The Puppet Project aims to have students collaboratively design and create imaginative string puppets based on mythological creatures through drawing, 3D construction, and artistic elements. Students will compose a simple storyline and background theatre set for a group performance. Over multiple sessions, students will explore puppet types, develop character designs and stories, learn construction techniques, and create puppets and sets to perform their story. Evaluation of student learning and engagement will occur throughout the project.

1. Group ll –The Puppet project
Facilitators: AngelaClarke,Rachel Boyle,EllenFriel and Bianca Walsh
SEN Placement: St.Marys School fordeaf girls,Cabra.
Title of Scheme:The Puppetproject
Aim of Scheme:To collaborate inthe designandcreationof imaginative stringpuppetsbasedonamythological creaturesthroughthe explorationof
observational drawing,3Dconstructionandthe art elements;line,shape,form,colour,texture andthe Principlesof design; pattern,balanceand
movement.Inthe process,composingasimple storyline andbackgroundtheatre setforagroup performance.
Class size,profile anddetails:
Duration of lessons:
Session
No
Content Learning Outcomes Methodology:
Facilitator and Service
User tasks
Visual Aids and
Routine Activities
Evaluation and
Evidence of
Learning

2. 1/9
5/9/16
Phase 1-
Introduction and
explantationof
scheme
Explorationof
shadow puppets
based on the theme
Service Users will be able to:.
Distinguishanddescribedifferent
typesof puppetswhichcanbe
identifiedand usedin
performance andreasonbehind
theirconstruction.
Formallyanalyse the historyof
puppetry accordingtothe
differentculturesaround the
world.
Make connectionsbetweenthe
puppetsandthe people who
createdthem.
Developanawareness of the
essential partthatart playsinour
cultural societyandaroundthe
world.
List a numberof featuresof
puppetsintermsof style,gestures
and movements.
Pupilswill explore howanimalsin
the deepseaare adaptedtoliving
inthat environment.
Introduce everyone- we
all complete ‘figure me
out’worksheets
Introductionto
communication
strategies- boardswith
activityspecific
vocabulary,fromsingle
messagestorequests,
and fromstepped
messagestointeractive
phrases.
Introduce the Scheme-
and the typesof puppets
whichcan be identifiedas
usedinperformance-
marionettes,shadow,
finger, hand/sockandrod
puppets.
Key wordsexplained-
mythological,marionette,
rod puppets,hand/sock
puppets,shadow
puppets.
A collectionof
images/
illustrations/photos
of creaturesfrom
magazinesand
newspapers brought
inby the teachers
for sharingand
examplesof outlines
showingof a range
of creaturestomake
shadowpuppets-
birds,fish,wild
animalsetc.
Large sheetsof
paperfor collective
drawing,pensand
colouredmarkers
Glue,sticks,scissors,
Tracing paper,
carbon paper, light
blackcard, lamps,
white screen
handout of
Askthemto
compare different
puppetsaccordingto
shape,form,colour,
style andmaterials.
What storiesdothey
tell?Howwere they
made and by who?
Achnowledgmentof
the range of skills
needtocreate
shadowpuppets.
Didtheyavail of the
freedomto
personalizetheir
work.
Discusswhich
designswere most
effectiveasshadow
puppetsintermsof
shape and design.
Differentiation:

