This document provides information about puppets and puppetry. It begins by defining what a puppet is and discussing the history of puppetry in ancient Greece and India. It then lists and describes 17 different types of puppets, including hand puppets, marionettes, shadow puppets, ventriloquist dummies, and more. The document also discusses marionettes in more depth, noting how they are controlled from above using strings. It concludes by describing how marionette troupes served important political and social functions at the royal court in ancient Burma, allowing veiled messages and corrections to be conveyed without disrespect.
The document discusses puppets as an effective teaching aid. It defines different types of puppets like hand puppets, glove puppets, and rod puppets. Puppets can motivate students, create interest, add humor, and entertain through performances. Using puppets has benefits like stimulating imagination, improving motor skills, boosting confidence, and increasing participation. Puppets are useful in language, social sciences, and health education programs for children.
Drama is a form of storytelling meant to be performed in front of an audience. It consists of dialogue between characters and stage directions that describe character movement and setting. Dramas can be presented as written texts or live performances. The two main types of drama are tragedies, which show a character's downfall, and comedies, which emphasize human weaknesses through humor. Every live performance is unique due to audience response influencing actors. Plays are written with dialogue and directions to bring characters and scenes to life on stage through elements like sets, props, costumes, and lighting.
This document provides an introduction to different puppet styles. It defines puppets and discusses the four main categories of puppet styles: direct, indirect, remote control, and combination. Direct puppets involve direct contact between the puppeteer and puppet. Examples given are finger, hand, body, and mask puppets. Indirect puppets are controlled through extensions like rods or strings, such as marionettes and shadow puppets. Remote control puppets are animated mechanically. Combination puppets use multiple control methods, like the Muppets which are part hand and part rod puppets. The document provides examples and videos for each category.
Graphic and visual aids are used to summarize information for readers. They include graphs, diagrams, charts, tables and other pictorial forms that consolidate and clarify written material. Visual aids allow complex ideas to be explained concretely and abstract concepts to be visualized. They can also present new information alongside text. Effective interpretation of visual aids involves understanding what is being measured, looking for trends or patterns, and drawing important conclusions. Common types are line graphs, bar graphs, pie charts, organizational charts, flowcharts, diagrams and tables.
Dioramas are three-dimensional models that depict scenes, often enclosed in glass for display. They can be miniature or life-sized and are used in museums, classrooms, and by hobbyists to depict historical events, nature scenes, or fictional scenarios in a realistic way. Dioramas were invented in 1823 and have been used in museums and classrooms to educate viewers through creative three-dimensional representations that replicate real settings and situations. Natural history dioramas in particular use painted backgrounds, constructed foregrounds, and taxidermied specimens to depict animal habitats and behaviors in an immersive style.
Puppetry is an ancient art form involving animated inanimate objects. It originated over 3000 years ago in Egypt and was recorded in Ancient Greece in the 5th century BC. The main types of puppets are hand puppets, marionettes operated by strings, shadow puppets behind a screen, rod puppets held by a central rod, and Bunraku puppets from Japan operated by three people. Puppetry is used to tell folk tales, fairy tales, comedies, religious stories, and other narratives, and can be educational for children.
It is a powerpoint presentation that discusses about the lesson or topic: The Parable of Benjamin Franklin named The Whistle. It also includes follow-up questions and about the topic of Intonation.
This presentation was given on July 27th, 2017, for the annual Back to School Brunch sponsored by Fundamentals Children's Book Store in Delaware, Ohio. The program was presented by Karen Hildebrand.
The document discusses puppets as an effective teaching aid. It defines different types of puppets like hand puppets, glove puppets, and rod puppets. Puppets can motivate students, create interest, add humor, and entertain through performances. Using puppets has benefits like stimulating imagination, improving motor skills, boosting confidence, and increasing participation. Puppets are useful in language, social sciences, and health education programs for children.
Drama is a form of storytelling meant to be performed in front of an audience. It consists of dialogue between characters and stage directions that describe character movement and setting. Dramas can be presented as written texts or live performances. The two main types of drama are tragedies, which show a character's downfall, and comedies, which emphasize human weaknesses through humor. Every live performance is unique due to audience response influencing actors. Plays are written with dialogue and directions to bring characters and scenes to life on stage through elements like sets, props, costumes, and lighting.
This document provides an introduction to different puppet styles. It defines puppets and discusses the four main categories of puppet styles: direct, indirect, remote control, and combination. Direct puppets involve direct contact between the puppeteer and puppet. Examples given are finger, hand, body, and mask puppets. Indirect puppets are controlled through extensions like rods or strings, such as marionettes and shadow puppets. Remote control puppets are animated mechanically. Combination puppets use multiple control methods, like the Muppets which are part hand and part rod puppets. The document provides examples and videos for each category.
Graphic and visual aids are used to summarize information for readers. They include graphs, diagrams, charts, tables and other pictorial forms that consolidate and clarify written material. Visual aids allow complex ideas to be explained concretely and abstract concepts to be visualized. They can also present new information alongside text. Effective interpretation of visual aids involves understanding what is being measured, looking for trends or patterns, and drawing important conclusions. Common types are line graphs, bar graphs, pie charts, organizational charts, flowcharts, diagrams and tables.
Dioramas are three-dimensional models that depict scenes, often enclosed in glass for display. They can be miniature or life-sized and are used in museums, classrooms, and by hobbyists to depict historical events, nature scenes, or fictional scenarios in a realistic way. Dioramas were invented in 1823 and have been used in museums and classrooms to educate viewers through creative three-dimensional representations that replicate real settings and situations. Natural history dioramas in particular use painted backgrounds, constructed foregrounds, and taxidermied specimens to depict animal habitats and behaviors in an immersive style.
Puppetry is an ancient art form involving animated inanimate objects. It originated over 3000 years ago in Egypt and was recorded in Ancient Greece in the 5th century BC. The main types of puppets are hand puppets, marionettes operated by strings, shadow puppets behind a screen, rod puppets held by a central rod, and Bunraku puppets from Japan operated by three people. Puppetry is used to tell folk tales, fairy tales, comedies, religious stories, and other narratives, and can be educational for children.
It is a powerpoint presentation that discusses about the lesson or topic: The Parable of Benjamin Franklin named The Whistle. It also includes follow-up questions and about the topic of Intonation.
