Games in a Theatre Classroom

8/2/2019 Games in a Theatre Classroom

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Games are incredibly useful in a theatre classroom; and not just acting or warm-up

games all kinds of games can be played to increase performance or creative skills.Most theatre games, and the recreational games that are best in class have no

winners or losers. The participants work individually or with others to accomplish thegoal of the game, and if the goal is not accomplished at the first try, the participants

have still learned something from the experience.

The games here are ones that I have created or that I have learned and could not be

traced to a particular source.

A great resource to check out is Hugh's List of Improv Handles, maintained by Hugh

McLeod, which lists improvisation games and instructions for playing.

For more ideas, read some of these theatre game books.

ALI BABA

Game Type: Concentration

Age Range: 7-12

Number of Participants: 8-20

Materials: None

Explanation: Ali Baba is sort of a physical version of a song in the round. one

person starts with a motion, and the next person comes in one line later with thefirst motion, while the first person is doing the next motion. The game stops when

the first motion has successfully made it around the circle to the first person.

How to Play: All participants sit in a circle. The leader begins, saying "Ali Baba and

the forty thieves" while doing a repeatable motion (Clapping, snapping) with herhands. As soon as the phrase, "Ali Baba and the forty thieves" is finished, the secondperson (person to the right of the leader) picks up the leaders first motion, saying

the "Ali Baba" phrase. The leader is now saying "Ali Baba" for the second time, witha new hand motion, so the second person must still keep an eye on the leader he

will have to duplicate every new motion as the leader finishes. The motions travelaround the circle in this fashion, with the leader coming up with a new motion every

time she says "Ali Baba", until the first motion reaches the leader. That is, theleader sees the person to her left making the first motion that she made, and so
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stops her action. Then the non-action follows through the circle until the last personhas repeated the last motion.

Notes: It is easier at first for the participants to keep their eyes on the person to

their left, so that they can see each new motion clearly. As they get better atswitching the motions as necessary, the participants can try following the motions

without looking directly at the person to their left. The leader should make sure eachmotion she does is different from the ones before, as a repetition causes confusion.

ANYTHING FABRIC

Game Type: Warm-up

Age Range: 5+


Materials: A piece of fabric, about a yard square, solid color or pattern

Explanation: This game stimulates imagination by encouraging multiple answers for

the same question.

How to Play: Participants stand in a circle. The leader shows the fabric to the

participants, saying "What could this piece of fabric be? Were going to pass it aroundthe circle and each of you will show us something that it could become." The leader

demonstrates, turning the fabric into something (for suggestions, see list below) andstating what it is. The fabric is passed from person to person, with each participant

sharing an idea. If an idea is repeated, such as "a hat", the leader asks theparticipant to be more specific (a turban, a bonnet), thereby making the participant

come up with their own idea. If the number of participants is small enough, thefabric can travel around the circle twice. A variation on this game is to limit the ideas

to a category such as clothing, or things that are the color of the fabric.

Notes: Here are some of the answers to the question, although the possibilities are

endless.

A Superman cape

A Diaper

A Magic carpet

A Flag

A Picnic blanket

A Dogs leash A Toga ("One of those things they wore in Greece" was the original

description)

A Leg cast

A Wig

BLOB (SIMPLE)


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Game Type: Warm-up

Age Range: 7+


Materials: Enough enclosed space to accommodate the number of participants

Explanation: The blob tries to assimilate everyone, and everyone tries to avoidassimilation.

How to Play: Participants spread out in an enclosed area and the Blob is chosen. Atthe leaders signal, the Blob begins trying to tag another participant. When the Blob

succeeds in tagging a participant, that person latches on to the Blob, becoming partof the Blob. The Blob continues to try to tag others, and as they get tagged, they

also join the Blob. Eventually, everyone is the Blob, and there is no one left to betagged. Encourage both groups of participants as they try to avoid or assimilate, and

remember that the last person to be tagged by the Blob is not the "winner" and the

first person to be tagged is not the "loser". The objectives for the Blob and the non-blobs should prevent the participants from thinking of this. The group will probably

ask to play again, and because this is a fairly short game, there should be time to

repeat the game. The second time, encourage the Blob to work together to findbetter ways to tag people, and the non-blobs to discover original ways to avoid the

Blob.

Notes: Make sure that any obstacles that could cause a fall are removed before

playing this game.

BLOB (COMPLEX)

Game Type: Warm-up

Age Range: 7+

Number of Participants: 5-40 Materials: Enough enclosed space for the

participants to play this game.

