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Puppet Dreams IASL

Page history last edited by kay hones 12 years, 8 months ago

Puppet Dreams

An Ezra Jack Keats Grant Project

K.E. Hones

http://will2change.pbworks.com/

 

Abstract

Puppetry is a very ancient form of theatre performance stretching from at least 1000 B.C. - from early Indian epics to Broadway’s Lion King. Puppetry is used in almost all cultures both as entertainment and in rituals and celebrations. Puppetry traditionally involves performance and storytelling. Puppetry provides countless reading, writing, speaking (talking through a puppet is a great way to get reluctant speakers to talk), and listening opportunities.

The purposes of Puppet Dreams Grant Project was to encourage and increase use of oral language and expand literacy skills and strategies of 3rd grade English language (ELL) students. This paper discusses the structure of the program from initial grant idea, to grant award and project implementation to final evaluation.

Introduction

Located near the Pacific Ocean, R L Stevenson serves 479 K-5 students. Ethnic makeup of Stevenson includes 63.8 % Chinese, 3% other Asian, 11.8% Other non white, 2.4% Latino, 3.3% African American, 8.3% Other white .2% American Indian and 7.2 declined to state. 52% of students are eligible for free or reduced lunch, 11.8% are designated Special Education, 7% are designated GATE and 40% of the students are English Language Learners (ELL-LEP/NEP)

OUR MISSION: to guide the development of a well-rounded human being who has the ability, skills and attitude to contribute positively to self, family, community and society; to prepare the child for responsible life in a free society with the understanding of the need for peace, tolerance, equality and friendship among all people and the desire to leave the world better than they found it.

We have identified improving student writing as a school wide goal in our site plan.  ELL and special education students also need support in all areas of literacy: reading, writing, listening and speaking.  With this goal in mind, I applied for the Ezra Jack Keats Grant.  I had participated in a shadow puppet workshop at UC Berkeley ORAIS. The puppetry art form provides an ideal format for ELL student learning AND enjoyment. 

Program objectives are Literacy and Technology: 

1. Puppets: Literacy treasures for Reading, Writing, Listening and Speaking

2. Student Web 2.0 explorations: polls, comments, writing plays, rubrics in collaborative groups

 

 

Initial Grant Idea and Award

“When I was a kid, I never saw a puppet show. I never played with puppets or had any interest in them.” Jim Henson

When I took library classes at University of Southern Mississippi I became familiar the de Grummond Children’s Literature Collection. The de Grummond Collection is the sole repository for the Ezra Jack Keats Archive. Exploring his artwork, manuscripts and book proofs enriched my understanding of his creativity and unique books. I often refer to the Ezra Jack Keats Foundation website for ideas, information and resources, especially the annual new writer and new illustrator book awards. The Foundation supports many programs including national mini grants for public and public school libraries. I reviewed several winning mini grant ideas.  Each focused on a specific title and related student activities.  After selecting Dreams as our specific book, I wrote a rough draft of the grant and met with 3rd grade teachers to finalize ideas:

1.    Students will learn about theater and puppetry as they write and produce mini plays based on the Ezra Jack Keats title “Dreams”.

2.    Students work with small groups to write and act out mini plays, practicing reading, writing, listening and speaking skills.

3.    High School Student volunteers will assist with several activities as well as refurbish an old puppet theater frame.

4.    Library display of student activities.

Implementation of Puppet Dreams

Three classes learned about puppetry as they wrote and produced mini plays based on the Ezra Jack Keats “Dreams”.  Seventy 3rd grade students participated in Puppet Dreams during 3-5 class visits to the library.  The librarian planned these collaborative lessons with 3rd grade teachers. We incorporated strategies and skills that supported our literacy curriculum. Collaborative groups practiced reading, writing, listening and speaking skills.  High School student volunteers assisted with several activities including refurbishing an old puppet frame theater. Students developed a rubric for presentations and evaluated each team play.

First class: Read Dreams by Ezra jack Keats. Students work in groups of four to discuss favorite parts of the story and then share with the class.  High School student volunteers refurbish and paint a puppet frame that the librarian rescued from discard.                                    

Second class: Students in small groups brainstorm and write a mini play. They use wiki to write about puppets, develop play, and reflect on process. They create puppets and practice their plays. The whole class orally develops a “puppet play” rubric to evaluate presentations. High School student volunteers assist groups.

Third class: Students present plays and use rubric to evaluate each group.  Classes contribute positive comments and constructive ideas to improve each play.  High School student volunteers help 3rd grade students create a short “how to make puppets” poster to use with younger students.

Library display: Puppets from 70 students were displayed in the library.

 Total Cost   $500.00   (maximum award)

Actual Timeline

"Nobody has any conscience about adding to the improbabilities of a marvelous tale." Nathaniel Hawthorne

This project took several more class periods.  3rd grade students learned how to write on a wiki, including unique individual user name/password.