This presentation was given on July 27th, 2017, for the annual Back to School Brunch sponsored by Fundamentals Children's Book Store in Delaware, Ohio. The program was presented by Karen Hildebrand.
The document provides guidance for analyzing the theme of a story. It discusses analyzing each element of the story, including the title, plot, setting, characters, point of view, conflict, and theme. The goal is to look at how each part contributes to the overall theme. It also provides examples from an unnamed story, discussing specific characters and their dialogue to illustrate analyzing how elements reflect the theme. The document will be used to guide literature analysis and for a group term paper assignment.
Filipino cartoon and animation, also known as Pinoy cartoon and animation, began with the publication of local comic books known as komiks in the late 1920s. The first widely popular Filipino cartoon character was Kenkoy, created by Romualdo Ramos and Antonio Velasquez. In the 1980s, Gerry Garcia created Panday, the first Filipino cartoon for television. Garcia is considered a pioneer of the Filipino animation industry for also creating Adarna, the first full-length animated Filipino movie, in 1995. Today, the Philippines has become a major hub for outsourced animation work from American studios due to its talented artists and lower production costs.
Edith L. Tiempo was a Filipino writer known for her poems and fiction works written in English. She was born in 1919 in Bayombong, Nueva Viscaya. Tiempo received the National Artist Award for Literature in 1999 for her intricate poems that explored significant experiences. Together with her husband, she founded the influential Silliman National Writers Workshop in 1962, which has produced many of the Philippines' best writers.
A legend is a narrative that blends fact and fiction about people, events, places, or natural features. Legends originated from the Latin word "Legenda," meaning "things to read," and were used to describe stories about saints that were read in church services. Legends differ from myths in that myths interpret nature while legends idealize history, myths involve gods and goddesses while legends can feature animals or objects, and legends are specific to one or two localities while myths are found universally. Legends can strengthen children's faith, teach history and morality, develop imagination, and introduce culture.
This document discusses different forms of digital art including hyperpoetry, blogs, vlogs, and graffiti art. Hyperpoetry is a form of digital poetry that uses hyperlinks to connect to other elements. Blogs are personal websites that allow users to post reflections and content. Vlogs are similar to blogs but are focused on video content rather than text. Graffiti art began as decorative images applied illegally in public spaces and has evolved into a recognized art form. The document provides examples and comparisons of these different digital art genres.
Myths, legends, and folktales are forms of storytelling that have been used since the beginning of civilization to explain the world, provide guidance, entertain, and pass down history and knowledge. Myths often involve supernatural elements and aim to explain universal truths, legends usually contain some historical facts mixed with fictional elements, and folktales are stories that are passed down orally from generation to generation with unknown authors. These forms of storytelling serve many purposes such as strengthening communities, teaching morals, explaining natural phenomena, and entertaining audiences before modern forms of media. They can be difficult to distinctly classify as they often overlap.
Puppets are objects manipulated by puppeteers to entertain and educate. Puppetry uses hand or rod puppets to portray characters and motivate students through humor and realistic depictions. There are several types of puppets like hand, finger, and shadow puppets. Effective puppet shows have short dialogues, focus on actions, limit characters to 4 or less, introduce the problem and solution, and encourage audience participation. Puppets are cost effective and can benefit both children and illiterate groups. However, puppet shows require preparation and are best for smaller audiences.
The document discusses the key elements of drama, including:
1. Literary elements such as script, plot (exposition, rising action, climax, falling action, resolution), characters (flat/round, static/dynamic, protagonist/antagonist/confidante), settings (sociological, physical, psychological), dialogue, monologue, conflict, and theme.
2. Technical elements and performance elements are also elements of drama but not described.
3. The objectives are to identify drama elements, answer activity questions about them, and write a one-act play applying the elements. Learning competencies include exploring different staging modalities.
This document defines the key elements of plot, including exposition to introduce characters and setting, rising action with a series of conflict-causing events, climax as the turning point, falling action resolving post-climax events, and resolution concluding all storylines. The main types of conflict are listed as man vs. man, man vs. himself, man vs. society, man vs. nature, and man vs. supernatural.
A folktale is a story that has been orally passed down through the ages. It typically teaches a lesson or explains natural phenomena, with characters representing human qualities like good and evil. Folktales are straightforward with clear problems and resolutions, usually ending happily. Common types of folktales include trickster tales, fables, fairytales, and "why" stories which explain how things came to be.
This document discusses different types of graphic aids used to communicate information visually. It describes tables, bar graphs, line graphs, pie charts, pictographs, organizational charts, Gantt charts, dot charts, diagrams, drawings, maps, and photographs. The document provides examples and explanations of how each graphic aid presents data in a clear, concise visual format to enhance reader comprehension beyond just text. It concludes with suggestions for appropriately using and integrating graphic aids into written materials.
The document discusses various elements of children and adolescent literature. It covers elements such as characterization (including main characters, supporting characters, round/flat characters), setting, plot structure (including beginning, middle, end, exposition, climax, resolution), conflict types (man vs self, man vs man), theme, moral, point of view and more. The learning outcomes are to demonstrate knowledge of literary elements, analyze elements in literature, and produce a creative written piece applying this understanding.
"A Night in the Hills“By: Paz Marquez BenitezMack Perucho
Paz Marquez-Benitez was a pioneering Filipino writer born in 1894 who authored the first modern Filipino short story in English. She taught short story writing at the University of the Philippines and influenced many writers, founding the Philippine Women's College which is now the Philippine Women's University. Her short story "A Night in the Hills" describes a man who fulfills his dream of visiting a forest but finds it is not what he imagined.
This document defines and discusses graphic novels. It begins by providing definitions of graphic novels from Scott McCloud and Alan Moore. It then lists various genres of graphic novels and notes that they combine words and art. The document discusses analyzing graphic novels through their literature elements like plot and characters, and art elements like style and color. Key vocabulary for graphic novels like panels, gutters, and speech balloons are explained. The document provides a brief history of graphic novels and names important awards and publishing companies. It concludes by recommending several graphic novels to read based on favorites.
Drama tells a story through dialogue and stage directions meant to be performed on stage or screen. It includes elements like characters, setting, plot, theme, costumes, makeup, scenery, props, sound effects, music, acting, speaking, and nonverbal expression. A playwright authors a play and a scriptwriter authors a script for movies or television. Drama provides a different experience than novels or short stories because it is meant to be performed and enacted rather than simply read.