Explanation: The Blob tries to assimilate everyone, and the other participants try to

avoid being assimilated, while all are "blind".

How to Play: The participants spread out in the enclosed playing area, and they

close their eyes/put on blindfolds. Remind the participants that they will have tomove slowly and carefully to avoid crashing into anyone. Select a Blob by tapping

him on the shoulder, and then signal the participants to begin. At the leaders signal,

the Blob begins trying to tag another participant. When the Blob succeeds in tagginga participant, that person latches on to the Blob, becoming part of the Blob. The Blob

continues to try to tag others, and as they get tagged, they also join the Blob.

Eventually, everyone is the Blob, and there is no one left to be tagged. Encourageboth groups of participants as they try to avoid or assimilate, ask them to use senses

other than sight to determine where the Blob is or non-blobs are. The objectives for


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the Blob and the non-blobs should prevent the participants from thinking of this. Thegroup will probably ask to play again, and because this is a fairly short game, there

should be time to repeat the game. The second time, encourage the Blob to worktogether to find better ways to tag people, and the non-blobs to discover original

ways to avoid the Blob.

Notes: Make sure that any obstacles that could cause a fall are removed beforeplaying this game. The leader and assistants should monitor the speed and positions

of the participants to help avoid any collisions with people or things.

CATEGORIES

Game Type: Warm-up

Age Range: 7+


Materials: None

Explanation: Participants try to think of as many things as they can that fit into aparticular category.

How to Play: Participants sit in a circle and begin a one-two rhythm (Clap-snap, orslap(legs)-clap). One person says, in rhythm, "I am thinking of .." whatever the

category is, and then says something that fits the category. On the second beat afterthe first person, the second person says something that fits the category, and so on

around the circle.

Example:

"I-am-thinking-of-kinds-of-fruits" (Clap) "Apple"

(Clap) "Orange"

(Clap) "Strawberries"

(Clap) "Banana"

(Clap) "Watermelon"

It is okay if saying the category items takes longer than one beat, because of

multiple syllables, but the participants are not allowed to pause for more than onebeat between the end of the last persons item and their item. Everyone continues

this process until someone gets stuck or repeats an item. When this happens, theparticipants can either start over with a new category, keeping the person who got

stuck in the circle, or the person who got stuck could be "out" and the same categorycould be repeated until there is only one person left. If everyone stays in, the leader

could time the participants to see for how long they can continue.


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Notes: The category chosen depends on the ages and interests of the participants. Ayounger, less experienced group could play for a while with a category of "Different

kinds of candy", while a high school drama club might have fun with "names ofplaywrights". The leader should explain that the objective of the game is to keep the

category traveling around the circle as long as possible, even if the participants whoget stuck or repeat are out. This way, the participant choosing the category wont be

encouraged to come up with an obscure one that only they know several answers to.

EMOTION PARTY

Game Type: Improvisation

Age Range: 10+


Materials: None

Explanation: The host of a party and the guests acquire the emotional state of

whoever enters the party.

How to Play: One person begins, as the host, with a neutral emotion. The first guest

knocks or rings the bell (saying "knock-knock" or "ding-dong"), and enters in highlycharged emotional state. Emotions that work well with this exercise include,

excitement, fear, anger, jealousy, joy, sadness, etc. As soon as the host picks up onthe emotion, she "catches" it, and interacts with the guest. The next guest enters

with a different emotion, and the host and guest "catch" it. Things get more chaoticas more guests enter, as each new guest causes a different emotion to permeate the

party. Once the first guest has entered, the participants can interact with different

people until they notice a change in the emotion, and then they must adapt thatemotion. The participants should not watch the new guests for the emotional state,rather, they should let the emotion "travel" to them as it will. To make things really

tricky, two guests could enter at the same time with different emotions. Theparticipants will be really wired after this game, so plan accordingly to use that

energy.

Notes: If this has not been discussed before, it might be a good time to discuss with

the participants how to express negative emotions such as anger without hitting anyother participants- what verbal and physical things show anger (in performance)

without hurting anyone in reality.

IMPROVISATION STARTERS

The situations in these starters should be fairly easy for beginning improvisers to put

themselves into. Each character has a motivation, what that person wants in thescene. The actors should decide the "why" behind their desire before they start the

scene. This will help them to keep focused during the improvisation. The specifics ofthe scenes can either be determined ahead of time, or they could be made up during

the improv.


