Puppets: Personal and Political

Grade 7

Whitney Brooks

8 October 2014

Introductory Information: Title: Puppets: Personal and Political Grade: 7 Class Size: 20 Students Length of Class Period: 50 minutes Lesson Topic/Description: In this lesson, students will engage in a collaborative process of creating giant, hand-made puppets. They will explore the social and political uses of puppet theater across cultures, self-expression, and building a large 3-D object from sketching to papier-mache sculpting.

STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDINGS:

Students will understand that: a. Puppet theater, while regarded as a low form of art, has a long

history of social justice and political activism. b. Papier-mache can be used to create large, expressive sculptural

forms. B. ESSENTIAL QUESTIONS:

How can art influence or create community? How can artists react to their politcal and social landscape?

How can I use puppets and other visual elements to communicate my ideas?

C. STATE STANDARDS ADDRESSED: 3.5 Create symbolic artwork by substituting symbols for objects, relationships, or ideas 3.6 Create artwork that employs the use of free form symbolic imagery that demonstrates personal invention, and/or conveys ideas and emotions 4.5 Demonstrate the ability to describe preliminary concepts verbally; to visualize concepts in clear schematic layouts; and to organize and complete projects 5.6 Demonstrate the ability to describe the kinds of imagery used to represent subject matter and ideas, for example, literal representation,

simplification, abstraction, or symbolism

D. ACQUISITION/ LEARNING OBJECTIVES:

● The students will learn about the history and cultural use of giant puppets, and puppetry as social activism.

● Students will practice drawing skills and learn how drawing can be a beginning step in creating three-dimensional work.

● Students will create sculptural forms using recycled materials and learn to make strong, archival papier-mache.

● Students will develop collaborative and problem solving skills working in groups.

● Students will reflect on social, cultural, and political issues, and explore puppetry as a means of commenting on or engaging with those issues.

STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT: The final product will be at

least one giant puppet, or a series of large puppets for each working group. Students will also create a mask as an introduction to making giant puppets, and will show evidence of sketching and planning.

Spiral Q Puppets, Philadelphia, PA

B. CONTINUUM OF ASSESSMENTS:

Students will write ideas and preliminary sketches in their sketchbooks as evidence of brainstorming and planning Students will demonstrate proper building and papier-mache techniques that prove they have listened to instruction. Students will demonstrate respect for the instructor and their peers by listening to instructions, using materials safely, and working collaboratively with their classmates. Students will be able to talk about their work at the end of the lesson.

C. CRITERIA: a. The student’s final product effectively communicates their ideas. b. the student put significant time into the project. c. The student is able to explain their project to the class. d. The student used class time and materials wisely and respectfully. e. The student has evidence of planning, brainstorming, and

sketching.

STAGE 3: LEARNING PLAN

A. MATERIALS AND EQUIPMENT: ● Pencils and paper for sketching

● Cardboard boxes ( some to be cut into strips a few inches wide and 3’-4’ long)

● Paper towel tubes, old cereal boxes, etc...

● Newspaper

● Masking tape

● Recycled yogurt containers, plastic cups

● Scissors

● Paper grocery bags

● Corn starch

● Plastic bowls for mache solution

● Acrylic paint and brushes

● Cups for water

● Paint pallettes

● Poles

● Scrap fabric

● Glue

B. RESOURCES

About Bread and Puppet. (n.d.). Retrieved October 7, 2014. History of Radical Puppetry. (n.d.). Retrieved October 7, 2014, from http://www.rogueruby.com/radpup.html Photo Gallery. (n.d.). Retrieved October 7, 2014. Puppets: On stage, on screen, on display tomorrow - O Say Can You See? (n.d.). Retrieved October 7, 2014, from http://blog.americanhistory.si.edu/osaycanyousee/2013/12/puppets-on-stage-on-screen-on-display-tomorrow.html

Ryder, A. (1995, January 1). Peter Schumann: Puppets, Bread and Art. Retrieved October 7, 2014, from http://www.sagecraft.com/puppetry/papers/Schumann.html Spiral Q |. (n.d.). Retrieved October 7, 2014, from http://www.spiralq.org/ Wise Fool New Mexico. (n.d.). Retrieved October 7, 2014, from http://www.wisefoolnewmexico.org/

C. VOCABULARY WITH DEFINITIONS:

Papier- Mache: a mixture of paper and glue, or paper, flour, and water, that becomes hard when dry. Armature: a framework on which a sculpture is molded with clay or similar material. Social Justice: justice in terms of the distribution of wealth, opportunities and privileges within a society.

