushers — 0)

3 5 2, 1; or no planning or Score

2

The participants are seated as spectators during as much of the program as is possible. (Score subjectively — 3> 2, 1; were not permitted to see any of the program — 0) Score

3

All practicing and rehearsing is held during regular class time with the exception of not more than two general rehearsals. (Not more than two rehearsals outside of class time — 3 ; more than two rehearsals — 2 to 1 ; a much disrupted school program due to frequent rehearsals — 0) Score

3

The traffic problem is being taken into account and is handled by the local police or by school officials• (By local police — planning — 0)

2; school officials —

1; no

Score

2

6l IV.

Production and Presentation Maximum Score — 2? 1.

Actual Score

23

The program is a reasonable length with activities taking place rapidly. One hour to one and one fourth hours is the ideal length. (Score subjectively —

5, **, 3, 2, 1, or 0) Score __

2.

The program numbers are in a logical order in accordance with the central theme. The first and last numbers are the high points of the perform­ ance. (Score subjectively —

5>

3 ? 2, 1, or 0) Score

3*

5

The participants are seated in the auditorium with definite, planned organization based on the time of performance of each group and the entrances and exits they use. (Score subjectively —

*+* 3? 2, 1, or 0) Score

5

The entrances and exits of the various performing groups are carefully planned for a minimum of con­ fusion, effectiveness, and speed. (Score subjectively —

5>

3 5 2, 1, or 0) Score __

The decorations have been planned, made and placed by the students with teacher supervision. They were effective and attractive without elaborateness. (Score subjectively —

5,

3? 2, 1, or 0) Score

3

62 KEY TO SCORE* 90 75 60 below II.

100 89 7*+ 60

superior good average poor

SUMMARY AND RECOMMENDATIONS

The total actual score of 63 puts this festival evalu­ ated above in the classification of average.

The weak spots,

from an educational standpoint, were the planning and organi­ zation, and the administration.

The trouble might be summar-

ized as too much teacher planning and too little pupil partici pation in the plans. A recommendation would be that an advanced class in physical education, such as a leadership class, might have made the festival their project.

Such a plan would have kept the

strict teacher supervision necessary for such a program, yet would have made an opportunity for more pupil planning and participation.

*

The scores are on a percentage basis, and the key to the score; superior, good, average, and poor, are based approximately on accepted scoring used in schools.

CHAPTER VII CONCLUSIONS AND RECOMMENDATIONS In summarizing this study on Proposed Standards for Evaluating School Festivals it might be well to discuss the findings in relation to the purpose of the problem itself. It was the first purpose of this thesis to “study the history and meaning of the school festival, and its relation­ ship to the pageant, the physical education exhibition, and the so-called physical education demonstration.“ Although the terms pageant, festival, demonstration, and exhibition are all used in applying to physical education programs, demonstrations in the true sense of the word, seemed to be the best suited educationally.

Although the history of fes­

tival is somewhat vague, it is known that the custom is very old and was brought over to this country by our European ancestors.

The first known school festival in this country

was at Mt. Holyoke College, a May Day celebration. The next purpose as set up in chapter one was “to inves­ tigate the present trends of school festivals.11 The elaborate spectacular programs of the 1920fs and early 1930fs are held ♦

somewhat in disrepute at the present time, and the tendency is toward a demonstration of regular class work. The third purpose of the study was “to formulate a score card from information obtained through a questionnaire

63



for the purpose of objectively evaluating traditional school festivals*11 As a background for the formulation of the score card and questionnaire it was necessary to determine criteria for an educationally sound program.

The proposed criteria

follow: 1*

Is the festival an outgrowth of the regular physi­

cal education program? 2.

Will the festival present opportunities for pupil

leadership through pupil planning and execution? 3*

Do the activities in the program have meaning,

purpose, and interest for the participants? Does the program furnish opportunities for varied activities so that every child will be able to take part? 5*

Will participation in the program provide oppor­

tunities for the development of socially useful traits? 6.

Does the program provide opportunities for self-

expression? 7•

Will the festival mean undue strain on the mental

or physical health of anyone concerned? 8.

Will the program infringe on other school activi­

9.

Can costuming be eliminated or kept to a minimum?

ties?

