Puppet Making

[Language Arts, Drama, Visual Arts, Grade 4, Performing Arts, Creative, Language, and Adventure and Construction Learning]

Type and Purpose of Learning

In this lesson, children engage in adventure play-based learning as they take and manage risks in a collaborative environment. While engaged in construction learning, they make choices to build their puppets. In the process, students work together as a team, taking turns and solving problems.

Through creative and language play-based learning, the children express original thoughts and use their imagination to help them discuss or retell the story. Finally, children engage in make-believe learning to explore their characters’ feelings, situations and relationships so as to develop a story and performing arts play-based learning to dramatically retell the book.

Learning Story (overview)

The students visualize a character from a novel. They consider the physical and personality traits of the character and then design and create their puppets. Culmination of the activity is in the form of a dramatization of a scene from the novel study.

Lesson Plan

Assessment/Reflections for Future Lessons

Success criteria are developed with the students for each stage of the play-based learning experience. [Link to samples]

Pre-Stage 1

• How to give constructive feedback.

Stage 1

• What the puppet looks like and how it resembles the character, from which it is developed.

Stage 2

• Collaboration and group work while writing and practicing.

Stage 3

• Content of the play script and quality of the performance.

Other assessment tools:

1. Rubrics are created based on the co-constructed success criteria.

Anecdotal notes (link) are written on all students while preliminary discussions take place (assessment for learning) , and while puppets and script are being developed (assessment as learning), and for final script and presentation (assessment of learning). The look for in terms of anecdotal notes is different at each stage of the play-based learning experience.

Look for: Collaboration and group work (when taking anecdotal notes):

Cooperation: Listening attentively.

Respect: Agreeing or disagreeing politely.

Inclusivity: Encouraging, stepping back when needed.

Participation: Giving ideas and positive feedback.

Asking questions: Asking rich and pertinent questions.

Look for: Final presentation (when using the rubric):

Voice: Clear, loud.

Timely presentation: between two-three minutes.

Participation: All group members participating.

Relevance to novel study.

Curriculum Expectations

Language Arts

(Ref: Ontario Ministry of Education. The Ontario Curriculum, Grades 1-8: Language, 2006)

Writing

• Use some appropriate elements of effective presentation in the finished product; and
• Communicate in a clear, coherent manner.

The Arts

(Ref: Ontario Ministry of Education. The Ontario Curriculum, Grades 1-8: The Arts, 2009)

Drama

• Plan and shape the direction of the drama or role play by posing questions and working with others to find solutions.

Visual Arts

• Create two and three dimensional works of art that express feelings and ideas inspired by their interests and experiences; and
• Use a variety of materials, tools and techniques to determine solutions to design challenges.

Introduction: (MINDS ON)

The students “walk around” the classroom, reminding themselves of the work that they have done over the past few weeks. They familiarize themselves with the characters. They are given four sticky notes and they comment constructively on another student’s piece of work (art, Venn Diagram, character trait chart). Students are reminded of the success criteria for constructive criticism (link).

Teacher-Directed Lesson

Setting the Stage

a) Teacher Preparation

Prior to the activity, the teacher has done an in-depth character study of the various individuals in the novel James and the Giant Peach. Chart paper is posted around the classroom with descriptive words, drawings, Venn diagrams comparing and contrasting the characters from the book. Artwork has been completed and exhibited in the classroom. Words such as characteristics, physical traits and character traits have been discussed. The teacher has collected “puppet making” construction items and has them on display at the front of the classroom (see Resources).

b) Establishing Norms

Norms help team members clarify expectations about how they will work together to achieve shared goals. Students are aware of expectations. Discussions have taken place on constructive feedback and how to communicate with group members. Norms of collaborative group work are brainstormed and discussed.

Students know where to access the success criteria on the walls. They are aware of the rubric that will be used for assessment and evaluation purposes (see Collaboration Rubric.)

c) Creating a collaborative, accepting learning environment

Students have dialogued “acceptable” accountable talk and understand that it comprises words that are constructive, not destructive. They discuss what it means to give feedback and the purpose and goal of making the end product the best it can be (as above, see Collaboration Rubric).

NB: The novel used for this lesson is James and the Giant Peach, however, any novel study can work, as long as it has several characters.

