Overview of Puppetry
Definition: Puppetry is a form of theatre that involves the physical manipulation of inanimate objects known as puppets. This form of art can be used in the classroom to enhance the curriculum in many different ways.
History: A popular belief is that puppets were developed as children's toys or for entertainment, but the origins of puppetry are more closely linked to ancient religious practices. Some puppet researchers believe that puppets were originally part of cultural rituals and religious ceremonies. In some parts of the world these objects were seen as magic creatures "obedient only to those puppeteers armed witha magic formula" (Jurkowski, 1996 p. 25). Puppetry grew to become a form of entertainment as people looked for ways to preserve and share their epic tales. Throughout history puppets have been used to share dramas, epic love stories, morality plays, and fine art performances. In the nineteenth century, during the Golden Age of Children's literature puppetry was seen as good for children.
Types of puppets that can easily be used in the classroom: Shadow puppets, marionette puppets, pup up puppets, stick puppets
History: A popular belief is that puppets were developed as children's toys or for entertainment, but the origins of puppetry are more closely linked to ancient religious practices. Some puppet researchers believe that puppets were originally part of cultural rituals and religious ceremonies. In some parts of the world these objects were seen as magic creatures "obedient only to those puppeteers armed witha magic formula" (Jurkowski, 1996 p. 25). Puppetry grew to become a form of entertainment as people looked for ways to preserve and share their epic tales. Throughout history puppets have been used to share dramas, epic love stories, morality plays, and fine art performances. In the nineteenth century, during the Golden Age of Children's literature puppetry was seen as good for children.
Types of puppets that can easily be used in the classroom: Shadow puppets, marionette puppets, pup up puppets, stick puppets
Types of Puppets
Stick Puppets
These puppets are simple and easy to create. An image or picture is attached to a stick, and the puppeteer holds the stick to manipulate the puppet. Movement is limited to lateral and vertical movements, but some variations of those movements can be achieved by using other factors such as speed.
These puppets are simple and easy to create. An image or picture is attached to a stick, and the puppeteer holds the stick to manipulate the puppet. Movement is limited to lateral and vertical movements, but some variations of those movements can be achieved by using other factors such as speed.
Shadow Puppets
Flat puppets that cast a shadow when the puppeteer manipulates them between a light source and a screen. The puppet can become larger or smaller as the puppeteer moves the puppet farther or closer to the screen. Shadow puppets can be stick puppets or movable rod puppets (puppets that have rods attached to different parts which allow them to have more movement).
Flat puppets that cast a shadow when the puppeteer manipulates them between a light source and a screen. The puppet can become larger or smaller as the puppeteer moves the puppet farther or closer to the screen. Shadow puppets can be stick puppets or movable rod puppets (puppets that have rods attached to different parts which allow them to have more movement).
Marionette Puppets
A puppet with strings attached to limbs that allow the puppeteer to manipulate different parts of the puppet. Marionettes can have between about 4 and 30 different strings and can be one of the trickiest ttypes of puppets to manipulate.
A puppet with strings attached to limbs that allow the puppeteer to manipulate different parts of the puppet. Marionettes can have between about 4 and 30 different strings and can be one of the trickiest ttypes of puppets to manipulate.
Hand Puppets (Glove Puppets)
This puppet is placed on a puppeteers hand like a glove. Some variations have moveable mouths which require the puppeteer to use his or her thumb and four fingers to move the jaw. Other hand puppets that do not have a movable mouth allow for the puppeteer to use three fingers for the neck and two arms of the puppet.
This puppet is placed on a puppeteers hand like a glove. Some variations have moveable mouths which require the puppeteer to use his or her thumb and four fingers to move the jaw. Other hand puppets that do not have a movable mouth allow for the puppeteer to use three fingers for the neck and two arms of the puppet.
Hand and Rod Puppets
This puppet is similar to a hand puppet because the puppeteer places his or her hand in puppet to move the mouth. Rods are also attached to the puppet to bring movement to the arms. The Muppets often use this type of puppet.
This puppet is similar to a hand puppet because the puppeteer places his or her hand in puppet to move the mouth. Rods are also attached to the puppet to bring movement to the arms. The Muppets often use this type of puppet.
Use in the Classroom
- Developing puppet shows helps students create multidimensional characters and write with logical sequencing.
- Students learn to tell stories through dialogue and character development rather than through relying primarily on a narrator.
- Because puppet shows involve one or more characters students learn to incorporate a different “voice” for specific characters along with an overall voice and tone for a chosen audience.
- Writing scripts and reading them repeatedly as students rehearse helps students read with increased fluency and comprehension.
- Participating in improvisational activities with puppets and a partner or small group can help students find inspiration for writing a story/puppet show.
- Students can use character maps and graphic organizers to develop their characters and plan out their puppet show scripts.