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For Younger Actors (8-12):

1. A girl brings a dog (not another actor-imagine it is there) into her house who

"followed her home". She tries to convince her mother to let her keep the

dog.2. Two siblings play a board game. One accuses the other of cheating. An

argument ensues.3. A grandparent and grandchild have a talk about what they did during their

day. The child expresses a desire to be older, and the grandparent wishes to

be younger.4. A teacher tries to teach the multiplication table to a student who only wants

to talk about TV shows.5. One friend tries to convince another friend that she has seen a UFO. The

friend is disbelieving.6. A child tries to convince parent to stay home from work and let her stay home

form school.

For Older Actors(10+)

1. A teacher tells a student that she is going to fail science class. The studenttries to convince the teacher that she will improve, and asks her not to put an

F on the report card which comes out next week.2. A mother and son/daughter are shopping for school clothes. The Mother does

not think her childs attire choices are appropriate for his/her

age/weight/personality.3. One friend tries to convince another that he has seen a UFO. (Is he lying or

not?)4. A young child is at the doctors office with his/her mother to get a shot. The

child is very frightened and the doctor has to use tactics in order to give the

shot. The mother is very nervous.5. Two friends are deciding which clubs/classes to sign up for. One wants to

take/join something (i.e. cheerleading, ROTC, Feminist Theory) that the otherthinks is an awful choice.

6. One sibling tries to convince another who is shy to come to a party.7. A boy has been told (falsely) that a girl likes him. Actually, the girls best

friend likes the boy. He runs into the girl at the library, and she tries to gethim to go over to the section of the library where the best friend is.

8. A young person has to do a paper on (pick an historical character), but doesnot want to have to read a lot. He tries to get a salesperson in a childrens

bookstore to show him books on the subject that will provide enoughinformation for the report.

9. A teacher is trying to teach the multiplication table in a one-on-one situation.The student only wants to talk about TV shows.

10.Three friends are in a restaurant. They try to order from the menu, but eachhas some dietary restriction that requires them to change the preparation of

each dish. The waiter is new on the job.11.Two friends are on a talk show. Their problem is that one keeps changing her

interests and attire to match the other friend. The talk show host is on theimitators side.

12.Two people are at an amusement park. One wants to ride the newest rollercoaster in the park (choose specifics), and the other one is terrified to do so.


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He/she tries to convince the other not to ride without letting on that he/she isscared.

13.Girl/boy talks to male/female (opposite gender) friend about new boy/girlshe/he is dating. The person is a JERK and the friend doesnt think she/he

should see him/her.14.Babysitter tries to get a child to go to bed. The child will not fall asleep,

because he/she is afraid of a monster (pick a kind).15. Four people are going to the movies, but two want to see one movie (choose

a type) and the other two want to see a different one (choose something

radically different from first).16.A schoolmate tries to convince another to convert to his new religion, which is

based on the idea that computers are omnipotent.

17. Two strangers are stuck in a room that has a security door. The one is overlyconcerned with getting out, the other wants to become friends, and so is in

no hurry.

MIME IT DOWN THE ALLEY

Game Type: Skills Development

Age Range: 10+

Number of Participants: 8-10/line

Materials: None

Explanation: A pantomimed version of "Whisper down the alley". Participants try to

communicate an object or idea to each other so that the last person has the same"message" as the first.

How to Play: Participants are divided into groups of eight to ten people. Each groupsits in a straight line, facing backward except for the first person. Participants are not

allowed to talk at any point in the game. The first person in each line is given anobject to mime (i.e., a toaster, a computer, a jack-in-the-box) the only

requirement is that it can be shown in pantomime in a seated position. The first

person taps the second person in line on the shoulder so that they turn to face eachother. The first person mimes the object, and when the second person thinks he

knows what the object is, he nods. Then the object is mimed to the next person,

traveling down the line to the last person. The objective is for the pantomime of theobject to be clear enough each time that it stays the same object all the way down

the line. Usually, the object changes into something entirely different theinteresting thing is to see how it changed along the line. Each person should tell the

others what they thought the object was, and discuss what they saw the othersdemonstrating.

Notes: There are many variations that can be played with this game, by changingthe object to a movie or book title, or incorporating concepts from a curricular area

into the game. For example, the pantomime could be of a preposition or a scienceconcept.


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NAME GAME #1

Game Type: Group Cohesion

Age Range: 10+

Number of Participants: Unlimited

Materials: None

Explanation: A game for the first day of class, so that everyone learns each others

names.