Student Tasks (WORKING ON IT)

1. Students choose a character from the novel study. Using creative play (creativity and imagination), they envision what that character looks like, feels like, and sounds like and they record their findings. Once the character has been solidly established, the students visualize the kind of puppet they would like to make. In a small group, using the norms of collaboration, the students name the character and describe three to four character traits.
2. Students record what they will need to make their puppet from the list of puppet making construction items at the front of the class. Using make-believe and creative play, they decide on the outfit their character will wear and create an artistic sketch/picture of their vision.
3. Students move into the construction learning phase of the task – making their puppet. This activity happens after the teacher has conducted several lessons on puppet making.
4. Performing Arts Play – After the puppets are made, the teacher divides the class into groups and the students write a two-three minute play (using a scene from the novel) using their puppets. Success criteria are co-constructed, using the look for mentioned above.
   Part 1- The play is written, a script is developed. (Language arts learning, make-believe learning)
   Part 2- The play is practiced with the puppets. (Creative, performing arts learning, make-believe learning)
   Part 3- The play is performed in front of the whole class. (Performing arts learning)

Share and Connect

McKean and Sudol (2002) discuss the direct correlation between dramatic play and the outcome of a writing task. In this particular task, when students spend time focusing on make-believe learning and creative play, the likelihood is that the written output will be more enriched and thorough. Venable (2001) speaks of meaningful role-play activities facilitating a better understanding of artistic choices. This is evident in this play-based activity, as the students derive many of their ideas for their presentation through their role playing prior to the activity.

Through their final presentation, a culmination of all the various types of play showcased through a dramatic play presentation, the students present their two to three minute presentation based on the novel study. The teacher evaluates the final presentation based on the rubric that has been shared and discussed. Students hand in their scripts to the teacher, who will evaluate them based on the writing rubric already established.

Accommodations/Modifications

Please refer to any individual student’s IEP for formalized accommodations and/or modifications to the particular expectations. All students are entitled to accommodations such as extra time, prompting to return to task, success criteria on the desk vs on the wall, frequent reminders, extra support, reading the success criteria orally, peer support, visual cues and use of technology.

Differentiation

This play based learning task is inherently differentiated in its setup and delivery. Further differentiation is based on accommodations and/or modifications to the curricular expectations as outlined in specific Individual Education Plans (IEP).

Impact Quotes (Impact Analysis)

The students view themselves as the centre of their learning. They are empowered by the freedom of choice and the creative liberties allowed during the unit. Collaboration and group work skills are inherently part of the process and support the authentic learning taking place. Anecdotal notes taken both by the teacher and the learning support teacher reinforce the notion that play based learning fosters independent learning, collaborative interaction between peers and a feeling of ownership over learning and performing. The children have fun while learning. We often hear the students using the language taken from the success criteria as part of their vernacular- a testament to the power of play-based learning in the junior classroom.

Research Quotes

Batt, T. (2010). Using play to teach writing. American Journal of Play, 3 (1), 63-81

Caplan, F., & Caplan, T. (1973). The Power of Play. Garden City, NY: Anchor Press/Doubleday.

Diamond, A. (2009). Learning, Doing, Being: A New Science of Education, Retrieved from: http://being/publicradio.org/programs/2009/learning-doing-being/

http://www.ehow.com/video_2389536_tools-supplies_-make-puppet.html

McKean, B. & Sudol, P. (2002). Drama and Language Arts: Will Drama Improve Student Writing? Youth Theatre Journal, 16 (1), 28-37.

A useful website for puppet making: http://www.ehow.com/video_2389536_tools-supplies_-make-puppet.html

Resources

List of supplies that may be needed for puppet making:

Make your mark: crayons, markers, colored pencils, pastels

Paints: watercolors, tempera, acrylic

Textiles: yarn, felt: craft or wool, fabric scraps, thread, embroidery floss (DMC), muslin

Three Dimensional: homemade dough, air dry clay, aluminum foil, chenille stems, toothpicks, scrap wood, craft/popsicle sticks, wood shapes, polymer clay

Stringing & Beading: string, straws, pony beads, wood beads, glass bead, fishing line

Printing: ink pad, sponge, rubber stamps, printing ink

Fun to have: glitter, pompoms, feathers, cotton balls, googly eyes, craft foam sequins

Stick it together: white glue, liquid starch, fabric glue, wood glue

Tools: scissors, paintbrushes, hole punch, variety of needles

Papers: copy paper, construction paper, tag board/card stock, wax paper, colored tissue paper, coffee filters, clear contact paper, freezer paper, roll of white paper (i.e. butcher paper, wrapping paper)

From the recycling bin: cardboard, magazines, junk mail, egg cartons, milk cartons, empty boxes, clean cans, bubble wrap, Styrofoam trays

Keep it clean: newspaper, apron or large shirt, old sheet(s)

Extensions to curriculum connections:

Media Literacy- if the students videotape and edit the play using a computer, many curriculum connections can be found in the media literacy strand of the Language Arts document.

Establishing a Safe Place to Learn

Students are placed into their groups by the teacher. The decision is based on personalities, relationships, individual strengths and needs and knowledge of work habits. He/she develops the groups before the puppets are made in order to have different characters from the novel represented in each group. Desks are placed into groups to facilitate a positive climate while working together. A stage is created at the front of the room.

Puppet Making Final Script Rubric

Puppet Making Collaboration Rubric

Puppet Making Final Presentation Rubric