Role plays in family - the
first theater
Role plays are preprogrammed in
a family: The adult person is always stronger than
the children. But when there are many children the
situation can "change" and the children can make
intrigues against the parents, which - when the
parents have got a safe humor - is answered by
other intrigues against the children, but always
in a kind without provoking a big damage, because
otherwise any humor will be lost in the family.
The
first role plays in childhood are the first play
in the sandpit where children are sharing sand
forms, or another role play is the queue before
climbing the ladder of the slide where children
precisely get aware who is always "pushing to the
front", or there is another scenery with the swing
where the children know who is always "occupying"
the swing etc.
When
children of a family are not bothered by strong
forces by psychoses of the parents or by housing
shortage or other negative matters in life like
abuses or compulsory sales etc., then the children
can learn easily that they have a "role" in the
family, and this role gives them possibilities and
limits, but they know that when they get older the
possibilities and the "roles" will rise.
"Roles" in a family are also
"distributed". Can be that the "roles" are
distributing themselves automatically by helping
each other automatically with a soft humor. And
one person should not do always the same thing,
but there should also be an automatic change and
variation of the compulsory actions in a
household, lead by an automatic mental intuition.
Another possibility is changing the housework with
a coordinated plan. But such a workplan is a
strong emotional fixation, and children
principally don't like at all when there is fixed
in advance which emotion and which work they
should do at which time because the school is
giving them enough strict structures already
without any spontaneous action. Add to this a
housework plan is always in danger to be not
fulfilled and big discussions can follow.
Therefore the best is when the
parents wish something, and the child helps, or
the child is wishing something, and the adult
person helps.
Children
have to experience house work as equal persons to
the adults, have to experience that the adult
person is playing the same "role" in the house,
and then this will all work with the mutual
automatic help. With this the adult person has got
the task not blaming the children too much, but -
as it was with the music - correcting the action
of the child with humor. With this always counts
the argumentation of functionality and efficiency,
and then the children will also like to copy this.
When the adult person can hold a good atmosphere
in a household in this kind, then it can even be
that the children will ask by themselves where
they "could help" yet. This is no joke, but this
is a fact. The energies lead by a soft humor and
by constructive corrections are coordinating so
constructively that humans want to help to
each other at the end. Only the politicians and
war lords of the political lodges - above all from
criminal "USA" - have not noticed that yet because
they want to have always war for their
"profiling"...
Beaten children developing
no "role" in their family but only fighting for
the "next" - and they will be also beating
parents
When children are often shouted
or beaten at home without reason, or by little
negligible reasons, or when children are caged for
punishment in a broom closet or in a cellar, or
when there are taken away the most loved toys as a
punishment, or when children regularly have to
suffer a punishment being beaten black and blue by
a belt - and in this way are the education methods
in some "non developed countries" yet where nobody
makes a report because of the fear getting
"difficulties" by revenge reaction - then the
intellectual development of those children is
blocked: The spirit of such children is only
thinking in a fight for the "next". They are not
recognizing their "role" nor their possibilities
because the are never permitted any "role" because
their parents don't manage their "role" at all.
Children like this are growing up in a permanent
fear, and correspondingly these beaten children
cannot see their possibilities and their further
possible "roles" and they will be typical
"employees" at the end only working with the order
of the boss without knowing that there could be
also other "roles" to live coming "forward" in
life.
When
parents don't know about the fact of the blockage
of the childish role play, then they are rotting
systematically the intellectual horizon of their
children by shouting and beating. They are
limiting their authority on "spreading fear" and
they are installing the children a trauma for
life, and when there are no other correcting
elements cleaning up with the criminal parents,
the children do not recognize this trauma but even
think that all this would be "normal" and at the
end they are even repeating this beating behavior
with their own children (like this it happens with
many "non developed countries"). In this way the
violent societies are created, and that's why the
murder rates in South "America" are until 10 times
higher than in Central and Northern Europe for
example: The humans in Europe have recognized the
"roles" and the value of a non violent,
psychological well managed education, but the
societies in South "America" unfortunately not
yet. The fear of the corrupt police which is
collaborating the the criminal gangs being capable
to kill everybody is blocking any justice in these
non developed countries.
School theater and
distribution of roles
School theater can develop
children reading their first real literature,
analyzing "good" and "bad" characters of certain
persons copying these roles. For beaten children
from families without intellectual wisdom about
"roles" in family life these school theaters are
even the only possibility for learning about and
incorporating roles. Even the discussion about the
distribution of the "roles and actors" is a play
for itself how a "society" is working, who will be
the "king" and who will be the "queen", who is
capable for minor parts etc. Here the teaching
person has got the task to recognize hidden
talents of the children giving them the chance in
the role play to develop new capacities. Also
children having difficulties with their language
should not only get little roles, but it will be a
stimulus bettering their language, also when
during ht theater nothing will better yet - but
this stimulus and the remembrance to the speech
defects will have an effect for whole youth and
will be corrected eventually during the youth.
Of
course during such a project of a school theater -
this is the same with the music group - not only a
theater is played, but there will be supported
artistic and artisan talents when sceneries are
build up and complete landscapes are painted, or
when masks are produced and painted, or when
clothes are knitted etc. Then it can also be that
some more objects have to be made, and other
pupils with artisan talents are coming up. Or
suddenly a mousy pupil gets the chance to deliver
an important object for the theater by familiar
relationships.
The whole is working with the
support of the parents of course supporting the
children with learning texts by heart, helping
them working with "jingles", helping them
memorizing texts with some decisive words, and
organizing "test runs" at home taking over other
roles of other children in the test.
One can see that a theater play
is not only theater but whole life is going with
it, and the children are intensively learning the
constructive cooperation in a group. And for
children from non culture families a school
theater really is the only possibility to detect
"roles" and talents.
Music
in the school theater can be played by a music
teacher on the piano. But even more interesting is
a school theater with music playing of the
children themselves.
Youth theater
Youth theater is occupied with
greater literature then. The talents are risen
during the youth age onto an adult level, and
eventually also the choice of career and of the
"role" in life is influenced by this. When it's a
youth school class playing theater, then this
theater can be very boring for some members
because the members "know each other" for a long
time already. When it's a central and municipal
youth theater, then it will be very interesting
because new people will know each other preparing
a theater performance during half a year with all
what belongs to it.
"Developing countries"
without school theater or youth theater
It could be watched in South
"America" (with the exception of Chile) that
schools in the "developing countries" there have
no theater activities, and the local children have
no possibility to live in other roles. Therefore
an important point is missing in the intellectual
development there for comparisons, comparing
persons, and recognizing the own parents in their
role. Children consider this intellectual poverty
as "normal" then and are eventually even enforced
for children's work. At the same time the
governments of the "developing countries" are
wondering about what the Europeans are making
different than the South "Americans" (with the
exception of Chile). But these governments never
ask, and therefore they don't know what's the
point. But perhaps they are reading this text, and
then they know it.