February 3-4   Students examined cover and make predictions about Dreams by Ezra Jack Keats.  Librarian read aloud book to each class. Each table (4 students) discusses favorite part of book.  Each student wrote about favorite part on wiki.  Prompts for wiki writing: What was your favorite part of Dreams by Ezra Jack Keats? Do you have a favorite quote or phrase? Do you have a favorite illustration?

Each student also completed the puppet poll on wiki.

High School students begin stage painting. 3rd grade students had some difficulty with the log in process for the wiki. We had created a first name-last initial user name for each student and a unique password for each class.  These 8- and 9-year-old students needed quite a bit of support each time they logged into the wiki.  Once student were on the wiki they quickly began first taking the poll and then writing comments about the story.  Even students who were very hesitant in English quickly began to write comments.  They asked fellow group members or volunteers for spelling help. Each class enjoyed the poll and asked if we could do more polls in the future with other topics.

Student Poll: What puppet play would you like to write?

q      Mystery with a surprise ending

q      Adventure with lots of action

q      Animal story with humor

q      Folk tale with magic

q      Story from another country or another time

q      Story about students at our school

q      Story about children in our city

February 10-11 Whole class develop rubric for puppet plays on wiki. Students discuss and draft on chart with teacher in classroom.  Once the final draft was finished, the teacher transcribed the rubric on paper and on the wiki.  After each writing session, groups looked at the rubric to check that they were in the “4” column. 

 

 

 

 

Rubric Story Telling: Puppet Show B-1 B-4 B-5 Table___________

 

CATEGORY

 

Excellent = 4

 

Good = 3

 

Satisfactory = 2

 

Needs Improvement =1

 

Playwriting

Play was creative & really held the audience's interest.

Play was creative & usually held the audience's interest.

Play had some creative elements, but often did not hold the audience's interest.

Play needed more creative elements.

Accuracy of Story

All-important parts of story were included.

Almost all-important parts of story were included.

Quite a few important parts of story were included.

Much of the story was left out.

 

Puppet Construction

Puppets were original, creative & well made. No pieces fell off.

Puppets were well made. No pieces fell off.

Puppets fairly well made. No pieces fell off.

Puppets were not well made. Pieces fell off.

 

Puppet Manipulation

Puppeteers always held puppets so audience could see them.

Puppeteers usually held puppets so audience could see them.

Puppeteers sometimes held puppets so audience could see them.

Puppeteers rarely held puppets so audience could see them.

 

Voice Projection

Voices of puppeteers were always loud enough.

Voices of puppeteers were usually loud enough.

Voices of puppeteers were sometimes loud enough.

Voices of puppeteers were rarely loud enough.

 

Expression

Puppeteers' voices showed a lot of expression and emotion.

Puppeteers' voices showed some expression and emotion.

Puppeteers' voices showed a little expression and emotion.

Puppeteers' voices were monotone and not expressive.

 

When each table brainstormed ideas for their play, they first used the graphic organizer on wiki for ideas. When students became frustrated we gave them chart paper to develop the group play. In the future we will have this age group use paper rather than on line for group script writing projects. As they worked it became evident that some students were including a variety of topics beyond earlier class discussions. The teachers and librarian reviewed the topics and encouraged all members of the group to think about characters and plot around the selected topics. By discussing and selecting topics early in the project, students were encouraged to be creative, not just copy cartoon or popular character; and use action, not violence.

 

Puppet Play Template

q      Know your audience. _________________________________ 

q      Know the characters.

                         1. __________________

                         2. ______________________

                         3. _____________________

q      Pick a main character. ___________________________

q      Exaggerate characters.  

q      Develop a plot.

q      1. What is the play about?

q      2. Where it is happening?

q      3. What is the challenge?

q      Add humor. Have fun and exaggerate everything. Use lots of action.

q      Practice with your puppets.

q      Keep props simple. 

q      Add music.

q      Practice, Practice, Practice!

Each group worked on final draft puppet play and began sock puppets. The puppets were the easiest component of the project. We found socks on sale.  We gathered a variety of materials for each table: cloth, felt, google eye (2 per puppet), feathers, yarn, buttons and glue.  We demonstrated several ideas for creating eyes, nose, mouth, ears, and hair. Each student wrote a short description of the puppet: name, species, age, personality traits and drew a sketch noting colors and materials needed before they began constructing the puppet. Students were engaged and as they worked, talked excitedly to each other.  In each group several students encouraged others with comments about puppet features. Other students shared tips on how to make specific effects: fancy eyes, a tongue, yarn hair. Conversations were exuberant yet on task.

February 24-25 all groups finish puppets and plays. On the wiki each student used the form to list character and character’s action.

Add your character and check boxes as you complete your script writing. 

Student Author

Character

Beginning

Middle

End

 

 

 

 

 

 

Each group selected one “secretary” to complete the Puppet Play Script.  This final script was checked by the group for accuracy and complete details. Then the teacher or librarian posted the group script on the wiki and made final copies for the group presentations. Scripts, puppets and any props were stored in small shoebox labeled with names of group members and title of puppet play.

