Puppet Show at UCP


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Puppet Show at UCP

  1. 1. The Three Little Pigs The TRUE Story of the Three Little Pigs Little Red Riding Hood Joann Wettingfeld EEX 4070 April 10, 2010 jwettingfeld@knights.ucf.edu Story telling & Puppet show
  2. 2. Emily Danks Melissa Gatlin Joann Wettingfeld Ucp Osceola
  3. 3.  Melissa and Emily are friends I met in a literature class last semester; we are taking another class together this semester (other than this one) and decided to join forces to do this project.  We met at UCP Osceola on Friday mornings at 9:00 am to tell a story and act it out with puppets. The children served were ages 2–5. Our presentations were given the first three weeks in March.  After story time was over, we chose or were assigned a class. We planned an activity, but since it was so close to lunch time by the time we finished with all the classes, we helped them with lunch; they kept the activities for later.
  4. 4. Early Perceptions . Up to about 13 years ago, my first reaction when I came in contact with someone with a disability was to feel sorry for the person. A personal experience taught me that people with a disability do not want to be pitied; it’s insulting. A number of years ago I made a new friend, Rosa. Rosa is legally blind. I have known many people with a mental or physical handicap over the years, but I had never been personally acquainted with someone who was blind. At first I found myself talking 'down' to her or using very simple speech like I would a child or speaking in a louder voice. As I got to know her better, I found out Rosa was in the military as a mental health nurse- she's not mentally challenged by any means, just doesn't see as well as me. In many ways I found she saw far better than me. It's amazing how a person's perception changes when you see the person not the disability.
  5. 5. Introduction to the Setting Osceola Campus 448 W. Donegan Avenue Kissimmee, FL 34741 “This 9,200 square foot facility has seven classrooms, a therapy gym and a developmental playground. There is also one specialized autism classroom. UCP of Central Florida’s Osceola Campus is our second largest center and serves a growing need in Osceola County.” http://www.ucpcfl.org/abo-loc-osc.shtml The pictures show one of the therapy rooms where our puppet show took place. The top picture is ours, the bottom is from UCP’s website. (Listed above)
  6. 6. I became familiar with UCP Osceola through my grandson. He was diagnosed with CP when he was 2 and his doctor recommended the UCP schools- “There is one in Kissimmee.” Since this class has a connection with the UCP Bailes center, I knew that the UCP school would work and I wanted to do my project where my grandson used to go. I was familiar with the people there, it was a pleasure to go back. Me & ucp http://www.ucpcfl.org/abo-loc-osc.shtml
  7. 7. Demographics Classroom Profile Students Per Teacher 14 Enrollment 56 Economically Disadvantaged 41.1% Breakdown by Ethnicity White 21.4% Black 5.4% Hispanic 62.5% Asian/Pacific Islander 3.6% http://www.schoolmatters.com/schools.aspx/q/page=sp/sid=55590
  8. 8.  The school serves children with any disability, including-Down Syndrome, Visual or Hearing impairment, Speech delayed, Cerebral Palsy, Autism, Mental Developmental and children with no disabilities.  The school also offers Speech, Physical and Occupational Therapy available by appointment to people ages birth – 21 years who are not enrolled in the school.  The school is for babies up to Pre-K only; they do not have the facilities to house any other grades. csulb.edu http://www.ucpcfl.org/ser-ser.shtml
  9. 9. A Personal Reflection: Thirteen years ago, my younger brother was diagnosed with a particularly aggressive brain tumor. One day, my mom’s car broke down in the oncologist’s parking lot; she called and asked me to come help her. I remember- as I drove into the parking lot, seeing an old man come out of a doctor’s office and hobble across the lot and I felt sorry for him. Imagine my shock to realize that ‘old man’ was my younger brother! I know that cancer isn’t classified as a disability, but as his cancer progressed, it affected his vision and mobility (he lost the use of his left arm and leg). Through that experience and others that our family went through together, I learned the personal nature of a disability- most important is the fact we learned in our “Understanding Disabilities” module- “the disability does not define the person”! My brother- his humor, character, mind etc. was in that body and he appreciated being treated as a person of great worth- which he was! All people are- disabled or not! My oldest grandson was diagnosed with CP two years ago. CP does not determine who he is, and it’s irritating to hear people say, “Poor little boy!” I know how they feel though, and that it is said with good intentions- I used to think or say the same thing.
  10. 10. Presentations March 5 The Three Little Pigs March 12 The TRUE Story of the Three Little Pigs (The wolf’s side of the story) March 19 Little Red Riding Hood
  11. 11. Us and The Little Darlings We gave three performances the first day. The two two-year- old classes were first; then the two three-year- old classes; last- the two four-year-old classes.
  12. 12. For the last two weeks, the four- year-old classes came in separately- so we gave four performances on those weeks.. On average, I think we served close to sixty children. We had seventy-five handouts, but didn’t use all of them  We were not allowed to know what disabilities the students had. The children with Down Syndrome were easy to determine. (as a side note- these were the happiest children! )
  13. 13. The stories their way
  14. 14. reflections  We observed their individual behavior patterns the first week, so we were better prepared the second week to know how to communicate with different children. After we told the first story, we asked the children if they wanted to come play with the puppets and tell the story. In one of the classes, there was a particularly eager little girl. It seemed to us that when she came forward, some of the other children moved back. We learned to ask the children individually if they wanted to play with the puppets instead of asking the class as a whole. This action gave the other children the encouragement they needed to move past the little girl and take a turn. When she tried to assert herself, we told her it was someone else’s turn at that moment.  The children remembered us when we came the second week. They waved excitedly to us and told us about the story we presented the week before. Some of them ran over to us to give us a hug. When it was time for them to leave, some of them came over to us and hugged us again.
  15. 15. REFLECTIONS (CON’T)  I can’t ‘lump’ the children with specific disabilities together. For example, the children with down syndrome- “They are happy children and were eager to participate. “ While this is true, each of these children is an individual. They have their own personality and characteristics.  I wasn’t sure at first if our being there was a good thing. I felt like we disrupted their day; the children were very active! The teachers said that the children looked forward to our show; it was a break in their schedule. One of the teachers has a daughter in the school; she said her daughter repeated the stories every night at bath time. I felt better about being there when I heard this.  Overall, the classes we enjoyed performing for best were the younger classes. They were more likely to participate with the puppets and other props we brought; their activity level was not as high. There was a noticeable difference but I’m not sure why.
  16. 16. REFLECTIONS (CON’T)  One of the four-year-old classes did NOT like Little Red Riding Hood. I don’t know if it was the cape, the story or what it was, they were freaked out!! So when story time was over- they hid in the cape I was wearing- snotty noses and all!! They wanted nothing to do with the child’s cape, so the teacher put it on. They thought this was funny. The second week there, we presented the wolf’s version of 3 little pigs. The children recognized the puppets and scenery; they told us they wanted a new story- they already knew this story. When they learned it was a different story- they were okay with hearing it. After Little Red… on the third week, they told us they liked “the pig story better- Tell it again!”  I enjoyed the experience! Some of the children were reserved around us, some were not. By the end of the third week, we were old friends. In one of the classes there was a little boy who kept grabbing my hands and lifting his legs. (He had incredible upper body strength!) I didn’t know what he wanted- the teacher said he wanted to be held; I asked if I was allowed. When they said yes, I picked him up. He buried his head in my shoulder and hung on tight. The teacher said, “You’re in heaven aren’t you, Mark?” He just looked at me and smiled.