704 ANNUAL REPORT SMITHSONIAN INSTITUTION, 1914. 
(d) DRAMATIC ACTIVITIES. 
Dramatic activities arise out of the imitative and dramatic tend- 
encies and the hungers to experience the form and content of con- 
duct, and express environmental situations. In the adult these 
tendencies and hungers have developed the dramatic arts. In the 
little child, dramatization intensifies ideas and bears the same rela- 
tionship to an appreciation of conduct that manipulation bears to 
knowledge of physical nature. The child interprets conduct through 
his own motor activities and later expresses an ideal. In all classes 
of children these activities grip the imagination. They correlate 
and give added zest to other phases of activity. Under leadership 
they plant rich associations that give immediate educational values 
and help develop the capacity for some of the higher recreative arts 
in the adult. 
Leadership for the little children should supply opportunities for 
a broad range of imitative dramatization of single, social, and en- 
vironmental situations. For the larger children, leadership should 
be given in the dramatization of social situations, in the construc- 
tion of plots from stories and history, in the use and adaptation of 
plays, and in the development of simple pageants. These latter 
forms of dramatization will lead toward the celebration cf holidays. 
(e) RHYTHMIC AND MUSICAL ACTIVITIES. 
Rhythmic and musical activities arise out of vocal and manual 
experimentations and the pleasures derived from rhythm, tone, 
and melody. These pleasures, with their emotional relationships, 
have created the musical arts of man. In the child, rhythmic and 
musical activities begin in crude vocalization, bodily movements, 
and drummings, and develop through various stages of complexity. 
There are (1) bodily rhythms, as running, stamping, marching, skip- 
ping, etc., up to dancing; (2) vocal rhythms and tones, as counting, 
repeating sounds and tones, leading up to poetry and singing; (3) 
drummings and beatings with sticks, fingers, or cans, picking sounds 
on strings and blowing sounds on bottles or shells, leading up to the 
use of drums, cymbals, and string or wind instruments. 
These are all music activities to the child, but the music of the 
race is highly evolved, and it has a complex written language. It 
is a simple matter to organize the musical activities characteristic 
of each age period, but the transition to the musical activities of the 
racial type or to an appreciation of these is achieved for the masses 
only through a broad association or skilled leadership. Individuals 
differ enormously in musical capacities. All children should have 
their musical impulses developed to the point of adjustment in the 
community social recreative life. 