How to Play: The participants sit or stand in a circle. The leader says, "We arehaving a party, and everyone has to bring something for the party that begins with

the same first letter as their name. My name isJANINE, and I am bringing a bagofJELLYBEANS." The person to the leaders right says his name and item, and then

repeats the leaders name and item: "My name is ERIK, I am going to bring EGG

SALAD. This isJANINE, who is bringingJELLYBEANS." Each person in turn introduceshimself, announces their item, and repeats the name and item of everyone who

preceded them. This means that the last person has to remember everyone in thegroup, or at least try. The leader should encourage others to help out when

participants get stuck on someones name or item, with verbal or pantomimed clues.

NAME GAME #2


Age Range: 8+

Number of Participants: Unlimited

Materials: None

Explanation: Participants learn each others names with the help of gestures.

How to Play: Participants stand in a circle, and each person in turn says their name,at the same time executing a gesture that expresses their personality. For younger

participants, the leader can suggest that the gesture shows a favorite hobby, sportor activity. After everyone has shared their name and gesture, the participants play

"tag" with the names and gestures. While standing still, the participants can tag each

other one at a time by saying a persons name and repeating their gesture. Theleader should encourage the participants to get to everyones name without repeats,

so that all members of the group are included.

Notes: The leader should continue this game until he knows almost all of theparticipants names. Hopefully, this will be before the group is bored with the game.


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OBJECT PERMANENCE

Game Type: Skill Development

Age Range: 7+


Materials: A melange of 20 to 50 objects, pens/pencils and paper

Explanation: Participants try to remember things they can no longer see.

How to Play: Prior to playing, the leader places the group of objects on a table and

covers it with a cloth or places it in a separate room, so that no one can see it aheadof time. The leader explains that the participants have one minute to look at the

objects on the table, and then they will be asked to write down as many objects asthey can remember. The participants are not allowed to touch any of the objects,

and they cannot talk aloud during the minute of looking. The leader has the

participants stand around the table, and pulls the cover off, saying "Go." After timinga minute, the leader covers the table, and asks the participants to write down as

many objects as they can remember. The leader gives the participants two minutesto do this, and at the end of this time, the leader lists all of the objects on the table.

Notes: This game helps participants focus on their sense of sight it can berepeated so that they can try different methods of remembering all of the objects.

OPEN SCENES

The two lines in each scene are to be repeated over and over again in a predetermined

situation, i.e., for scene one, character A is stuck underneath a fallen tree, andcharacter B is not strong enough to lift the tree.

One

A: Help me.

B: I cant.

Two

A: Im sorry.

B: Its all your fault.

Three

A: Stop it.

B: Make me.


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Four

A: What are you doing?

B: What does it look like?

Five

A: Its time to go.

B: Not yet.

Six

A: I need you.

B: Just a minute.

PARK BENCH


Age Range: 10+

Number of Participants: 2

Materials: A Bench

Explanation: In this game, one person decides the character for both participants.The other participant has to react to this while trying to determine their character.

How to Play: One participant sits on a bench. The setting is a park, and the person

on the bench has no character until the second participant enters. The secondparticipant has decided who she is, and who the person sitting on the park bench is.

For example, the person entering could decide, "The person on the bench is afamous author, and I am a great fan of their work." In this situation, the actor would

recognize the person on the bench, react to seeing their favorite author in person,

ask for an autograph, and tell the author about which books she likes best. The actoron the bench, meanwhile, has to adapt to the situation, developing their character

bit by bit. The improvisation ends when one actor exits, hopefully after everyonefigures out who they are.

Notes: With younger or less experienced actors, the leader may want to supply the

person entering with characters, so that there is no worry about clear characters.

PEOPLE PICTURES I



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Age Range: 9+


Materials: Pictures of people, as many as Participants (see Notes)

Explanation: Participants will use pictures as inspiration in creating characters, and

interact with others as their characters. They will try to determine which picture theother participants used for their inspiration after interacting with them.