This document discusses different methods for using dramatization in teaching, including formal plays, pageants, pantomimes, tableaus, puppets, and role playing. It provides descriptions of each method, such as pageants typically depicting local history and pantomimes conveying a story through body movements alone. The document also covers different types of puppets like shadow, rod, hand, glove-and-finger, and marionette puppets. Overall, the document outlines dramatization techniques that can be used to engage both participants and spectators in communicating and sharing ideas.
This document provides an introduction to children's literature, including a definition noting that not all books read by children were intended for them but are limited by a child's experience. It outlines personal values of children's literature like enjoyment and insight, and educational values like developing reading skills. The document also lists common genres and evaluation criteria for children's books. It concludes by describing several prestigious book awards given by the American Library Association each year to recognize distinguished children's literature.
Puppetry is one of the oldest forms of theatre, dating back 30,000 years. It has been used in most human societies throughout history to communicate ideas and stories. Different puppet styles developed across ancient Egypt, Asia, India, China, Japan and other regions. There are many types of puppets including hand puppets, marionettes, finger puppets, rod puppets, shadow puppets and more. Puppetry remains an important art form around the world today.
Puppetry is one of the oldest forms of theatre, dating back 30,000 years. It has been used in most human societies throughout history to communicate ideas and stories. The document outlines the history of puppetry in ancient Egypt, Asia, India, China, Japan and other regions. It describes different types of puppets such as hand puppets, marionettes, finger puppets, rod puppets, shadow puppets and more. Various puppetry traditions are discussed, including Bunraku from Japan and water puppets from Vietnam.
The document provides guidance for analyzing the theme of a story. It discusses analyzing each element of the story, including the title, plot, setting, characters, point of view, conflict, and theme. The goal is to look at how each part contributes to the overall theme. It also provides examples from an unnamed story, discussing specific characters and their dialogue to illustrate analyzing how elements reflect the theme. The document will be used to guide literature analysis and for a group term paper assignment.
Filipino cartoon and animation, also known as Pinoy cartoon and animation, began with the publication of local comic books known as komiks in the late 1920s. The first widely popular Filipino cartoon character was Kenkoy, created by Romualdo Ramos and Antonio Velasquez. In the 1980s, Gerry Garcia created Panday, the first Filipino cartoon for television. Garcia is considered a pioneer of the Filipino animation industry for also creating Adarna, the first full-length animated Filipino movie, in 1995. Today, the Philippines has become a major hub for outsourced animation work from American studios due to its talented artists and lower production costs.
Edith L. Tiempo was a Filipino writer known for her poems and fiction works written in English. She was born in 1919 in Bayombong, Nueva Viscaya. Tiempo received the National Artist Award for Literature in 1999 for her intricate poems that explored significant experiences. Together with her husband, she founded the influential Silliman National Writers Workshop in 1962, which has produced many of the Philippines' best writers.
A legend is a narrative that blends fact and fiction about people, events, places, or natural features. Legends originated from the Latin word "Legenda," meaning "things to read," and were used to describe stories about saints that were read in church services. Legends differ from myths in that myths interpret nature while legends idealize history, myths involve gods and goddesses while legends can feature animals or objects, and legends are specific to one or two localities while myths are found universally. Legends can strengthen children's faith, teach history and morality, develop imagination, and introduce culture.
This document discusses different forms of digital art including hyperpoetry, blogs, vlogs, and graffiti art. Hyperpoetry is a form of digital poetry that uses hyperlinks to connect to other elements. Blogs are personal websites that allow users to post reflections and content. Vlogs are similar to blogs but are focused on video content rather than text. Graffiti art began as decorative images applied illegally in public spaces and has evolved into a recognized art form. The document provides examples and comparisons of these different digital art genres.
Myths, legends, and folktales are forms of storytelling that have been used since the beginning of civilization to explain the world, provide guidance, entertain, and pass down history and knowledge. Myths often involve supernatural elements and aim to explain universal truths, legends usually contain some historical facts mixed with fictional elements, and folktales are stories that are passed down orally from generation to generation with unknown authors. These forms of storytelling serve many purposes such as strengthening communities, teaching morals, explaining natural phenomena, and entertaining audiences before modern forms of media. They can be difficult to distinctly classify as they often overlap.
Puppets are objects manipulated by puppeteers to entertain and educate. Puppetry uses hand or rod puppets to portray characters and motivate students through humor and realistic depictions. There are several types of puppets like hand, finger, and shadow puppets. Effective puppet shows have short dialogues, focus on actions, limit characters to 4 or less, introduce the problem and solution, and encourage audience participation. Puppets are cost effective and can benefit both children and illiterate groups. However, puppet shows require preparation and are best for smaller audiences.
The document discusses the key elements of drama, including:
1. Literary elements such as script, plot (exposition, rising action, climax, falling action, resolution), characters (flat/round, static/dynamic, protagonist/antagonist/confidante), settings (sociological, physical, psychological), dialogue, monologue, conflict, and theme.
2. Technical elements and performance elements are also elements of drama but not described.
3. The objectives are to identify drama elements, answer activity questions about them, and write a one-act play applying the elements. Learning competencies include exploring different staging modalities.
This document defines the key elements of plot, including exposition to introduce characters and setting, rising action with a series of conflict-causing events, climax as the turning point, falling action resolving post-climax events, and resolution concluding all storylines. The main types of conflict are listed as man vs. man, man vs. himself, man vs. society, man vs. nature, and man vs. supernatural.
A folktale is a story that has been orally passed down through the ages. It typically teaches a lesson or explains natural phenomena, with characters representing human qualities like good and evil. Folktales are straightforward with clear problems and resolutions, usually ending happily. Common types of folktales include trickster tales, fables, fairytales, and "why" stories which explain how things came to be.
This document discusses different types of graphic aids used to communicate information visually. It describes tables, bar graphs, line graphs, pie charts, pictographs, organizational charts, Gantt charts, dot charts, diagrams, drawings, maps, and photographs. The document provides examples and explanations of how each graphic aid presents data in a clear, concise visual format to enhance reader comprehension beyond just text. It concludes with suggestions for appropriately using and integrating graphic aids into written materials.
The document discusses various elements of children and adolescent literature. It covers elements such as characterization (including main characters, supporting characters, round/flat characters), setting, plot structure (including beginning, middle, end, exposition, climax, resolution), conflict types (man vs self, man vs man), theme, moral, point of view and more. The learning outcomes are to demonstrate knowledge of literary elements, analyze elements in literature, and produce a creative written piece applying this understanding.