- Creating puppet shows also provides opportunities for students to work collaboratively and cooperatively.
How to Create a Puppet Show
1. Script: You may want to write a script before choosing your puppets, or you can use your puppets to inspire your script writing process. The script should focus on using the puppet characters to move the action forward in your play. Narrators can be useful for young playwrights, depending on what kind of puppet show you are creating. When possible however, encourage your students to really focus on the dialogue and minimize the narrators’ presence. During this process it is also important to consider the audience who will be viewing your puppet show.
2. Puppets: You can use puppets you have already or make your own!
3. Play: When you have your script and your puppets, have fun with them. Make changes to the script as you experiment with the puppets and the overall look of the show.
4. Spice it up: Add music, sound effects or voice overs to the show to create effects and add some pizazz. Also decorate your puppet theatre to capture the setting of your play. Make props or backdrops if necessary.
5. Rehearse! Rehearse! Rehearse!
6. Perform: Showcase your play to the intended audience and have more fun!
2. Puppets: You can use puppets you have already or make your own!
3. Play: When you have your script and your puppets, have fun with them. Make changes to the script as you experiment with the puppets and the overall look of the show.
4. Spice it up: Add music, sound effects or voice overs to the show to create effects and add some pizazz. Also decorate your puppet theatre to capture the setting of your play. Make props or backdrops if necessary.
5. Rehearse! Rehearse! Rehearse!
6. Perform: Showcase your play to the intended audience and have more fun!
Teaching Possibilities and Response Activities:
Opposites Attract: (Delue and Hayward, 1996)
Exploring opposites exercises powers of imagination and helps students think of new ideas for dramatic plots.
Prewriting Activity: Ask children to think of opposites. For instance, when you say sun, they might answer moon. Children will also offer less obvious choices; give them time to explain their reasoning and you may be surprised by their answers. For instance, planet could also be the opposite of sun.
Challenge students to create a list of at least five interesting pairs of opposites in their writing journals or on paper you hand out.
Write: Divide students into pairs. Ask students to select a set of opposites from their lists to explain to their partners. Together, students can develop a script around their objects or ideas. In their scripts, one object interacts with another according to their opposing characteristics. For instance, a coffee grinder might be complaining about always having to deal with the feisty little coffee beans that come her way each morning.
Example:
WATER: You're positively glowing. What are you so happy about?
FIRE: I’m happy because you always let me blow off a little steam.
WATER: There has to be a better way. We can't keep meeting like this.
FIRE: Why not? We're good together; you keep me in line.
WATER: My river does run deep for you, but I worry that our relationship will suffer from burnout.
FIRE: Fear not, my fluid friend, for I cannot live without you.
WATER: You cannot live with me either!
Helpful Hints: Opposites can and do coexist. Encourage children to explore the ways two characters might connect in spite of their differences. For instance, one character might convince another to join in some new adventure. Examples for children who need them: a beautiful flower is trying to convince a weed that they each have a place in the environment; a spider crawling around its web attempts to entice a bug to come over for a visit.
Exploring opposites exercises powers of imagination and helps students think of new ideas for dramatic plots.
Prewriting Activity: Ask children to think of opposites. For instance, when you say sun, they might answer moon. Children will also offer less obvious choices; give them time to explain their reasoning and you may be surprised by their answers. For instance, planet could also be the opposite of sun.
Challenge students to create a list of at least five interesting pairs of opposites in their writing journals or on paper you hand out.
Write: Divide students into pairs. Ask students to select a set of opposites from their lists to explain to their partners. Together, students can develop a script around their objects or ideas. In their scripts, one object interacts with another according to their opposing characteristics. For instance, a coffee grinder might be complaining about always having to deal with the feisty little coffee beans that come her way each morning.
Example:
WATER: You're positively glowing. What are you so happy about?
FIRE: I’m happy because you always let me blow off a little steam.
WATER: There has to be a better way. We can't keep meeting like this.
FIRE: Why not? We're good together; you keep me in line.
WATER: My river does run deep for you, but I worry that our relationship will suffer from burnout.
FIRE: Fear not, my fluid friend, for I cannot live without you.
WATER: You cannot live with me either!
Helpful Hints: Opposites can and do coexist. Encourage children to explore the ways two characters might connect in spite of their differences. For instance, one character might convince another to join in some new adventure. Examples for children who need them: a beautiful flower is trying to convince a weed that they each have a place in the environment; a spider crawling around its web attempts to entice a bug to come over for a visit.