How to Play: Participants spread themselves out in the room, so that each personhas enough space to think without distractions. The leader passes out a picture to

each participant, explaining, "DO NOT let anyone else, even me, see your picture.You have three minutes to look at the person in your picture and become that

person. Decide what kind of personality he or she has, how old the person is, whatkind of life they lead, etc. Use the picture to help you decide - are there details about

the person's clothes, their surroundings, their face which give you ideas? Try tocreate a "story" for this person, as well as a voice, mannerisms, attitude. All of your

characters will attend a party at the end of the three minutes." The participantsshould not talk to one another before the three minutes are up. At the end of the

three minutes, the participants hand in their pictures. As soon as they hand in the

picture, they transform into their character. The leader should explain that they needto talk to the other characters, as if they are at a party. The participants should

attempt to talk to everyone else, and try to remember things about the other

characters. The party lasts five to ten minutes, depending on the number ofparticipants. At the end of this time, the leader asks everyone to discard their

characters and become themselves. The leader then shows the participants thepictures that were used, and asks the group to identify whose character matches

with the picture. (Don't tell the participants that this will happen ahead of time. Thetemptation of "fooling" everyone is too great to resist for some people, and these

people will purposefully make their character unlike their picture if they know therewill be guessing.) The group should discuss their reactions to their pictures, and to

others' as well as how everyone developed their character.

Notes: The pictures can be cut out of magazines, and then pasted onto oak tag or

posterboard for stability. Try to get a good assortment of people - all ages, races,levels of attractiveness, and don't put any famous faces in the bunch. The more

interesting the setting and the appearance of the person, the more there is for theparticipants to use for inspiration. Remember, there are no wrong answers - but the

participants should be able to answer "why" questions about the character andpicture.

THIS IS A WATCH

Game Type: Concentration

Age Range: 7+



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Materials: As many one syllable objects as participants- pen, book, etc.

Explanation: The object of the game is to pass the object or objects around the

circle without stopping or breaking the rhythm of the script eventually, the group

should be able to complete a circle in which everyone has an object.

How to Play: The participants sit in a circle. One person has a watch (GIVER), whichshe will hand over to the person on her right (RECEIVER) once the lines are

completed. The first time, the watch is passed from one person to the next, followingthe script (see below) until the watch is back at the beginning. Once everyone knows

the lines exactly as written, the group can try two objects. The person withthewatch again passes it to the right, but the person to the left of her hands her a

pen AT THE SAME TIME that she is handing over the watch. This means that theperson with the watch is saying both parts of the script the GIVERS and the

RECEIVERS part. The chart below will illustrate.

(The GIVER has a watch, and turns to the person on her right, the RECEIVER)

GIVER: (Offering Watch)

This is a Watch.

RECEIVER:( To GIVER)

A What?

GIVER:(Replying)

A Watch.

RECEIVER:(Repeating)

A What?

GIVER: (Replying)

A Watch.

RECEIVER:

Oh, A Watch. (Takes Watch)

The RECEIVER now has the watch, and becomes the GIVER with the person

to her right, who is now the RECEIVER, and they repeat the same script.

When there are two objects in the circle, someone is the GIVER and the RECEIVER

simultaneously, and must say both sets of lines.

ARROWS indicate to whom the comment is directed

GIVER GIVER & RECEIVER RECEIVER

This is a Pen. This is a Watch. (silence)

(silence) A What? A What?

A Pen. A Watch. (silence)


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(silence) A What? A What?

A Pen. A Watch. (silence)

(silence) Oh, A Pen. Oh, A Watch.

Notes: It is best to move from one object to two, then to three, and so on from

there. Do not add another object until the group has successfully completed a circlewith the number before. This is not an easy game for everyone to master, but nearlyeveryone can with some perseverance. I have taught this game to over two hundred

different children, and only one of those did not learn it he quit trying after the first

time. Most likely, some participants will catch on faster than others, and becomefrustrated with those who are having difficulty with the rhythm. As soon as this

occurs, it is time to say "Well, we have all been working very hard at this game. The

next time we try it, maybe we will be able to give everyone an object." Usually, theparticipants are eager enough to master the game that they will practice with others

until you see them again. It may help to have the lines written on a large piece ofpaper for visual learners, and if you have an assistant or two, demonstrate the game

with them.

YOU


Age Range: 10+


Materials: None

Explanation: Participants enhance their communication skills by passing "you" from

one person to another.

How to Play: Participants stand in a circle. One person starts by gesturing towards

someone else in the circle and saying "You." That participant then gestures and says"you" passing it to another person in the circle. There is no particular order or

sequence for the "you", but as it is passed, the energy of gesture and volume of the

"you" increases. This continues until one participant achieves such energy andvolume that the person to whom she is passing the "you" realizes that he cannot top

it. The energy and volume then begins to decrease in steps until the gesturedisappears and the "you" is not heard, only mouthed. From there, the mouthing

stops, the "you" is passed with movement of the eyes, and eventually nothing

happens to indicate who has the "you", but it is still being passed around the circle.It will get lost very soon after this point, but the participants will feel as if they have

had a psychic connection with each other.