D. TEACHER INSTRUCTION:

a. The teacher will begin the lesson by asking students to name their associations with the word puppet, and to brainstorm the function of puppetry and puppet theater. (e.g. “What is the first image that comes to mind when you think about puppets?”, “Where do we find puppets?”, “What do puppets do or say?”, “When is the last time you used a puppet?”, “Why do we use puppets?”)

Jim Henson and Frank Oz, and Ernie and Bert

b. The teacher will introduce concepts in the lesson by showing a powerpoint presentation featuring a brief survey of puppetry in various contexts and cultures, and introducing artists and organizations who have used giant puppets to comment on social and political topics, and advocate for social justice.

i. topics in presentation might include: Puppetry in education Puppetry around the world Activist puppet theater and social justice puppetry in the US

c. The teacher will explain the lesson, asking students to brainstorm issues of social, cultural, or political importance.

d. The teacher will provide demonstrations throughout the process of constructing armatures and facial features, paper-mache techniques, and painting and adding details to the puppets.

E. QUESTIONS TO GENERATE DISCUSSION: What is the first image that comes to mind when you think about puppets? Where do we find puppets? What do puppets do or say? When is the last time you used a puppet? Why do we use puppets? What is a current issue or social topic that is important or affects you? How can a giant puppet represent or comment on that? In what setting do you imagine your puppet would exist?

F. LEARNING ACTIVITY:

a. Sketching and Brainstorming i. Ask students why sketching might be a first step for creating

three-dimensional objects. Ask students to think of an issue that they are interested in or affected by (i.e. the environment, school culture, identity, a current event), and have them sketch characters or objects that are related or could communicate something about that social issue.

ii. Have students share their drawings with the class, say something about the issue they are addressing, and share ideas about how creating a giant puppet (what materials will they use to make it, how big will it be, how will it move?).

b. Papier-Mache Foundation

i. Before students embark on their giant creations, have them start smaller and explore papier-mache techniques on a mask-sized creation.

ii. Give each student a piece of cardboard slightly bigger than their heads, and slightly curved. Students can attach a strip of cardboard to the back of the mask to wear it on their heads.

iii. Demonstrate how recycled paper and other objects can be used to create facial features and other sculptural forms when rolled or balled up and taped securely to the cardboard.

iv. Explain that this is called an armature, or a framework for the papier-mache sculpture.

v. Allow students to experiment creating facial features on their own cardboard masks.

Spiral Q Puppets, Philadelphia, PA

c. Demonstrate Papier-Mache

i. have papier-mache solution prepared in advance ii. either tear recycled paper bags into strips in advance, or

have students tear strips and various sized pieces iii. demonstrate coating strips of paper with the mache so it is

sticky on both sides.

iv. wring out excess mache paste and demonstrate covering the armature with paper

v. pour papier-mache solution into bowls for students, and have them cover their masks with papier-mache.

vi. allow masks to dry overnight vii. when dry, have students use acrylic paint to paint their

masks and allow them to add details like yarn for hair, or fabric bodies.

Bread and Puppet Theater, West Glover, VT

d. Giant Puppets!

i. have students bring in recycled materials (paper bags, plastic containers, paper towel tubes, newspaper etc)

ii. have students work in groups to create a giant puppet, or a few large puppets that address a common or single issue.

iii. Ask the groups to think of an event or context for their puppet(s) (a parade, a school event, a play…)

iv. have students use strips of cardboard and tape to to build an armature for their puppet ( it must be strong!)

v. if the puppet will be attached to a pole, make sure a tube (mailing tube, wrapping paper tube etc) is fastened into the center of the armature

vi. students will sculpt features out of recycled materials vii. when features are finished, students will paper-mache the

sculpture and allow it to dry

viii. students will paint their puppets, staple, glue, or tape on additional features, staple on fabric, and attach poles is desired.

Bread and Puppet Theater, West Glover, VT

Wise Fool Puppets, New Mexico

G. . DIFFERENTIATION: Students may choose to create characters from history or literature. Students could choose to create a video or performance featuring their puppets - in the case of a video, students may choose to create slightly smaller puppets.