"A Night in the Hills“By: Paz Marquez BenitezMack Perucho
Paz Marquez-Benitez was a pioneering Filipino writer born in 1894 who authored the first modern Filipino short story in English. She taught short story writing at the University of the Philippines and influenced many writers, founding the Philippine Women's College which is now the Philippine Women's University. Her short story "A Night in the Hills" describes a man who fulfills his dream of visiting a forest but finds it is not what he imagined.
This document defines and discusses graphic novels. It begins by providing definitions of graphic novels from Scott McCloud and Alan Moore. It then lists various genres of graphic novels and notes that they combine words and art. The document discusses analyzing graphic novels through their literature elements like plot and characters, and art elements like style and color. Key vocabulary for graphic novels like panels, gutters, and speech balloons are explained. The document provides a brief history of graphic novels and names important awards and publishing companies. It concludes by recommending several graphic novels to read based on favorites.
Drama tells a story through dialogue and stage directions meant to be performed on stage or screen. It includes elements like characters, setting, plot, theme, costumes, makeup, scenery, props, sound effects, music, acting, speaking, and nonverbal expression. A playwright authors a play and a scriptwriter authors a script for movies or television. Drama provides a different experience than novels or short stories because it is meant to be performed and enacted rather than simply read.
This document discusses different methods for using dramatization in teaching, including formal plays, pageants, pantomimes, tableaus, puppets, and role playing. It provides descriptions of each method, such as pageants typically depicting local history and pantomimes conveying a story through body movements alone. The document also covers different types of puppets like shadow, rod, hand, glove-and-finger, and marionette puppets. Overall, the document outlines dramatization techniques that can be used to engage both participants and spectators in communicating and sharing ideas.
This document provides an introduction to children's literature, including a definition noting that not all books read by children were intended for them but are limited by a child's experience. It outlines personal values of children's literature like enjoyment and insight, and educational values like developing reading skills. The document also lists common genres and evaluation criteria for children's books. It concludes by describing several prestigious book awards given by the American Library Association each year to recognize distinguished children's literature.
Puppetry is one of the oldest forms of theatre, dating back 30,000 years. It has been used in most human societies throughout history to communicate ideas and stories. Different puppet styles developed across ancient Egypt, Asia, India, China, Japan and other regions. There are many types of puppets including hand puppets, marionettes, finger puppets, rod puppets, shadow puppets and more. Puppetry remains an important art form around the world today.
Puppetry is one of the oldest forms of theatre, dating back 30,000 years. It has been used in most human societies throughout history to communicate ideas and stories. The document outlines the history of puppetry in ancient Egypt, Asia, India, China, Japan and other regions. It describes different types of puppets such as hand puppets, marionettes, finger puppets, rod puppets, shadow puppets and more. Various puppetry traditions are discussed, including Bunraku from Japan and water puppets from Vietnam.
Puppets are inanimate objects manipulated by puppeteers to depict characters in puppetry performances. There are many types of puppets made from various materials, with hand puppets being among the most recognizable where a puppet is worn on the hand. Puppets have been used for both entertainment and education purposes to engage audiences and students through dramatic expression, storytelling, and developing language and social skills.
Puppetry is a form of theatre that involves manipulating inanimate objects to tell stories. It originated over 30,000 years ago and exists in almost all human societies. Traditional Indian puppetry features string, rod, glove, and shadow puppets depicting legends and epics. String puppets like Kathputli are manipulated by strings tied to the puppeteer's fingers. Rod puppets from West Bengal are supported by rods and accompanied by singing. Glove puppets from various states resemble dolls worn on the hand. Shadow puppets from several states create silhouettes on a screen backlit by light. Contemporary puppetry includes Japanese bunraku puppets operated by three people, finger pupp
Puppets are artificial figures manipulated by a puppeteer to appear moving. There are several types of puppets including hand puppets, finger puppets, shadow puppets, and marionettes (string puppets). Puppets are used to develop skills like listening, cooperation, confidence, and self-expression while enhancing learning in language and arts. Effective puppetry requires selection of appropriate puppets, synchronization of voice and movement, and skilled presentation that creates interest and motivates students in a brief period. Research shows puppets can engage children in science and promote conversations to help their learning.
This document discusses various dramatic experiences that can be used in teaching including plays, pageants, pantomime, tableaus, puppets, and role playing. It provides details on each type, such as plays depicting life, culture, or a combination; pageants being based on local history; pantomime using only bodily movements; and tableaus creating picture-like scenes. It also describes common types of puppets like shadow, rod, hand, and marionette puppets. Role playing is described as an unrehearsed dramatization of a pretend situation. Dramatic experiences are said to cater to different multiple intelligences and be most effective for lessons in the affective domain.
Puppetry is one of the oldest forms of theater originating over 30,000 years ago. It was used in ancient Egypt, Asia, and India to communicate ideas and stories in religious rituals and plays. There are many types of puppets including hand puppets, rod puppets, marionettes, shadow puppets, and ventriloquist dummies, each controlled differently but all seeking to bring characters to life through manipulation and movement. Puppetry remains a popular artistic medium today.
Dramatized experiences allow people to relive and participate in events from the past through various forms of reenactment and role-playing. These can range from formal plays and pageants to more informal tableaus, pantomimes, puppet shows, and role-playing. Plays depict life, culture, or characters, while pageants are usually based on local history. Pantomime conveys a story through body movements and tableau creates picture-like scenes. Puppet shows can involve an entire group and use different puppet types. Role-playing involves spontaneously taking on roles in imaginary situations.
Dramatized experiences allow people to relive and participate in events from the past through various forms of reenactment and role-playing. These can range from formal plays and pageants to more informal tableaus, pantomimes, puppet shows, and role-playing. Plays depict life, culture, or characters, while pageants are usually based on local history. Pantomime conveys a story through body movements and tableau creates picture-like scenes. Puppet shows can involve an entire group and different types of puppets. Role-playing involves spontaneously taking on roles in imaginary situations.
This document discusses different forms of dramatized experience, including plays, pageants, pantomime, tableau, puppets, and role play. Plays depict life, character, or culture through drama, while pageants are often based on local history. Pantomime tells stories through body movements alone. Tableau creates picture-like scenes using people and backgrounds. Puppets can present ideas simply without elaborate sets or costumes, and come in forms like shadow puppets, rod puppets, hand puppets, and marionettes. Role play involves unrehearsed dramatization of pretend situations.