10.

Will the festival lead into other profitable

activities? With these educational principles for basic guides, a

65 tentative score card was planned* into four main parts.

The score card was divided

These were planning and organization,

program construction, administration, and production and pre­ sentation. A questionnaire giving space for constructive criticism of each item was prepared and combined with the score card for the convenience of the judges*

This combination score card

and questionnaire was mailed to a jury of fifty critics, physi­ cal education directors throughout the United States.

Twenty-

four of these were returned and the results studied and com­ piled.

The criticisms of these physical education leaders

were used as a guide and the score card was revised. The fourth and last purpose of this study was to **evaluate objectively a traditional school festival which was presented in the Valparaiso, Indiana, City Schools.*1 This evaluation was made by using the revised score card for­ mulated in this study.

It was the purpose of the writer to

demonstrate the use of the score card, and to objectively point out the weak and strong points of what might be termed a typical physical education school festival of the early 19^0*s in the midwest.

The weak spots seemed to be the

planning and organization, and the administration.

Specifi­

cally there was too much teacher planning and too little pupil participation in the organization of the program.

66 I.

CONCLUSIONS

This study on school festivals as presented by school physical education departments has brought forth the follow­ ing conclusions: 1.

Physical education festivals do have a value when

properly prepared and presented. 2. sound

Physical education festivals must be educationally

in order to be justified. 3*

It may

be necessary for many physical education

teachers to tactfully educate their fellow teachers, parents, administrators, and pupils to the idea that physical education programs are not just a show, but can and must have educational value. k-.

The knowledge and use of educational standards in

planning and presenting a program are necessary. II. The school education project sidered.

RECOMMENDATIONS

festival can be justified as a physical when all the

rules of good teaching arecon­

One of the greatest dangers seems to be the forgetting

of educational standards in order to make a good show.

Pressure

groups such as doting parents, overzealous for their children; administrators, anxious for publicity for their schools; and depleted school bank accounts might be the cause of such unethical programs.

So determine for yourself blether or not

the contemplated program can be educationally sound by answer ing these questions. Is the festival an outgrowth of the regular physical education program? Will the festival present opportunities for pupil leadership pupil planning and execution? Do the activities in the program have meaning, purpose and interest for the participants? Does the program furnish opportunities for varied activities so that every child will be able to take part? Will participation in the program provide opportuni­ ties for the development of socially useful traits? Does the program provide opportunities for selfexpression? Will the festival mean undue strain on the mental or physical health of anyone concerned? Will the program infringe on other school activities? Will the festival lead into other profitable activi­ ties? By always keeping in mind these criteria, physical education festivals can be educationally valuable.

BIBLIOGRAPHY

BIBLIOGRAPHY A*

BOOKS

Caswell, Hollis L., and Doak S. Campbell, Curriculum develop­ ment . New Yorks American Book Company, 1935* 600 pp. Chubb, Percival, Festivals and Plays in Schools and Elsewhere* New York: Harper and Brothers, 1912* *+03 pp* A very complete book on the values of festivals and plays, . and some of the problems concerned with their production* The book is quite old, and for that reason does not always have the present educational approach* Hinman, Strong, Physical Education in the Elementary Schools* New York: Prentice-Hall, Inc., 1939• 5*23 PP* A book of physical education activities for the elementary schools. The activities are divided according to the grade levels for which they are suitable. A short discussion is given over to ”public demonstrations,” vhich pertains directly to this study. Kennedy, Marian, Special Day Pageants for Little People* New York: A. S. Barnes and Company, 1927. W pp* LaSalle, Dorothy, Play Activities for the Elementary Schools* New York: A. S. Barnes and Company, 1927* 179 pp* Appropriate play activities for elementary childrenare presented and discussed in this book. The limitations of1the so-called demonstration are discussed, and a list of requirements for their justification is presented. Lee, J. Murray, and Dorris May Lee, The Child and His Curricu­ lum* New York: D* Appleton-Century Company, 19W0T 6^2 pp. A discussion of the curriculum from the standpoint of the needs and desires of the child. The book presents standards for evaluating the experiences included in units of study. Lee, Mabel, The Conduct of Physical Education* New York: A. S. Barnes and Company? 1937* *?61 pp. A very inclusive book which could be used as a guide in organizing and conducting a physical education program. A list of criteria for selecting physical education activi­ ties is included which was very helpful in this study. Linnell, Adelaide, The School Festival. New York: Charles Scribner*s Sons, 1931* 12*f pp. * A variety of school festivals which were outgrowths of 69