Dramatize Nonfiction Reports: (Peck and Virkler, 2006)
In all content areas students are required to learn new information and share what they know through an assessment. Aside from taking an exam or writing an essay, students can share their knowledge through creating a puppet show. Teachers can set criteria such as including two details about an American symbol, revealing three important events leading up to the Civil war, or demonstrating the relationship between animals and their habitats. Creating a unique, student led puppet show will not only showcase what students know, but will also involve students working with necessary information repeatedly (Fontichiaro, 2007, pg. 171). This will help students remember the information much longer than they would for a simple pen and paper assessment.
In all content areas students are required to learn new information and share what they know through an assessment. Aside from taking an exam or writing an essay, students can share their knowledge through creating a puppet show. Teachers can set criteria such as including two details about an American symbol, revealing three important events leading up to the Civil war, or demonstrating the relationship between animals and their habitats. Creating a unique, student led puppet show will not only showcase what students know, but will also involve students working with necessary information repeatedly (Fontichiaro, 2007, pg. 171). This will help students remember the information much longer than they would for a simple pen and paper assessment.
What’s Cooking: (Frazer and Renfro, 1987)
Materials: String, dowels, rubber bands and tape, a variety of non-breakable and safe kitchen utensils and items.
Getting Started: Brainstorm with the group a list of favorite fairy tales, folk tales, and fables, and write down the ideas on a chart/board.
The Activity: Choose two characters from a fairy tale, such as a little pig and the wolf from the three little pigs. Ask volunteers to demonstrate movements for one of the two characters. Students in the class can guess if the student is portraying the pig or the wolf and share what clues helped them make their guesses. Explain that puppeteers need to be good clue givers because puppets are more limited than a person’s body. Share that the kitchen utensils can be used to create a unique set of puppets. Ask students to demonstrate how a utensil can be used to portray a wolf or a pig. What movements can the item express? What other characters do you see in the kitchen utensils?
Making the Puppets: Use the utensils, along with open-ended art materials to create puppets from the list of fairy tales. Example: Three gradated plastic bowls can be sued to make the three bears. Turn each bowl upside down and stretch a firm rubber band around the outer rim of the bowl and secure with tape if needed. Tie a length of string to each side of the rubber band and link to a dowel or cardboard tube handle. Turn the bowls right side up to show the bears ears and face, and use the tube to help the character move.
Writing: Ask students to pair up and make short scripts with their character puppets. Students can write their scripts as well as a writing piece about why their utensil was a good choice for their character. How can they move their utensils to portray their character and give clues to the audience?
Materials: String, dowels, rubber bands and tape, a variety of non-breakable and safe kitchen utensils and items.
Getting Started: Brainstorm with the group a list of favorite fairy tales, folk tales, and fables, and write down the ideas on a chart/board.
The Activity: Choose two characters from a fairy tale, such as a little pig and the wolf from the three little pigs. Ask volunteers to demonstrate movements for one of the two characters. Students in the class can guess if the student is portraying the pig or the wolf and share what clues helped them make their guesses. Explain that puppeteers need to be good clue givers because puppets are more limited than a person’s body. Share that the kitchen utensils can be used to create a unique set of puppets. Ask students to demonstrate how a utensil can be used to portray a wolf or a pig. What movements can the item express? What other characters do you see in the kitchen utensils?
Making the Puppets: Use the utensils, along with open-ended art materials to create puppets from the list of fairy tales. Example: Three gradated plastic bowls can be sued to make the three bears. Turn each bowl upside down and stretch a firm rubber band around the outer rim of the bowl and secure with tape if needed. Tie a length of string to each side of the rubber band and link to a dowel or cardboard tube handle. Turn the bowls right side up to show the bears ears and face, and use the tube to help the character move.
Writing: Ask students to pair up and make short scripts with their character puppets. Students can write their scripts as well as a writing piece about why their utensil was a good choice for their character. How can they move their utensils to portray their character and give clues to the audience?
Mentor Text Examples
The following books are not written as puppet shows but they are examples of dialogue that help move the story forward. These books help students see the use of dialogue and can be easily written as puppet shows. I would use these mentor texts to help students develop dialogue in their writing and puppet show scripts.
Classroom model:
Using Puppets to Enhance Character Development
1. Get to know your character:
ABC’s OF PUPPET PERFORMANCE (Abell, n.d.)
· a. Keep your eyes on your puppet
· b. Use your normal voice (for now) and speak loudly and clearly
· c. Move your puppet deliberately, pausing in between movements
· d. You don’t have to hide to be invisible, you just have to really FOCUS on your puppet. If you believe you can bring it to life, your audience will too!
- Write down three words that describe your puppet.
- Think about the movements your character would demonstrate. What does this tell you about your character? Example: If your character moves slowly, they may be cautious. If your character moves quickly they may be reckless.
- Describe the voice of your character. Does the character speak fast or slow? Do they have an accent? Is there an emotion that is present in your character's tone?