3. Brainstormideasfortheirown
puppetprojectthroughthe
explorationof shadowpuppets.
Use visual-thinkingandproblem-
solvingskillsinasketchbookor
journal toidentify,practice,
developideas,andresolve
challengesinthe creative process.
Discussthe puppetas
symbolismindifferent
culturesbymatching
imagestogether.
Compare and contrast
differenttypesof
puppetsintermsof
function,mood, colour,
texturespatternand
movement.
Usingthe studyguide
(one toeach pupil)
introduce mythology,
demonstrate the earth’s
strata ( water,earth,land
and sky) throughdrawing
collectively - Discusshow
creaturescan differfrom
each otherandhow
mythological creatures
have some characteristics
of themall.
Demonstrate howto
designandcreate new
mythological creature
informationand
examplesof
different
mythological
creaturesinhistory
Questionnaires /
quiz
Worksheetsshowing
the planof makinga
puppet
Example of a cartoon
stripor storyboard
of a puppetshow
SupportStudies:A
varietyof plasticfish
and othercreatures
withdifferentbody
forms(about5–10
modelstouse
fordemonstration
purposes)
Studyguide givento
Draw the creature
shapeswitha
template orstencil
How doyou combine
the Elementsof Art
and Principlesof
Designintoa two-
three-dimensional
artwork?
How doesart
influenceour
culture?Do you
knowany greek
myths?
Askstudentsto
identifya
characteristicof one
of the animalsthey
had identifiedinthe
imagesonthe
boardsand match
the image for the
functionthatit has

4. usingimagesprovided.
Discussthe ideaof
inventingamythological
creature throughdrawing
collectively(Exquisite
corpse- the surrealist
game of foldedpaper
that pupil addsto without
seeingpreceding
contribution) with
examplesof imagesfrom
illustrativebooks,
paintingsandsculpture.
Demonstrate howto
make a shadowpuppet -
howto use source
imagery,create outlines
and cut out of cardboard.
Divide pupilsintogroups
to draw andcreate
shadowpuppetsof
mythological creatures.
PupilsTask,
Pupilsdraw in
each pupil
Askstudentsto
describe the deep
oceanenvironment
and write theirideas
downon the board
or overhead.Next,
ask studentsto
predictwhatkindsof
animalstheycould
expecttosee if
studentscouldswim
alongthe seafloor.
Brainstormthe
componentsof the
deepoceanhabitat
and the needsof
livingorganismsin
thisenvironment.Jot
studentideasdown
on the board
regardlessof
accuracy.
Examplesof artists
whomake puppets
for the animal.

5. sketchbooks andlabel the
bodyforms of different
creaturesand their
associated
functions.
To work inpairsand using
theirimaginations makea
shadowpuppetoutof the
imagesthattheyhave
drawn.
To bringtheirshadow
puppetstolife withthe
aidof a lampand a white
screen.
Recordwiththe aid of
photographythe new
mythological creatures
Keepa record ofall work
for final presentation
folder.
or whose workrefers
to mythological
creatures–Ellen
Jewett.Examplesof
punchand judy,Jim
Henson, Gerald
Scarf.‘Handspring
PuppetCo.The
geniuspuppetry
behindWarHorse’ –
video,asa basisfor
discussionof rhythm
and movement.-3
examplesof their
work.
A collectionof
imagesof creatures
frommagazinesand
newspapers brought
inby me and the
pupilsforsharing.

6. 2/9
6/9/16
Drawing /Analysing
creatures and
objectsfrom
primary sources
Introduction to
planning,research
and design
development- mind
maps, mood boards,
initial set designs.
Story development
for puppetshow-
Plot and theme
ideas
To describe arange of
mythological creatures toexplain
the imageryandreasonbehind
theirconstruction.
To make connectionsbetweenthe
objects, drawingsandideasfor
theirpuppet.
To record some ideasonthe page
as theydraw the creaturesand
objects.
To use media,technology,and
otherresourcestoderive ideasfor
personal art-making.
To choose particular
animals/creaturestoinspire the
designof theirpuppet.
To brainstormideasfortheir
puppetshow – period, costumes,
sets,stage décor?
To researchthe three
dimensional puppets sotheycan
Introduce The ‘self-
esteem’ day-to-day
journal worksheetsto
keepa recordof how
everyone isgettingon.
Group choices - pupils
mustwrite a persuasive
note to teacher
explainingwhythey
shouldbe able towork in
the group of theirchoice:
Playcartoon stripgroup,
puppetsmakinggroupor
theatre andset design
group.
Divide pupilsintogroups
to lookat examples of
mythological creatures
fromlast class and to
discusseachothersideas.
Brainstormintheir
groupsand decide what
theywantto accomplish.
Choicesare made to work
Examplesof
differentpuppetsof
the supportstudy
artists(one example
for every 2 pupils)
Examplesshowing
the differentstages
of design
developmentfor
makinga puppetand
howto designa
puppetsetincluding
stage decor.
The work sheets on
the constructionof
the puppet.
Primarysources-
plasticanimals,fish,
birds,shells,
feathers,softtoys,
statues,etc.
Questionnaire on
mythological
Questionnaireson
the lookof
mythological
creature and /or
puppets–dothey
lookreal of
idealised?
Can theyidentify
differentanimalsin
the mythological
creatures.
Doesthe texture
lookreal - fur,skin,
scales?
Describe the colour
(gloss,matt, strong
or subtle,bright,
pastel cold,warm?
doesitconveya
mood?Describe the
facial expressions/
emotion.
Assessdrawings