Lesoon 9 teaching with dramatized experiencesaloverasheila
This document provides information on different types of dramatic techniques that can be used in the classroom, including plays, pageants, tableaus, pantomime, puppets, and role-playing. It describes each technique and provides examples. Plays depict life, character, and culture and offer opportunities to portray important ideas about life. Pageants are usually community dramas based on local history. Pantomime and tableaus are purely visual experiences that require less time and preparation than plays. Puppets can present ideas with simplicity without elaborate costumes or scenery. Role-playing involves spontaneous dramatization of pretend situations.
Teaching with Contrived and Dramatized ExperiencesAladin Awa
Contrived experiences are edited copies of reality used as substitutes for real things in the classroom. They are designed to simulate real-life situations. Examples include models, mock-ups, specimens, simulations, and games. Dramatized experiences range from plays and pageants to tableaus, pantomimes, puppets, and role-playing. They are used to vividly portray ideas about life. There are five types of puppets: hand puppets, shadow puppets, finger-glove puppets, marionettes, and rod puppets. Role-playing involves students spontaneously acting out assigned roles in described situations. Both contrived and dramatized experiences motivate students and help them learn.
This document discusses different types of dramatic presentations for teaching including formal plays, pageants, tableaus, pantomimes, and puppets. It provides descriptions of different puppet types such as shadow, rod, hand, and string puppets. The document also lists principles for choosing puppet plays, such as basing them on action rather than words, keeping them short, and adapting them to the audience. Improvisational role-playing is also mentioned as a dramatic teaching method.
This document discusses different types of dramatic presentations that can be used for teaching including formal plays, pageants, tableaus, pantomimes, and puppets. It provides descriptions of different types of puppets such as shadow puppets, rod puppets, and hand puppets. The document also lists some principles for choosing puppets, such as using them for stories that can't be portrayed as well through other means, basing plays on action rather than words, and adapting shows to the audience.
Teaching with dramatized experience by Cherry Rose Alipiocherry0827
This document discusses different types of puppetry and puppet theater. It describes shadow puppets, rod puppets, hand puppets, glove puppets, and marionettes as various types of puppets. It also provides instructions for making a simple puppet theater using a wooden crate with cloth draped around it. The document explores how puppets can effectively teach ideas with simplicity without elaborate costumes or scenery. It questions the value and impact puppets can have on those being taught through this dramatic art form.
This document defines and describes various types of dramatized experiences including formal plays, pageants, tableaus, pantomimes, puppets, role-playing and more. It explains that dramatized experiences engage both participants and spectators through emotionally impactful depictions of life, character, culture, or ideas. The document provides details on different puppet types like rod puppets, hand puppets, and marionettes. It notes that dramatized experiences can effectively portray concepts in an engaging, experiential way but may threaten some or become too unfocused without proper facilitation.
This document discusses different types of dramatized experiences that can be used for educational purposes, including formal plays, pageants, tableaus, pantomimes, puppets, and role-playing. It provides details on what each type involves, such as pageants typically focusing on local history and tableaus creating picture-like scenes. The document also notes that role-playing allows participants to get absorbed in assigned roles and that puppets, pantomimes, and tableaus are commonly used in classrooms due to their simplicity and practicality.
This document discusses different types of dramatized experiences including formal plays, pageants, tableau, pantomime, and puppets. It describes plays as depicting life, character, or culture. Pageants are community dramas based on local history. Tableau are picture-like scenes composed of people. Pantomime conveys a story through bodily movements. Puppets can present ideas simply without elaborate costumes or scenery. The types of puppets are shadow, rod, hand, glove, finger, and marionettes. Role playing involves spontaneous dramatization of pretend situations.
This document discusses different types of dramatized experiences including formal plays, pageants, tableau, pantomime, and puppets. It describes plays as depicting life, character, or culture. Pageants are community dramas based on local history. Tableau are picture-like scenes composed of people. Pantomime conveys a story through bodily movements. Puppets can present ideas simply without elaborate costumes or scenery. The types of puppets are shadow, rod, hand, glove, finger, and marionettes. Role playing involves spontaneous dramatization of pretend situations.
This document discusses different types of dramatized experiences including plays, pageants, tableau, pantomime, and puppets. It provides details on the different types of puppets such as shadow puppets, rod puppets, hand puppets, glove puppets, and marionettes. The document also defines role playing as an unrehearsed dramatization of an imaginary situation where participants take on assigned roles. It concludes with review questions to test understanding of the key terms.
Similar to Storytelling with Puppets and Marionettes and other storytelling techniques (20)
Michael has a passionate affair with an older woman, Hanna, when he is a teenager. Hanna is illiterate and ashamed of this fact. Their relationship ends abruptly when Hanna leaves without explanation, heartbreaking Michael. Years later, Hanna is accused of murder but does not defend herself in court due to her illiteracy. Michael feels guilty for not helping Hanna reveal her secret when he had the chance. To make amends, he begins recording stories to send to Hanna in prison to help her learn to read and write. Their final conversation in the cafeteria shows they still love each other despite the difficulties of their past relationship.
Facebook has both positive and negative impacts on students' lives according to the document. Positively, Facebook helps students collaborate online for classwork, feel connected to peers, and become involved in extracurricular activities. However, Facebook can also be addictive and a waste of time for students. It encourages postponing schoolwork, leading to poor grades and lack of face-to-face social interaction. Whether Facebook distracts from studies or not depends on individual self-control. The document concludes that as students, it is up to each individual to decide how to use social media for their own benefit.
The document provides a review and analysis of the movie Les Miserables focusing on its portrayal of socio-economic issues. It discusses three key issues presented in the movie: poverty, inequality between the privileged and non-privileged, and the impact of incomplete families. It uses examples from two main characters, Jean Valjean and Fantine, to show how poverty can force people into crime or prostitution. It also notes how the movie depicts the rich as having power and authority over the poor. Finally, it discusses how an incomplete family negatively impacted the character Cosette. The review concludes by stating that the movie highlights socio-economic issues still prevalent in modern society, including the reviewer's home of the Philippines.
The document provides a summary and reflection from a student on the movie "Artificial Intelligence". Some key points:
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2) The student found the movie fascinating as it relates to technology and believed robots like David could be possible in the future.