70 units of work in the classroom are presented and discussed. The educational possibilities of festivals are pointed out. The introduction by Patty Smith Hill discusses the values.of school festivals which are conducted in the right way. but also points out the dangers when the motives behind them are not educational. Mackaye, Hazel, The Quest of Youth. Washington, D. C.: ernment Printing Office, 192^7 102 pp. A pageant presenting the history of education.

Gov­

Rogers, Frederick Rand, Educational Objectives of Physical Activity. New York: A. S. Barnes and Company, 1929* 109 pp« A very short book which outlines the place of physical education in the educational system. Shambaugh, Mary, Folk Festivals for Schools and Playgrounds. New York: A. S. Barnes and Company, 1932. 15? pp. The folk festival is presented as sin educationally sound activity for schools. The book contains several festivals for different age groups. An inclusive bibliography is included. Strayer, George D., George Willard Frasier, and Winfield Armentrout, Principles of Teaching. New York: American Book Company, 1936. 29lT~PP• An understandable discussion of the principles of teaching which includes the necessary phases of education for com­ plete social development of an individual. Taft, Linwood, The Technique of Pageantry. New York: A. S. Barnes and Company, 1 9 2 1 * 1 6 8 pp. An effort to encourage communities to produce pageants. The duties of pageant officials and the techniques of production are discussed. Two complete pageants are included. Tibbels, Avery, The Circus Comes to School. A. S. Barnes and Company, 1937* 2^2 pp.

New York:

Williams, Jesse F., and Clifford Brownell, Administration of Health and Physical Education. Philadelphia: W. B. Saunders Company, 1939* 63^ pp. An excellent book on the administrative problems of health and physical education. “Special demonstrations” are dis­ cussed as a means of publicity, but a “show11 which has little or nothing to do with the regular class work is discouraged.

71 Williams, Jesse F., Principles of Physical Education, Philadelphia: W. B. Saunders Company, 193S. ^ 3 PP* The third edition of the book. A detailed discussion of standards for judging physical education activities is included. B.

PERIODICAL ARTICLES

Anderson, C. F., r!Practical Hints on Demonstration,11 Journal of Health and Physical Education. 7:156, April, 1936. Bristol, Ruth Louise, “Festival Making— A Means of Growth,1* Childhood Education. 16:1*1— 17, September, 1939* Chubb, Percival, “Festivals,** Childhood Education. 16:3, September, 1939* . “Festival and the Child,11 Child Study, 15*66-67, December, 1937* Jackson. C. 0., “Suggested Programs for Demonstrations and Exhibitions,** Journal of Health and Physical Education, 8:8*1-89, February, 1937* McGinty, Margaret H., “Festivals in the School Program.*1 Journal of Health and Physical Education. 8:*f65-*h6o, 1937* Purtelle, Marjorie G., “Outdoor Demonstration,11 School. 2*+: 597-601, March, 1936. Ramsey, Eloise, “Seeing the Calendar in Perspective,** Childhood Education. 16:5-13, September, 1939* C.

ENCYCLOPEDIA ARTICLES

MacDourall, Duncan, “Festivals,1* The Encyclopedia Americana. XI, 153-157* D.

UNPUBLISHED MATERIALS

Arbelbide, Garrett W., “Selected Mediums for Publicizing the Physical Education Program to the Home and Community.** Unpublished Master*s thesis. The University of Southern California, Los Angeles, 19j3. 1^5 PP*

72 Miller, Eurice, **A Survey and Evaluation of the Health Service Program of the Dallas City Schools.11 Unpublished Master*s thesis, The University of Southern California, Los Angeles, 1939* 207 PP. Noble, Orland W., HA Survey of Recreation in Kern County.M Unpublished Master*s thesis. The University of Southern California, Los Angeles, 1936. 119 pp. Poyntz, H. C., r,Pageantry in Secondary Schools— Educational Value and Technique of Production.11 Unpublished Master*s thesis, The University of Southern California, Los Angeles, 1933- 135 PP. Schuettner, Mathilde E.? f'The Sacramento Pageant of 1929— Its Creation, Organization and Production. ** Unpublished Master*s thesis, The University of Southern California, Los Angeles, 193^* 262 pp. Young, Florence M., **A History of Pageantry.** Unpublished Master*s thesis, The University of Southern California, 1928. 81 pp.