7. recreate withtheirownstyle.
To create imaginative studies
include backgroundknowledge or
informationfromothersubjects.
To Developastorycreating
characters keepinginmind
possible period,costumes,sets
and stage décor.
To demonstrate respectfor
copyrightlawsandintellectual
propertyownershipwhen
creatingand producingworksof
art.
To evaluate ideas andreflecton
artwork.
as a group or individual
contributions.A written
planof the projectwill be
made.
Developthe ideafurther
of a personal theme and
possible approaches for
storydevelopment.
Mind-mapping
worksheets- write adraft
of the scriptas a
storyboard.
Considerhowthe theme
and storywill workina
stage setto create a final
puppetshow.
Demonstrate drawingthe
objects/creaturesto
create new mythological
creaturesto be
developedintopuppet
designplans.
Demonstrate how the
creatures.
How does research
prepare you to
create a imaginative
three-dimensional
artwork?
Have theyobserved
the object/creatures
indetail or from
differentangles.
Have they
successfullybroken
it upinto
components
parts/shape?
Who has been
connectingwiththe
ideageneration
usingtheir
imaginations?
What ideasdidyou
getwhile drawing
the objects?
Have theyworked
well ingroups
helpingeachother?
Differentiation:
Have secondary

8. drawingwill fitintothe
overall designof puppets
interms of form,colour,
patternor texture.
Pupilsdrawstudiesof a
range of creaturesfrom
primarysources, keeping
inmindhow their
drawingscan addto their
ideaandcomposition.
sourcesof imagesto
draw from.
3/9
7/9/16
Discovery play-
Introduction to
finger,hand/sock
puppets
Creatingtextures
and patterns in clay
(samplesfor
designingpuppets)
Make collagraphic
prints from shadow
puppetcardboard
To identifyanddescribe materials
usedinthe makingof puppets.
To enable pupilstodeveloptheir
practical skills.
To use a range of objectssuchas
string,lace,buttons,nailsetcto
imprintdifferenttextures,lines,
shapesandpatternson the clay
and to printfabric.
To use a range of materialsand
Introduce Texture and
patternshowingarange
of materials
Demonstrate how to
create texture and
patternon clay - focuson
differentobjectsandhow
theycan form surface
texture andpattern.
Demonstrate howto
make and printa
A range of materials
and objectstoaid
visual reference for
texture andpattern
of different
creatures- different
shapedbuttons,
feathers,string,
netting,lace,shelles
etc.
Examplesof
texturesand
Who has been
connectingwiththe
ideageneration
usingtheir
imaginationswith
the use of the work
sheets?
Are all the samples
different?
Whichlookbestand
why?