Notes: This game is especially good for small cast plays to try with each other. The

more secure and closer actors feel with each other, the more risks they will be ableto take in rehearsal.


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Last Updated: 05/26/991999,Janine Moyer Buesgen
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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Give me a random Ask For.

A dog is to a cat like a walrus is to a BLANK.

A poor choice for collateral.

Can I get a crucial moment in history?

Can I get a location that fits on the stage? Can I get a non-geographical location?

Can I get a polysyllabic noun that starts with the letter D (F, G, etc)?

Can I have a relationship between two people?

Fill in the blank. The -blank- holiday.

Fill in the blanks. For every -blank- there are seven -blanks-.

How do we know God is a woman?

I'm sorry but the dog ate my BLANK.

If god were an atheist what would god have called religion?

If Mac's were actually decent computers what would they be called?

If money could buy you love, how much would it take?

If there was no fire what would you use to keep warm?

If you could change one thing about your life, what would it be? If you could defy any natural law, what would it be?

If you could go on holiday in any year in history, when would it be?

If you could invent a new human organ what would it be?

If you could replace your boss with an animal, what animal would it be?

If you could replace your spleen with something, what would it be?

If you could work at a Federal Penitentary what job would you choose?

May I get a backyard activity?

May I get an occupation that involves no risk of physical injury?

My post-it notes don't work, they are covered in -blank-.

Name a new type of PhD.

Please describe your favourite physical exertion that is mimed.

Please fill in the blank. The -blank- family.

Please name a bad none clothing replacement for pants.

Tell me what was your favourite toy as a child?

Tell us the meanest thing a co-worker did to your cubicle.

They're not really fighting over oil, they are fighting over BLANK ?

Those are not tears of sadness they are tears of BLANK.

We know the seven habits of highly effective people, what is the ninth?

What am I holding in my hands (hold up hands)?

What animal does your spouse remind you of?

What are you planning to do on your next day off?

What best describes the human mating ritual?

What did you want to be when you grew up?

What does it take to wake you up in the morning?

What food type should have a seven day waiting period?

What is a lame excuse for NOT being given a speeding ticket?

What is a room in the house?

What is an annoying personal habit?

What is the best thing to have in your pants?

What is the integral of 3Xcubed?

What is the name of an unlikely superhero?

What is the opposite of the colour (blue)?

What is the thirteenth commandment?
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16/17

What is the worst excuse you have heard for missing work (school, church)?

What is your favourite cereal topping?

What is your favourite fruit (vegetable, meat etc.)?

What is your uncle's favourite hobby?

What profession should not (should) play with silly putty?

What should Microsoft's next "killer app" be?

What vegetable should a computer be named after? Whats your favorite Candy Bar?

Where is a bad place to take a date?

Which human virtue would you like to be able to control?

Why are you limping this morning?
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17/17

Unity is Strength

Once upon a time, there was a flock of doves that flew in search of food led by their

king. One day, they had flown a long distance and were very tired. The dove king

encouraged them to fly a little further. The smallest dove picked up speed and found somerice scattered beneath a banyan tree. So all the doves landed and began to eat.

Suddenly a net fell over them and they were all trapped. They saw a hunterapproaching carrying a huge club. The doves desperately fluttered their wings trying to get

out, but to no avail.

The king had an idea. He advised all the doves to fly up together carrying the net

with them. He said that there was strength in unity.

Each dove picked up a portion of the net and together they flew off carrying the net

with them. The hunter looked up in astonishment. He tried to follow them, but they wereflying high over hills and valleys. They flew to a hill near a city of temples where there

lived a mouse who could help them. He was a faithful friend of the dove king.

When the mouse heard the loud noise of their approach, he went into hiding. The

dove king gently called out to him and then the mouse was happy to see him. The doveking explained that they had been caught in a trap and needed the mouses help to gnaw atthe net with his teeth and set them free.

The mouse agreed saying that he would set the king free first. The king insisted that

he first free his subjects and the king last. The mouse understood the kings feelings and

complied with his wishes. He began to cut the net and one by one all the doves were freedincluding the dove king.

They all thanked the mouse and flew away together, united in their strength.
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