3) The student was touched by the love between David and his mother and amazed by human intelligence in creating human-like technology. However, the student also fears robots may one day overpower humans.
The document discusses the organization and administration of guidance programs in schools. It explains that guidance programs must deal with all the problems students face according to its principles. An organizational chart is introduced to illustrate how the guidance program works from students to superintendents. The guidance program can be centralized under a guidance expert or non-centralized with little coordination among teachers and administration. Either way, all members of the organization must understand students' basic needs. Learning about guidance program administration makes the author aware of considerations for implementing one and tools for addressing diverse learners' needs to fulfill the school's role in supporting students.
This document discusses the author's personal experience with guidance as a child and the importance of guidance for all people. When the author was 9 years old, their parents separated and they went to live with their grandmother, which was emotionally difficult. However, their grandmother provided guidance and support that helped the author through this challenging time. Even though the author's parents are no longer together, they both continue to provide guidance and support. The author concludes that everyone needs guidance in life, and those in need of guidance should be welcomed and helped.
The document discusses the roles and responsibilities of different guidance personnel, including guidance coordinators, counselors, and teacher-counselors. It explains that guidance staff must be aware of their specific functions and how significantly they contribute to the success of the guidance program. Additionally, it reflects on how learning about the topic highlighted the importance of cooperation and teamwork within an organization to achieve common goals.
The document discusses techniques used in guidance programs to evaluate students. It explains that student progress was once measured only through exams, but now uses newer techniques with two phases: determining the extent of change in a student and judging whether that change is desirable and adequate. These techniques include anecdotal records, autobiographical records, sketches, case studies, gathering information, observation, interviews, and tests. While these techniques help counselors effectively guide students by learning their backgrounds, observations can be biased without proper training.
The document discusses the importance and procedures for developing an effective guidance program. It notes that guidance programs are needed in schools to help students with their various needs and problems. Developing a guidance program takes significant time and effort. It requires equipped guidance personnel who attend seminars and trainings to properly fulfill their responsibilities. While other schools may provide examples of guidance program plans, each school needs a custom program to meet the unique needs of its students. An effective guidance program involves collaboration between various experts and personnel to help individuals develop knowledge and skills for facing life's realities.
Directive counseling involves the counselor playing an active role in analyzing the problem, identifying triggers and solutions, and providing options to the client. This approach works best for less personal problems where the counselor can provide clear advice. Non-directive counseling is client-centered, with the counselor using questions to help the client analyze their own problem and identify their own solutions. This works for personal issues where the client's perspective is most important. Both approaches can be effective depending on the nature and context of the problem being addressed.
Dr. Kearns invented windshield wipers, but powerful companies stole his invention without giving him credit or compensation. This film tells the story of Dr. Kearns' courageous legal battle against the companies over many years, despite facing difficulties as his wife and friends gave up on supporting him. In the end, Dr. Kearns prevailed by continuing to fight for the recognition and honor he deserved for his important contribution to society through his invention.
The UP Madrigal Singers was organized in 1963 by National Artist Professor Andrea O. Veneracion and is composed of students, faculty, and alumni from the University of the Philippines. The choir is one of the most awarded in the world, having won top prizes at numerous prestigious international choral competitions. Notable achievements include being the first choir to win the European Grand Prix for Choral Singing twice. Under the direction of Mark Anthony Carpio, the UP Madrigal Singers continues to produce new compositions and arrangements, contributing to the growth of world choral literature.
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Rizal and Viola began their grand tour of Europe in 1887, starting in Germany where they visited cities like Berlin and Dresden. In Dresden, Rizal was impressed by a painting of Prometheus Bound. They then traveled to Bohemia (now the Czech Republic) where they had their first meeting with Blumentritt, who warmly welcomed them into his home in Leitmeritz. Rizal and Blumentritt developed a close friendship during their time together. Rizal and Viola then continued on to Prague and Vienna, visiting various museums, churches, and other sites of interest and meeting several scholars along the way.
disturbance and diversity in Temperate GrasslandAivy Claire Vios
1) Prairie dogs and pocket gophers disturb soil and vegetation through their burrowing and herbivory activities. This intermediate disturbance creates patchy plant communities with varying levels of grasses, forbs, and shrubs.
2) Species diversity is greatest at intermediate levels of disturbance. Too much or too little disturbance favors either colonizing species or stronger competitors, respectively.
3) While urbanization threatens biodiversity through habitat loss and simplification, some studies find that urban areas can still support significant diversity, depending on the taxonomic group. Bird diversity specifically may peak at intermediate levels of urban land use.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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2. To let the learners know the
history and types of puppets.
To let them create a different kind
of presentations using the
puppet, marionettes and other
story telling techniques.
3. Children, I have here different pictures
for every group. In order to know what
group you belong you will pick 1 picture
here. So, now,
May I request everyone to please go out
and fall in line in the corridor
alphabetically. Ladies first. Silence must
be observe.
4. Children, do not remove the picture in the specific
place we’ve pin it. Once you have loss it, you are
not allowed to join the activity since we
cannot recognize what specific group you are
in.
Always observe silence whenever someone is
talking in front.
Do the things in the best that you could because
there is a reward in every thing you do.
5. As you can see hear we have pictures
of your group. The purpose of this
picture is that whenever we caught at
least one member making
unnecessary things or even making a
noise and a member who doesn’t
participate in every activity,
automatically one piece of the picture
will be remove. Every picture that will
be remove will equivalent to 1 point
deduction. So, be responsible
6. GROUP NAME CONTEST
1. Let the learners create their group name
according to the picture of the puppet given
to them. They will be given 5 minutes to
think about it.
2. Select a representative that will explain why
they choose that particular name.
3. Make a simple chant.
4. The best group name and chant will get the
highest point for the given activity.
GOODLUCK!
7.
8. A puppet is an
inanimate object
animated or
manipulated by a
puppeteer. It is used in
puppetry, which is a
very ancient form of
theatre.
9. Poppet, a word that sounds similar, is
sometimes a term of endearment,
similar to "love", "pet", "doll" or
"dear". It alludes to folk-magic and
witchcraft, where a poppet is a special
doll created to represent a person for
the purpose
of casting healing,
fertility, or
binding spells.