9. cutouts.
Printing/stenciling
on fabric (Curtains
for stage set and for
puppetcostumes
only ifrequired)
Weavingand
beadingwith wool
(for puppetwigs)
toolssafely.
To accuratelymeasure,markout,
cut and waste material.
To create artwork requiring
sequentiallyorderedprocedures
and specifiedmediatoachieve
intendedresults.
To applya range of interestsand
contextual connectionsto
influencethe art-makingandself-
reflectionprocesses.
collagraphprint
Pupilswill safely
experimentwithtools,
materialsandobjectsfor
texture andpattern.
Each pupil will have on
the table as theywork
the ‘complimentcircles’
worksheetforanyone to
fill inasthey pass.
patterns.
Worksheetsonhow
to create texture
patternsusingline -
for drawingup
workingplans
Mindmapsfor
brainstorming.
Have the textures
and patternsof the
animalsbeen
created?
What newsafety
guidelinesdoyou
needtoapplywhen
using3-D art tools,
techniquesand
media?
4/9
8/9/16
Discovery play –
Creatingform with
straws and mud roc.
Exploring balance
and movement
through foam,
Polystyrene and
To effectivelyjoinarange of
materialsusingarange of
techniques.
To be aware of structure - how
materialscanbe manipulatedand
combinedtocreate structure,and
the importance of structure to
Discussthe varyingparts
of the creature - wing,
feather,tail,earsetc.
Demonstrate howtouse
a mindmap and howto
brainstormideas.
Demonstrate howto
Work sheetson
balance and
movement.
Mind mapsfor brain
storming.
Examplesof how
differentanimals
What ideasdidthey
getwhile exploring
withthe different
materials?
Will theirideaswork
in3D?

10. wire construction create form.
To explore the working
characteristicsandpropertiesof a
range of differentmaterials to
create balance and movement.
To be able toanalyse samplesand
resultsobtainedthrough
explorationanddiscovery.
To Followdirectionsandcomplete
art tasks ina timelymannerto
showdevelopmentof new skills.
draw upa prepatory
designplanusingthe
sightsize method.
Demonstrationonhowto
make a puppetusingthe
preparatorydesignplan
withthe aidof sample
bodyparts.
Pupilswill worktogether
brainstormingand
conversingabout
techniques,creature
choicesandstoryline and
make a mindmap.
move – Muybridge
photographs.
Examplesof
preparatorydesign
plansfor puppets.
Examplesof
drawingsof the
differentpartsof
puppets- face,body,
limbs,wingsetc
Samplesof the
differentpartsof
puppets- face,body,
limbs,wings,tails,
horns,etc.
Examplesof body
parts and the
differentstagesof
processinmakinga
finishedpuppet.

11. 5/9
9/9/16
Phase 2- Plans
Final Puppet design
plans and
preparatory
drawings for
construction of
puppets
Final Script
developmentand
visual
storyboards/cartoon
Visual working plan
of Set design(How
to tell the story
visually)
To acquire markingout
techniques,the use of templates,
rulersandaccuracy.
To draw theirfinal puppetdesign
to scale.
To solve technical problemsinthe
planningstage.
To produce a detailedplanof
making.
To Identifythe functionof
structural elementsof artand
organizational principlesof design
to create and reflectonartwork.
Demonstrate howto
draw upfinal designplan
usingpreviousdrawings,
samplesof texture and
patternsand examplesof
the makingprocess -
whattheyhave to do first
- differentmethodsof
constructionkeepingin
mindbalance and
movement.
Aesthetic,technical,
constructional andother
relevantissuesthatmay
influencedesigningneed
to be considered.
Pupilsdrawthe storyin
cartoons,each cartoon
has a brief caption.
Make or findan
appropriate background
setting(lookat
aquariums)
Examplesof puppet
designs, puppet
parts and the stages
of puppet
development.
Use research
techniquessuchas
productanalysisto
develop
specificationsforthe
designplans.
The colour
experiment
worksheets.
Procedure
plan/sequence of
manufacture –
include stages,tools
and equipmenttobe
use,healthand
safetyandquality
control.
Storyboard/cartoon
Have theyadded
labels, annotations,
evaluations and
colourto theirfinal
designplans onwhat
theyhave to do first
– the process and
stepsof makingtheir
puppet.
Have they developed
more than one
design?
Reflectcritically
whenevaluatingand
are theymodifying
theirideasand
proposalstoimprove
puppets?
Use feedback
strategiesfor
assessmentof
designs- peerand
self assessments.

