Puppet Making Workshop
Students from local elementary school and volunteering older adults wrote puppet scripts, created paper mache puppets and performed puppet shows related to the big idea of communication.
Lesson Plan for Puppet Workshop
Communication-Big Idea
Correcting the Mismatch in communication with Puppets and Scripts
Grade Level:
Intergenerational 3rd-8th grade & older adults
6 days (50 minutes)+ Field trip
Goal of Lesson
(Essential questions)
In what ways do children or young people change their attitude about older adults after working together in an art-making project?
How can script writing and puppet making depict the mismatch of language and intended meaning?
Objectives (After the lesson the students will be able to _______)
Write and perform a puppet narrative with beginning, climax and resolution that is related to characters dealing with miscommunication.
Create a papier maché hand puppet.
Illustrate story line using graphic novel techniques.
Resources & Materials for Teacher (Cultural exemplar/Visual: Supplies and equipment; URLs)
Pre and post attitudinal surveys
Amelia Bedelia book of choice
Hemingway’s A Day’s Wait
Puppet: Art paste, newspaper strips, cardstock, masking tape, acrylic paint, yarn, muslin, thread, markers, needles, felt
Puppet stage
Drawing paper for story board/graphic novel illustrations of story line
Pencils,
Permanent marker
iPads for recording the puppet show
Projector
Powerpoint
Instructional Sequence/Teaching Procedure
Before first meeting have participants read Amelia Bedelia book, A Day’s Wait and complete pre-surveys.
Day 1
Introduction (__10__min.)
Play get acquainted ice-breaker game, “Speed dating”. Players share an event when they misunderstood something i.e. directions, instructions, etc. and what happened as a result.
Instructional Activities (10 min.) Perceptual or studio activity; instruction/demonstration
Divide into groups. Define student rolls 1 graphic novel illustrator, 1 script writer, 1 task master. Brainstorm story idea; consider opening activities and Hemingway’s story. Decide on puppet characters and story line. Each older adult and each 6th grade student should choose a character. Story may include a narrator.
Guided and Independent Practice (20 min)
(1) Demonstrate how to make armature from newspaper, masking tape, and card stock. 10 min
(2) Begin foundation armature for puppet head. 10 min
Closure (__5_ min.)
Share story ideas with class.
Management/Cleanup (5 min.) Procedures (Any safety issues to consider?)
Return supplies to places. Make certain that all pre-surveys have been collected and attendance documented
Interdisciplinary Connections
Art, Language Arts
Arkansas Standards
(CCSS.ELA-Literacacy.CCRA.W.3 writing narratives, CCSS ELA Literacy. RL 8.3 dialogue propels action, CC.SS.ELA Literacy. CCRA.W4 produce writing appropriate to task, CCSS.ELA-Literacy.CCRA.W.5- writing as needed by planning, CCSS.ELA Literacy RH.6-8.1 cite specific evidence to support analysis of sources, CCSS.ELA-Literacy RH.6-8.2-provide summary distinct from prior knowledge, CCSS.Literacy.SL.7.1A,B,C,D Comprehension and collaboration).
Visual arts standards that may be met involve creative process such as problem solving VA6.8.10, promotion of dialogue VA6.8.12, integration with other subject areas VA 6.8.14, collaboration VA6.8.15 and art criticism VA 7.8.4.
Modifications/Enrichment
More time given and peer helpers
Evaluation
Observe graphic depiction of story line.
Day 2-5
Begin each day with ice breaker.
Day 2 Add paper mache strips
Day 3 Complete paper mache process; complete script
Day 4 Paint character and begin hand covering costume
Day 5 Complete puppet and costume; add embellishments as appropriate
Day 6
Practice and perform puppet show; may choose to record on iPad. Edit and add title, transitions, music, credits in iMovie
Communication-Big Idea
Correcting the Mismatch in communication with Puppets and Scripts
Grade Level:
Intergenerational 3rd-8th grade & older adults
6 days (50 minutes)+ Field trip
Goal of Lesson
(Essential questions)
In what ways do children or young people change their attitude about older adults after working together in an art-making project?
How can script writing and puppet making depict the mismatch of language and intended meaning?
Objectives (After the lesson the students will be able to _______)
Write and perform a puppet narrative with beginning, climax and resolution that is related to characters dealing with miscommunication.
Create a papier maché hand puppet.
Illustrate story line using graphic novel techniques.
Resources & Materials for Teacher (Cultural exemplar/Visual: Supplies and equipment; URLs)
Pre and post attitudinal surveys
Amelia Bedelia book of choice
Hemingway’s A Day’s Wait
Puppet: Art paste, newspaper strips, cardstock, masking tape, acrylic paint, yarn, muslin, thread, markers, needles, felt
Puppet stage
Drawing paper for story board/graphic novel illustrations of story line
Pencils,
Permanent marker
iPads for recording the puppet show
Projector
Powerpoint
Instructional Sequence/Teaching Procedure
Before first meeting have participants read Amelia Bedelia book, A Day’s Wait and complete pre-surveys.
Day 1
Introduction (__10__min.)
Play get acquainted ice-breaker game, “Speed dating”. Players share an event when they misunderstood something i.e. directions, instructions, etc. and what happened as a result.
Instructional Activities (10 min.) Perceptual or studio activity; instruction/demonstration
Divide into groups. Define student rolls 1 graphic novel illustrator, 1 script writer, 1 task master. Brainstorm story idea; consider opening activities and Hemingway’s story. Decide on puppet characters and story line. Each older adult and each 6th grade student should choose a character. Story may include a narrator.
Guided and Independent Practice (20 min)
(1) Demonstrate how to make armature from newspaper, masking tape, and card stock. 10 min
(2) Begin foundation armature for puppet head. 10 min
Closure (__5_ min.)
Share story ideas with class.
Management/Cleanup (5 min.) Procedures (Any safety issues to consider?)
Return supplies to places. Make certain that all pre-surveys have been collected and attendance documented
Interdisciplinary Connections
Art, Language Arts
Arkansas Standards
(CCSS.ELA-Literacacy.CCRA.W.3 writing narratives, CCSS ELA Literacy. RL 8.3 dialogue propels action, CC.SS.ELA Literacy. CCRA.W4 produce writing appropriate to task, CCSS.ELA-Literacy.CCRA.W.5- writing as needed by planning, CCSS.ELA Literacy RH.6-8.1 cite specific evidence to support analysis of sources, CCSS.ELA-Literacy RH.6-8.2-provide summary distinct from prior knowledge, CCSS.Literacy.SL.7.1A,B,C,D Comprehension and collaboration).
Visual arts standards that may be met involve creative process such as problem solving VA6.8.10, promotion of dialogue VA6.8.12, integration with other subject areas VA 6.8.14, collaboration VA6.8.15 and art criticism VA 7.8.4.
Modifications/Enrichment
More time given and peer helpers
Evaluation
Observe graphic depiction of story line.
Day 2-5
Begin each day with ice breaker.
Day 2 Add paper mache strips
Day 3 Complete paper mache process; complete script
Day 4 Paint character and begin hand covering costume
Day 5 Complete puppet and costume; add embellishments as appropriate
Day 6
Practice and perform puppet show; may choose to record on iPad. Edit and add title, transitions, music, credits in iMovie
See research article associated with puppet making workshop.
Whiteland, S. (2016) Exploring Aging Attitudes Through a Puppet Making Research Study, 17(3) International Journal of Education & the Arts.