APPENDIX

7^ THE FESTIVAL EVALUATED IN CHAPTER VI

5

B d d k P arade

t dry

5 pring Fe s t iv a l

I

\f ^ nl

I

RT 8 PM ^ BOUCHER &YM MRY 8 , I9H£

THE FESTIVAL EVALUATED IN CHAPTER VI

THE STORY BOOK PARADE ‘Keep a w atchful ear and eye, A nd you shall soon behold Cinderella come to life, A nd a fa iry tale unfold. There’ll be wooden soldiers and Indians too, Also Alice in Wonderland, Tumblers, and Casey at the bat, A nd a colorful gypsy band.”

Parade of the Wooden Soldiers

Patriotic Novelty Number

H igh School G irls’ Physical E d u ca tio n Classes

The Sleeping Beauty................. Character Dance B anta, C entral, Columbia, and G ard n er T hird G rades T eachers: Miss V an Cleave, Miss D arnall, Miss Cole, and M'iss M iller

Hiawatha .............................. Indian Dance B anta, C entral, Colum bia, and G ard n er F o u rth G rades T each ers: M rs. S chneider, M iss Jessee, M rs. Jessee, and Miss H owell

Alice in Wonderland

H o w Do You Do Dance

B an ta, C en tral, Colum bia, and G ard n er F ifth and Sixth G rade Girls T each ers: Mrs. Dye, Miss F aith , M rs. Kock, and Miss V incent

Topsy Turvey Tumblers ................. Tumbling Act Lois A shton, M arie Buck, D orothy Becker, S arah Covert, M argy Crosby, L ucille D ean, E d ith E ichelberg, N ancy F ab in g , Shirley F o ste r, E rm a H endricks, E lin o r Ju lian , B e tty Ju n g jo h a n , G ail K eesling, D o rothy Klem m, B a rb a ra Lem bke, V icto ria L indberg, R uth M'cKim, T h eresa M iller, M arilyn P a rry , B a rb a ra S cribner, M arth a Shirk, B etty Sm ith, Louisa S pagna, Je a n n e S pratley, Jo a n Stinchfield, P a tric ia Stookey, W ilm a Sw anson, S h irley T reseler, N ancy V an Ness, D oris W rig h t, R uth W eichert, D arlene Y azel

Cinderella at the Ball.........

Waltz

F lo ren ce A ’Neals, H a rrie tt A rnold, W ilm a B erkey, M ary B ucher, B e tty C laudon, M arian Crosby, V irg in ia Day, F ra n c e s E rea, M adelon F ab in g , B e tty F ra z ie r, J e a n H olt, S hirley Jenson, Lois Jo rd a n , D oris Lain, C aryl L ofquist, F ra n c e s M cGillicuddy, L aV erg n e N iequist, K athlene N olan, M ary N olan, V irg in ia P au l, H elen P eck, Bonnie P odresky, Louise Sw isher, B a rb a ra T renkle, P eggy Toole, M a rth a W h arto n

The Legend of the Gypsy Girl

Gypsy Dance

Ju n io r H igh School G irls’ P hysical E d u catio n Classes

Casey at the B a t

................ Hit Pin Baseball

B an ta, C entral, Columbia, and G ard n er F ifth and Sixth G rade Boys

The Star Spangled Banner ................... B Y A L L

T each ers: Miss T u rn er, Mrs. Zinn, M rs. Kock, and M'iss B laney CEN TR A L vs. GARDNER U m pires:

COLUM BIA vs. BANTA

L aV ergne N iequist and

W ilm a B erkey

P iano A ccom panist .............. -..........-............. Je a n n e C laudon B and A ccom panists _____ V alp araiso H igh School Band