Figure 1.--Here we see a school drama production oe pagent of some kind in 1958. It looks like this school had a small auditorium. Note the tights. The late 1950s is when tights first appeared for children's wear. |
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There must have been school drama programs. We haved seen numerous images of school drama productions, primarily from the 1920s-50s. We do not know know if it was school time or extra-curricular programs. We do see scenes from productions. Some schools seem to have has auditoriums where theatrical performances were staged. Some plays may have been staged in the gymnasium, used as a multiple purpose room. We note quite a range of productions. Some are clearly productions with younger children. Costuming is often imaginative. The plays for the younger children seem rather creative. Given the age of the childrem this was not just secondary schools. We also see more sophisticated plays staged by secondary-age students. The images we have are not identified, but we are almost sure they are school drama productions. Where but at schools would there have been nice stages an auditormiums available for children to use. A Canadian reader has provided us a set of school drama images. It was a unknown play production with a Renaissance setting. Many of the school plays for younger children seem to be plays that the teacher perhaps with studentb help made up rather than actual Renaissance plays.
There must have been school drama programs. We haved seen numerous images of school drama productions, primarily from the 1920s-50s. We do not know know if it was school time or extra-curricular programs. We do see scenes from productions.
Some schools seem to have has auditoriums where theatrical performances were staged. Some plays may have been staged in the gymnasium, used as a multiple purpose room. This may have been more likely in secondary schools, but we do see primary-age children involved in drama productions in school plays.
We note quite a range of productions. Some are clearly productions with younger children. Costuming is often imaginative. The plays for the younger children seem rather creative. Given the age of the childrem this was not just secondary schools. We think many teachers worked up there pen productions, but we think that there were also published sources that teachers could turn for ideas or even full productions. A Canadian reader has provided us a set of school drama images. It was a unknown play production with a Renaissance setting. Many of the school plays for younger children seem to be plays that the teacher perhaps with student help made up rather than actual Renaissance plays. The images we have are not identified, but we are almost sure they are school drama productions. Where but at schools would there have been nice stages an auditormiums available for children to use.
We also see more sophisticated plays staged by secondary-age students. Interestingly, the plays done by German schools (if they were from the 16th century) were probably English plays. There are no
great Renaissance German plays from the same period. We have quite a bit of evidence that in Shakespeare's time, English actors toured Germany and performed there in English. So this may a kind of continuation of that tradition with German kids doing English plays. It may have been one of the ways that schools encouraged German boys to learn English, or, perhaps more likely, they were playing Shakespeare or Marlowe in German translations. There is great interest in Germany in English Renaissance drama, and a huge amount of German scholarship
on Shakespeare. One of the well-known scholarly journals in Germany is called Shakespeare Jahrbuch to which scholars all over the world contribute. When Germany was divided between East and West, there were
actually two versions of the journal. And Germany still does professional as well as academic productions of Shakespeare's plays. Bertold Brecht, one of the most famous German dramatists, did politically charged adaptations of plays by both Marlowe and Shakespeare. He was forced to flee Germany because of his Marxist orientation when the NAZIs seized power (1933) and during the Cold War became a controversial figure.
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