12. worksheetsforplay,
A3 drawingpaperfor
puppetandsetfinal
designpresentation
drawings.
6/9
12/9/1
6
Phase 3 - Create
Gettingready for
the puppetplay.
Designa posterto
advertise the puppet
show
Constructionof all
puppetparts
Constructionof
stage setfor show
To use two-dimensional orthree
dimensional artmaterialsand
toolsto understandthe potential
and limitationsof each.
To evaluate whichmaterials,
components,toolsanddesigns
specifications are most
appropriate touse.
To use materials,production
processesandskill tomake single
and multiple parts.
To applypractical solutionsthat
are relevantandfitforpurpose.
Create theirownthree-
dimensional puppetusingstepby
Demonstrate howto
prepare andassemble
componentstoachieve
functional results.
Demonstrate onmarking
out,precisionand
accuracy withtools
materialsand
components.
Designandmake a poster
advertisingthe puppet
show.
Performance timesare
scheduledforother
classesor parents.
Tools,equipment–
glue-gun,materials
and components.
A3 colouredpaper,
markers, all
reference recorded
fromprevouswork
to inspire designfor
posterdesign.
Reiterate the safety
rules.
Considerthe type
and varietyof
materialsanddiscuss
whichmightbe most
effectiveintheir
design.
Divide intogroups.
Look at eachothers
designs,consideras
a group howit can
be constructed,
where will the
problemsbe and
howtheycan be
overcome.

13. stepprocessingandsequencing.
7/9
13/9/1
6
Paintingof puppet
face and bodies,
making of wigsetc
Final Construction
and assemblyof
puppets
Paintingof stage set
Make the final
storyboards for the
show
To attach elementstogetheras
workedoutin theirprevious
designlayout.
To be aware of how colourand
paintcan exaggerate andenhance
the features,textures,patternson
theirpuppets.
Demonstrate howto
paintthe faces
Demonstrate the
attachingof elements as
decidedona previous
layoutdesign.
Pupilswill paintstage set
and assemble final
puppets.
Create the panelsof the
comic stripbydrawing
and writingthe storyin
an aestheticallypleasing
way. Create a cover with
the title and
authors/illustrators
nameson it.
A range of paintand
decoration– glitter,
glow-in-the-dark
paint,etc.
Cloth,brushes,
gloves.
‘skillsreflection’
worksheet.
Get pupilstolookat
each othersideas
and work,advising
on howtheycan
improve the lookof
the work.
Pupilswill work
togetherasa group.
How manypanels
will the storyneed?

14. 8/9
14/9/1
6
Refinementof
puppets
Finalisingofstage
set by adding
curtains
Stringingand
Presentationof
puppets
Phase 4- Present.
Performance of
puppetshow
To applyfinal touches.
To observe workandto see what
isneeded.
To presentfinishedworktoeach
other.
To evaluate the puppetsand
poster.
To work as a groupto performa
puppetshow.
Demonstrate the
attachingof elements.
Group critique lookingat
the puppetsseeingwhat
isneededforendeffect.
Showa range of
presentationpossibilities.
Pupilstopresenttoeach
other,givingaclear
account of the processto
date,ideadevelopment,
use of materialsand
realisationof ideas.
Pupilswill rehearse the
puppetshow.
The pupilspresentthe
puppetshowwhile being
recordedbyvideo
camera.
A range of materials
– lace,feathers,
beads,ribbons,etc.
Permissionletters
for recordingof
showon video
camera.
Videocamera,
tripod.
Filmpuppetshow
and editthe
recording.Include a
title andcredit
sequence.
Final group critique
Each pupil mustbe
evaluatedaccording
to theirabilityto
brainstorm,their
researchdrawings,
the developmentof
theirideas,their
designdrawings,
theirfinal puppet
designandtheir
executionof their
designasa moving,
workingpuppet.
Doesthe poster
succeedin
advertising the
show?

15. 9/9
15/9/1
6
Work presentation To reviewthe videorecording.
To evaluate the performance.
Pupilsreviewthe video
recording- evaluationof
the performance.
Final Presentationof the
record folder, including
title page,contentspage,
photographs,storyboards
etc.
‘cooperative learning
self-evaluation’
worksheets.