10. Puppetry was practiced in Ancient Greece and
the oldest written records of puppetry can
be found in the works of Herodotus and
Xenophon, dating from the 5th century BC.[
The Greek word translated as "puppet" is
"νευρόσπαστος" (nevrospastos), which
literally means "drawn by strings, string-
pulling", from "νεῦρον" (nevron), meaning
either "sinew, tendon, muscle, string", or
"wire", and "σπάω" (spaō), meaning "draw,
pull".
11. In India puppetry was practiced from
ancient times and is known by different
names in different parts of the country.
Excavation of clay dolls from Indus valley
sites serve as an indication.[8] The art of
puppetry called Bommalattam is
mentioned in Tamil literature
Silappadikaram, which is written around
2nd century B.C.
13. 1.BLACK LIGHT PUPPET –
is a form of puppetry where the puppets
are operated on a stage lit only with
ultraviolet lighting, which
both hides
the puppeteer
and accentuates
the colors
of the puppet.
14. 2. BUNRAKU PUPPETS - are a type of
wood-carved puppet originally made
to stand out through torch
illumination.
15. 3. CARNIVAL PUPPETS (AKA body
puppets) are usually designed to be
part of a large spectacle.
.
16. 4.FINGER PUPPET -is an extremely
simple puppet variant which fits
onto a single finger.
17. 5. SOCK PUPPET - is a puppet
formed from a sock and operated
by inserting one's hand inside the
sock. One then moves his hand up
and down to give the impression of
speaking.
18. 6. HAND PUPPET (AKA glove
puppet) - are puppets controlled
by one hand which occupies the
interior of the puppet.
19. 7. HUMAN-ARM PUPPET- Also called a "two-man
puppet" or a "live-hand puppet", the human-arm
puppet it is similar to a hand puppet but is larger
and requires two puppeteers
20. 8. LIGHT CURTAIN PUPPET- presentations use
specifically focused light to highlight small areas
of a performance, allowing the puppet to be seen
while the manipulators remain invisible. The
puppets stand on a stage divided into an unlit
background and a well-lit foreground, meeting
to form a "curtain" of light.
21. 9.MARIONETTES, or "string
puppets,“- are suspended and
controlled by a number of strings,
plus sometimes a central rod
attached to a control bar held from
above by the puppeteer.
22. 10. PULL STRING PUPPET - is a puppet
consisting of a cloth body where in the
puppeteer puts his/her arm into a slot in
the back and pulls rings on strings that
do certain tasks such as waving or
moving the mouth.
23. 11. PUSH PUPPET - consists of a
segmented character on a base which is
kept under tension until the button on the
bottom is pressed. The puppet wiggles,
slumps and then collapses, and is usually
used as a novelty toy.
24. 12. ROD PUPPET - is a puppet constructed
around a central rod secured to the head.
A large glove covers the rod and is
attached to the neck of the puppet. A rod
puppet is controlled by the puppeteer
moving the metal rods attached to the
hands of the puppet, any other limbs and
by turning the central rod secured to the
head.
25. 13. SHADOW PUPPET is a cut-out figure held
between a source of light and a translucent
screen. Shadow puppets can form solid
silhouettes or be decorated with various
amounts of cut-out details.
26. Supermarionation is a method invented by
Gerry Anderson which assisted in his
television shows Stingray, Thunderbirds and
Captain Scarlet and the Mysterons. The
puppets were essentially marionettes with
electronically moving mouths to allow for lip-
synchronised speech. The marionettes were
still controlled by human manipulators with
darkened strings.
27. 14. TICKLEBUG- is a type of hand puppet
created from a human hand to have four
legs, where the puppet features are drawn
on the hand itself. The middle finger is
lifted as a head, and the thumb and
forefinger serve as a first set of two legs
on one side, while the ring finger and little
finger serve as a second set of two legs on
the opposite side.
28. 15. TABLE TOP PUPPET -is a puppet
usually operated by rod or direct
contact from behind, on a surface
similar to a table top (hence the
name).
29. 16. VENTRILOQUIST'S DUMMY is a puppet
operated by a ventriloquist performer to focus
the audience's attention from the performer's
activities and heighten the illusions. They are
called dummies because they do not speak on
their own. The ventriloquist dummy is
controlled by the one hand of the ventriloquist.
Such acts aren't always performed with a
traditional dummy, occasionally using other
forms of puppetry.
30. 17. WATER PUPPET is a Vietnamese puppet
form, the "Múa rối nước". Múa rối nước
literally means "puppets that dance on
water", an ancient tradition that dates back
to the 10th century.
31. 18. OBJECT PUPPETS- can be
created with found everyday objects
either assembled in advance or
during performance.
32. 19. MOTEKAR PUPPET or Wayang Motekar is a kind of
shadow puppet theater, or in Sundanese, Javanese, and
Indonesia in general known as 'wayang (kulit),'
(leather) puppet. However, the difference, if the
shadow puppets or like all forms of shadow puppet in
general show performances in the form of a shadow
(silhouette) of the black color, while Motekar Puppet
have discovered a new technique so that the shadow of
puppets can be performed with full color.
33. Puppet Show
1. Each group will pick for the kind of
presentations they will need to present
using the puppets given. Its either: Musical
drama, comedy drama, love story,
dialogue(hugot).
2. The participants are only given 10 minutes
to practice.
3. Points will be added to those group who
perform well.
GOODLUCK
34. A marionette is a puppet controlled from
above using wires or strings depending on
regional variations. A marionette's puppeteer
is called a marionettist. Marionettes are
operated with the puppeteer hidden or
revealed to an audience by using a vertical or
horizontal control bar in different forms of
theatres or entertainment venues. They have
also been used in films and on television. The
attachment of the strings varies according to
its character or purpose.
35. Marionettes are distinguished from regular
puppets by the fact that they are controlled
by strings that are manipulated from above.
This allows them a freedom of movement that
is unmatched by other forms of puppetry,
and this type of movement demands a great
deal of skill from the person who is pulling
the strings. Let’s take a look at the role that
they have played in our history, both for
entertainment purposes and for deadly
serious ones!
36. In Myanmar, which was once known as
Burma, troupes of marionettes were
commissioned and maintained by
royalty. Though the stories told by the
marionette troupes were no doubt
fascinating and entertaining, they
served a very real occupation.
