Cinderella And Other Plays

By K.T.Gatti

Novelist, poet, short-story writer, essayist, playwright, educationist, linguist.... author of over 90 books in Kannada as well as English. M. A. (English), B.Ed. from the University of Kerala; L.T.C.L. Diploma from Trinity College, London; A.C.P. Diploma from the College of Preceptors, Oxford; Taught English for 15 years in India and 9 years in Ethiopia; Published four books in the teachingof English language, grammar and Phonetics; Published in Kannada 45 novels, 3 anthologies of short stories, 4 anthologies of essays, 2 anthologies of poems, 18 plays, and a travelogue; Published in the Tulu language a novel and a collection of poems translated from English.

• Language: English
• Publisher: Pustaka Digital Media
• Release date: Jul 5, 2016
• ISBN: 6580100201352

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Cinderella And Other Plays

Author :

K.T. Gatti

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Table of Contenta

1. CINDERELLA

SCENE ONE: GARDEN

SCENE TWO: THE SAME AS THE SCENE FIRST

SCENE THREE: HOUSE

SCENE FOUR: GARDEN AND HOUSE

SCENE FIVE: PALACE, DANCE PARLOUR

SCENE SIX: CINDERELLA’S HOUSE

2. FRIENDS IN DEED

SCENE ONE: FOREST

SCENE TWO: PALACE

SCENE THREE: A HUT

SCENE FOUR: PALACE:

SCENE FIVE: A HUT

SCENE SIX: PALACE.

SCENE SEVEN: PRINCE’S NEW ROOM.

SCENE EIGHT: PALACE

SCENE NINE: PALACE GROUNDS.

3. THE BULBUL SONG

SCENE ONE: PARLOUR OF A VILLA

SCENE TWO: PARLOUR IN THE VILLA

SCENE  THREE: FOREST

SCENE FOUR: GRANDMOTHER’S HUT

SCENE FIVE: FOREST

4. KINGDOM OF FOOLS

SCENE ONE: A STREET

SCENE TWO: HOTEL

SCENE THREE: ROAD

SCENE FOUR: ROAD, HOUSE

SCENE FIVE: PALACE

SCENE SIX:  OPEN GROUNDS

SCENE SEVEN: GROUNDS, MORNING

5. CUCKOO CLOCK

SCENE ONE: THE HOUSE OF DOLLS

SCENE TWO: HOUSE OF JACK AND JILL

SCENE THREE: THE HOUSE OF DOLLS

SCENE FOUR: HOUSE OF MARTIN  AND MARY

SCENE FIVE: THE HOUSE OF DOLLS

GLOSSARY

30 CHILDREN’S PLAYS IN KANNADA

K. T. GATTI

THE EARTH IS ROUND AND 4 OTHER PLAYS

About these plays 

These plays are based on folk-tales and fairy-tales from different parts of the world.  Written especially for schoolchildren, these plays can be performed by children in their classrooms. They can read out the dialogues by taking up the roles in the play. Children can distribute and redistribute roles among them. Such performances will be complementary to learning the language from textbooks.  Similarly, a performance can be staged for the benefit of the whole school.  This exercise is of great benefit where English is taught as a second language. 

By watching and reading plays in English one can familiarize oneself with spoken English. The best method of learning spoken English is by listening to conversation and making use of the opportunity to speak.  Sentences are spoken in a play in lifelike situations and in logical sequence.  By repetitive hearing, they become a part of the listener’s language.

A language teacher must bear in mind the fact that forcing the learner to speak always grammatically correct and complete sentences is what makes him tongue-tied.  Nobody learnt to speak his mother tongue this way. Every child starts speaking the mother tongue with meaningless words, and fragments. In the beginning, his speech is replete with of mistakes of all kind. The child learns the language the way he learns walking.

A play can also be read like a story. The reader naturally internalizes a lot of expressions from the dialogues in a play.  Reading a play can be a group activity providing social interaction.  Staging a play is a lesson in language as well as a piece of entertainment at the same time. Correct pronunciation, accent and intonation can be taught through plays.

After a few ‘play-lessons’ children can be encouraged to construct dialogues or short plays of five or ten minutes. This activity trains them to ‘think and speak’ which is the most important aspect of learning a language.

Children may be encouraged to write dialogues or short plays of a length of five to ten minutes. Through this activity, they learn to think and speak in the natural way.  Children may also be encouraged to write short plays and dialogues individually.  Children, who try to do this, will learn the pleasure of finding expressions for their thoughts. Their power of imagination flares up. Through this linguistic exercise, they will be able to speak well and write well in school or out of school.

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BOOK 6. CINDERELLA AND OTHER PLAYS

1. CINDERELLA

Characters:

Rosy (Cinderella)

Cinderman (Cinderella’s father)

Marigold (Cinderella’s mother)

Geranium (Cinderella’s stepmother)

Pearl and Coral (Geranium’s daughters)

Prince, Announcer

Servant, Soldiers

Nine singing girls, (later dancing in the court):

Iris, Opal, Lilly, Jasmine, Gloria, Loveleen, Ruby, Tulip, 

Emerald.

Baker, the dog,

The angel, 

Four cats.

SCENE ONE: GARDEN

A house as backdrop. A big tree and a flat boulder nearby. Nine girls (aged around seven- these are also the girls who dance with Pearl, Coral and Cinderella in the palace with the prince-then they are sixteen years old and shall be in different dress) enter singing and dancing)

Gloria:

Once upon a time,

There was a king called Cinderman.

He was loved by one and all.

He shared their happiness and their sorrows.