- For more guidance, fill out the My Puppet Character Sheet (Adapted from Bringham Young University's Theatre Education Database) to think about the voice and movement of your puppet.
- Experiment with different voices and movements.
- Read your character's lines and use your puppet while concentrating on revealing the details you wrote on your character sheet. For example, if your character has a fast rate in their voice, speak quickly. If your puppet character's tone is nervous, include a slight twitch and stutter to their voice.
ABC’s OF PUPPET PERFORMANCE (Abell, n.d.)
· a. Keep your eyes on your puppet
· b. Use your normal voice (for now) and speak loudly and clearly
· c. Move your puppet deliberately, pausing in between movements
· d. You don’t have to hide to be invisible, you just have to really FOCUS on your puppet. If you believe you can bring it to life, your audience will too!
mypuppetcharacter.docx | |
File Size: | 74 kb |
File Type: | docx |
Educational Resources
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Abell, S. (n.d.). Puppetry in the writing curriculum. Silver Trout Arts. Retrieved from http://www.timmyabell.com/SAPuppetryStudyGuide.pdf. Fontichiaro, K. (2007). Active learning through drama, podcasting, and puppetry. Westport, CT: Libraries Unlimited. Frazer, N. & Renfro, N. (1987). Imagination at play with puppets and creative drama. Austin, TX: Nancy Renfro Studios. |
Puppet activities to use with young children. http://drama-in-ecce.com/2012/10/13/puppet-activities/
Teaching with puppet power: A resource for using puppetry in the classroom. http://wonderteacher.com/teaching-with-puppet-power/
Writing Excuses Season 3 Episode 14: The Four Principles of Puppetry, With Mary Robinette Kowal. http://www.writingexcuses.com/2009/08/30/writing-excuses-season-3-episode-14-the-four-principles-of-puppetry-with-mary-robinette-kowal/
Bringham Young University’s Theatre Education Database. http://tedb.byu.edu/unit/show?id=55
My Puppet Party Activity. http://tedb.byu.edu/lesson/show?id=372
Puppet Manipulation. http://tedb.byu.edu/lesson/show?id=366
Teaching with puppet power: A resource for using puppetry in the classroom. http://wonderteacher.com/teaching-with-puppet-power/
Writing Excuses Season 3 Episode 14: The Four Principles of Puppetry, With Mary Robinette Kowal. http://www.writingexcuses.com/2009/08/30/writing-excuses-season-3-episode-14-the-four-principles-of-puppetry-with-mary-robinette-kowal/
Bringham Young University’s Theatre Education Database. http://tedb.byu.edu/unit/show?id=55
My Puppet Party Activity. http://tedb.byu.edu/lesson/show?id=372
Puppet Manipulation. http://tedb.byu.edu/lesson/show?id=366
Current Research
There is a small collection of research that addresses puppetry in the writing classroom. Current research in puppetry and writing focuses on the benefits of student created puppet shows (Peck & Virkler, 2006; Davis, 1990; Appleby, 2005). Teachers in these studies reveal that their students learn the content more deeply when they use puppets and play with ways to reveal the information through puppetry. Going through the writing process to create scripts allows time for students to create a meaningful performance assessment. Writing puppet scripts is also a tool to teach students new information or challenge their perceptions. Appleby (2005) revealed that through puppetry students were able to learn and evaluate information. They were able to role-play with their puppets and write from different points of view to learn about environmental education. Although there is a small amount of research that addresses the uses and benefits of puppetry in writing, we have much more to discover about puppetry in the writing curriculum.
Appleby, E. (2005). Mrs blue gum, some puppets and a remnant forest: Towards sustainability education through drama pedagogy. Australian Journal Of Environmental Education, 211-10.
Davis, J. K. (1990). Archetypal puppets spark good writing. College Teaching, 38(2), 49-51.
Peck, S. M., & Virkler, A. J. (2006). Reading in the shadows: Extending literacy skills through shadow-puppet theater. Reading Teacher, 59(8), 786-795.
Appleby, E. (2005). Mrs blue gum, some puppets and a remnant forest: Towards sustainability education through drama pedagogy. Australian Journal Of Environmental Education, 211-10.
Davis, J. K. (1990). Archetypal puppets spark good writing. College Teaching, 38(2), 49-51.
Peck, S. M., & Virkler, A. J. (2006). Reading in the shadows: Extending literacy skills through shadow-puppet theater. Reading Teacher, 59(8), 786-795.
Other Resources
http://www.theaterseatstore.com/history-of-puppetry
http://www.puppetsnow.com/history-of-puppets.html
Jurkowski, H. (1996). A History of European Puppetry: From its origins to the end of the 19th century.
http://www.puppetsnow.com/history-of-puppets.html
Jurkowski, H. (1996). A History of European Puppetry: From its origins to the end of the 19th century.