37. The Burmese court was concerned with
preserving the dignity of its members and
marionettes were often used to preserve the
esteem of a person who had erred. For
instance, the emperor could reprimand his
children or his wife in this way by asking the
puppeteers to put on a parable correcting
errant children or careless wives about their
reckless ways. While the reprimand would be
obvious to anyone who was "in the know" it
would largely pass unheeded by the people
looking on, something that had a great deal of
value in a court that could, and did contain
hundreds of people.
38. The BURMESE MARIONETTES also
served as a conduit between the ruler
and his subjects… many times, people
would ask the puppeteers to mention
in a veiled fashion a current event or
warning to the ruler. In this way,
information could be transferred on
without any disrespect. A marionette
could say things that a human could
never get away with.
39. In many ways, the Burmese marionette troupes
replaced the actors of the time. It was
considered a beheading offense to put
your head above royalty, a fact which
made standing on a stage difficult to say
the least. Similarly, the laws of Burma were
such that an actor could not wear full
costumes if they were playing figures like
royalty or holy men. While both of these
facts would hamper the movement and
styling's of a human actor, marionettes
were not bound by such things and thrived
in the vacuum.
40. In the Classical world of the ancient Greeks and
Romans, articulated dolls were found in the
graves of children, many of them bearing rods
or strings by which they could be manipulated.
These children's toys showed that the art of
puppetry was quite popular, and the writings
of Aristotle and Plato, both of whom mention
puppetry, confirm this. The great and abiding
classics of Western literature, the Iliad and the
Odyssey, may very well have been performed
using marionettes.
41. In Europe, Italy was commonly
considered to be the birthplace of
the marionette. These early puppets
were used to describe morality plays
to a largely illiterate audience.
Behaviors that would be considered
lewd or inappropriate if undertaken
by human actors was acceptable in
marionettes.
42. Later on, the marionettes were used in
epics like The Song of Roland, and
during the eighteenth century, there
was a trend of using marionettes to
perform full-length operas, a
tradition which is continued in some
parts of Germany to this day.
43. The New World might even have an older
version of the marionette. The Hopi had a
Great Serpent drama known as Palu Lakonti
that was performed every year in March.
Large snakes are depicted as rising from the
ground and sweeping across the fields. These
serpents are marionettes as they are
manipulated by strings from above, as there
the two Corn Maids who accompany them.
This is a tradition that existed long before
Europeans showed up on American shores
and points to a history with marionettes and
puppetry that is extremely ancient.
44. CHINESE / ASIAN PADDLE CONTROL
This type of control has many strings
attached to a rounded rectangular paddle
with a short handle, all the strings are
attached and hang from the outer edge of the
paddle and are used by selecting each string
with the opposite hand and pulling to control
the figure which hangs below.
45. HORIZONTAL CONTROL
This control is a bar which is held in the hand in
a horizontal plane. There can be numerous bars at
right angles to the central bar, which in turn attaches
via wires to the hands, shoulders, back, etc. A smaller
plate is usually hung under the main bar, and this
carries the head strings; likewise, a detachable clip
usually holds the leg bar. This style of control is
generally used in the USA for human figures and is
also known as the American control. A similar control
is almost universally used for quadruped animals; as it
emulates the basic shape of the animal, rocking it
from side to side will control the leg movements in
unison. The Salzburg Marionette Theatre in Austria
also uses a variant of this style for its human
characters.
46. VERTICAL CONTROL
This type of control is an upright bar which has various smaller
bars inserted at right angles from which the head, shoulder, back
etc. strings etc. are attached to. This control usually has a
detachable leg bar which controls walking when held in the
opposite hand. The arms are controlled by wires which are
inserted into a hole in the shaft bent at approximately 45 degrees
to the shaft and hang loosely with a loop at the end to attach the
hand strings, these are then moved by the fingers holding the
main shaft. A tilt of the main upright, controls the head and body
with a fine nuance, This type of control is usually called the British
control. Another variation of the vertical control is found in
Europe usually a rigid wire rod extends from the center of the
head upwards and fixed rigidly to the control, The leg bar is
inserted through the main upright but pivots on a pin to allow
movement of the legs.
47. SICILIAN MARIONETTES
Sicilian marionettes are among the
simplest marionettes to operate. They
are usually carved out of wood and
have a sturdy rod which extends up
through the body into the head. This
rod, and one string attached to the
hand, controls the manipulation of the
puppet.
48. Czech rod marionettes are similar to Sicilian ones
though they are more complex. They are hand
carved, usually using lime wood. The marionettes
have the central rod like the Sicilian marionette but
also have strings for the arms and legs. Sometimes
they also use string to control a mouth or movable
ears. These require more skilled manipulation.
Czechs also have marionettes that have no central
rod and strings that are attached to the head,
shoulders and back. These are the most difficult
marionettes to manipulate due to the absence of
the central rod. Miroslav Trejtnar is an
acknowledged master puppeteer and teacher of
traditional Czech marionette making skills.
49. Burmese marionettes are all string operated
and are a popular art in Burma. Marionettes
are called Yoke thé (lit. miniatures) and are
almost always performed in operas. A
Burmese marionette troupe must have 27
characters, including a king, animals such as
horse, elephant, tiger, monkey and parrot,
ministers, prince and princess and buffoons.
A hsaing waing, a traditional Burmese
orchestra usually provides the music.
Burmese marionettes are very intricate and
dexterous as they employ 18 (for male
characters) or 19 (for female) wires, each
puppet controlled only by one puppeteer.
50. MARIONETTE SHOW
1. Each group will create a short story
using the marionettes.
2. They will be given 10 minutes to
practice.
3. The group that performs best will get
more points
GOODLUCK
51. Felt Stories
Puppet Show
Stick Puppets
Cut a Story
Draw a Story
52. Real Props
Role Play
Story box Technique
Musical Instruments
Flashlight Fun
Large Books
53.
54. 1. Identify the kids' interest
- if you know them well, great; if not,
think about that age group
55. 2. Where do you find good stories?
Stories from your head (remembered, made
up)
Picture books (especially if trying to excite
reading)
56. Voice
Body
Face
Imagination
Enthusiasm/Spirit (Cooperation with the
audience!)
57. A tape recorder will let you
hear what your voice is
doing
A mirror will let you
observe your face and body
58. STORY TIME
1. Each group will be given a story book
depending of what they had pick.
2. They should have a story telling in front of
the class using the story telling
techniques.
3. They will be given 5 minutes to practice.
4. The group that perform best will get the
highest score of the given activity.
GOODLUCK