| So you want to have an elementary school play, | | | | student into doing something and they are |
| but how do you choose who gets each part. | | | | unwilling to try something without a long |
| Since elementary students are quite a bit | | | | explanation then I do not want them to be one |
| different from middle and high school students | | | | of the major speakers because I do not have |
| here are some ideas that you might find helpful in | | | | time to do this all the time. I need someone that |
| choosing parts. | | | | is willing to listen to instructions and do it instead |
| First the students need to want to do it enough | | | | of having to be talked into doing it. |
| to give up some of their time. So schedule | | | | During the tryout I watch those students that are |
| tryouts during recess or lunch time. If the student | | | | not speaking, also. Can they stand and listen and |
| is willing to give up their recess or lunch then they | | | | not have to be told to settle down. If they |
| really want to do it. | | | | cannot control themselves then you will have |
| I rarely give students a long wait to try out. I tell | | | | trouble with discipline during rehearsals. If a |
| them on Monday that we will be having tryouts | | | | student can be courteous and stand and listen and |
| that week so be sure to listen and watch the | | | | watch their fellow students respectfully then they |
| bulletins. If a student really wants to participate | | | | we be good during rehearsals usually. |
| then they will remember and keep watching for | | | | All students that tryout are given some kind of |
| the tryouts. This gives you an idea of which | | | | part. Some of them will want to try out for |
| students really want this experience because they | | | | several things like speaking, solos, dancing, and |
| will stop you in the hall and ask/ | | | | anything else that is offered. These students are |
| Second, the students must be willing to speak | | | | easy to place because there are many places to |
| loud enough to be heard. The first try out I have | | | | put them. There is also that student that does |
| them line up, then I stand at the back of the | | | | very poorly at tryouts but wants to be in the |
| room. The student is then requested to say any | | | | play really badly so you invent a part for them or |
| nursery rhyme that they would like to repeat. | | | | make them the student director or maybe your |
| This way you can see if you can hear them and | | | | gopher person. |
| if they speak clearly. Then I have them say the | | | | I had students that did the lights, that turned |
| nursery rhyme again, but I see if they can act a | | | | pages for the pianist, students that took care of |
| little so I ask them to say the nursery rhyme as | | | | the microphones and tapes. There are many |
| if they were “a little old lady” or “like | | | | places that students can work and take the work |
| a cheerleader” etc. If they are too shy to do | | | | load off of you. |
| a little acting then I put them on the list for short | | | | So remember even if they are trying out for a |
| speaking parts. Those students that speak loudly, | | | | speaking part and they do not get it make sure |
| clearly and do a little acting I put on a short list to | | | | that you give them something to do. One line |
| have read parts. | | | | parts are great for students that want to be |
| This try out also tells me whether a student will | | | | front and center for their minute of fame even |
| freeze or is one of those students that have to | | | | though they are very quiet. So don’t |
| be talked into doing something. If I have to talk a | | | | overlook anyone give them all a chance. |