Puppet Play Script

q      Genre (choose one): mystery, adventure, folktale, another country or time, our school, our city 

q      Who is the Audience:

q      Title: 

q      Author(s):

q      Setting:

q      Characters:

q      Beginning (Challenge, Problem):

q      Plot: 

q      What is Action of Character 1?

q      What is reaction of (Character 2-4)? Funny/silly/sad/wild 

q      Middle (Action, Dialogue): 

q      What is reaction of (Character 1)? 

q      What is reaction of (Character 2-4)? 

q      What is action of (Character 1)? 

q      End (Conclusion/Solution):

Individual students wrote comments about play and puppet on wiki. 

Students had interviews with Justin Reich, a Doctoral Candidate from the Harvard Graduate School of Education, for his Digital Collaborative Learning Communities Project, (a research study funded by the Hewlett Foundation to learn more about the use of Web 2.0 tools in K-12 learning environments.) Librarian sent home permission slips in English and Chinese.  Justin observed classes using Web 2.0, and then spoke with several students.

High School students finished the stage. They demonstrated to 3rd grade classes how to use the stage, which is similar to a screen (three folding panels) with a small opening in middle panel for puppets.  They helped each group practice and gave feedback if puppets could not be seen or voices were too soft or indistinct. Each group has "dress rehearsal" at their group table. Students read and reviewed the rubric after the dress rehearsal and before the final presentations.

March 3-4 all groups performed puppet plays.  Student audience members used rubric for plays. Students circled the room number and listed the table for each presentation. After each group performance, individual students made positive and supportive comments: “I really liked the puppet with green hair. He made me laugh.” “The plot was exciting and scary, too.” “I was surprised when your play ended. I thought something else was going to happen.” When the teachers and librarian reviewed the rubric comments, we discussed the growth in vocabulary, especially using terms we had introduced during the project.  Each group had eagerly participated in the writing of the script, rubric and on the wiki, the creation of puppets, in oral practice for the play and performance. We had hoped that students would enjoy the project.  It had taken quite a bit longer than we anticipated yet the students were engaged and enjoying the process.

 Week of March 22-26 There was a display of puppets in library for Parent Conference Week.  3rd grade students presented plays to primary classes and help students make paper puppets.  

After completion of Puppet Dreams grant program I developed an interactive workshop for educators to show the progression from grant idea to student learning.  The workshop agenda included a Teacher Librarian Poll available (like the student poll) on the wiki. (Table 1)  Participants read and discussed the book Dreams then divided into groups.  All participants created two puppets: folded paper & pencil (stick).  Each small group selected genre, theme and wrote a 5-sentence script: beginning challenge; middle action; end solution. Each group shared their puppet play and used rubric. At the end of the workshop participants reflected on process.  Using the templates, working in groups and creating easy puppets helped participants envision easily using puppetry with their students.

Conclusion

Storytelling reveals meaning without committing the error of defining it.Hannah Arendt

Students enjoyed this project.  Their plays were often silly.  Little sock puppets had unusual features!  Many of the students had “played” with puppets but had not written scripts for plays or performed with puppets.  Students expanded their language arts skills as they created characters and setting.  Discipline and practice in small groups was challenging and ultimately rewarding.  ELL students developed new expertise in projecting their voices and interacting with others during a performance. Using Web 2.0 technology to comment on various activities was also a new experience.  Students gained confidence and self esteem as they read comments made by classmates.

Three key learnings:

  • ·      
  • ·      
  • ·       Future discussion for next puppet project: Should puppet creation come first? Or should students write plays then make puppets?

References

de Grummond Children’s Literature Collection. (2011) Ezra Jack Keats archive. Retrieved fromhttp://www.lib.usm.edu/~degrum/html/aboutus-welcome.shtml

Delattre, Michele. (2009). ORIAS  Visible Power: Art in National Life. Indonesian Puppet Theater, Natasha Reichle, Ph.D.(Assistant Curator of Southeast Asian Art at the Asian Museum). Retrieved from http://orias.berkeley.edu/summer2009/Summer2009Agenda.htm

Ezra Jack Keats Foundation. (2011) Grants Page. Retrieved from http://www.ezra-jack-keats.org/index.php?option=com_content&view=article&id=103&Itemid=65

 

Statement of Originality

This statement certifies that the paper above is based upon original research undertaken by the author and that the paper was conceived and written by the author(s) alone and has not been published elsewhere.  All information and ideas from others is referenced. KEH

 

Appendix

 

Table 1 Poll Puppet Dreams Librarian and Teacher Poll

Do you read aloud to library classes?

Do students perform “Readers Theater” in the library?

Do students work on writing projects in the library: book talks, book reviews?

Do students create books and participate in bookmaking in the library?

Does your library have commercial puppets for students to use (with books or favorite stories and poems)?

Do students make simple puppets in the library (bag, pop-up, finger)?

Do students write scripts and produce plays in the library?

Other:

 

 

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