Schedule of events Feb 26, 2009 A 3-Hour Workshop By Dustin Hoon•Power Point Presentation : Academic Achievement:•15 minute breakPower Point: Puppets, Mythology, Masks15 minute break•Acquire Materials •Create Shadow Puppets•Please Remember: Questions are always welcome.

MISCONCEPTIONS CONCERNING A CORRELATION BETWEEN THE ARTS AND ACADEMIC ACHIEVEMENT IN CORE CONTENT AREAS

Elliot Eisner

http://ed.stanford.edu/suse/news-bureau/educator/spring2004/pages/eisner-awarded.html

Can You Think of Some Positive Outcomes for Cross-Curricular Activities ?

Continuing life-long learning by working with other educational professionals

Strengthening bonds between colleagues

Giving students multiple avenues for success and self confidence

Demonstrating the relationship and interconnectivity between philosophies, disciplines, analyses, and processes of thought (breaking down barriers)

Shadow Puppetry Muliticulturral Art

Children and

PuppetryShepherd Puppetry

Chinese Shadow Puppetry

Puppeteers How are the stories

unique?

Day Two:

3. The students are asked to provide a drawing of their characters and scenery; they must demonstrate how the puppets and scenes are to be constructed. They must create personas and characteristics associated with their characters or scenes. Students will then begin to draft dialog in their sketchbooks associated with their projects. 

4. Note: Students must have a clear understanding of the time constraints governing the project, so as to remain on task. A calendar may be helpful.

Day Three:

2. Groups will reveal their ideas to the entire class in order to effectively link the separate characters and themes into a cohesive story line.

 

2. The instructor will facilitate the weaving of separate group themes into a linear storyline. This process has the potential to be the most exciting and the most challenging likewise. Note: the teacher can take the various characters and themes into account while editing the first draft of the script. This can be achieved by:

Requiring each group to feature their characters and scenarios, while recording all thoughts on paper or on a word processor in class.

Creating a group storyboard that each group fills in while the various themes are revealed.

Asking each group how they envision their characters relating to each other and drafting the majority’s concept of a complete story.

1. Students will gather materials and construct their puppets in the form of hand puppets, marionettes, stick puppets, or some amalgamation of each.

 

2. Students will sculpt, paint, and otherwise decorate their puppets.

 

3. Students will consider the capabilities and limitations of their puppets in order to devise a stage for the final performance.

 

1. The instructor will assign the groups tasks associated with the creation of a stage that conceals the puppeteers and accommodates the various types of puppets.

2. Students must take into consideration the size of each puppet and how these puppets will relate within the confines of the stage (to be constructed).

3. Group responsibilities will include

Measuring the set and gathering materials: cardboard, felt, adhesive, stools etc.

Constructing the set (two groups can work together on this while others perfect puppets.

Preparing promotional material for the show.

Covering crowd control i.e. sound management, prop placement, narration, set changes, etc.

Reviewing the guidance, direction, and instruction of the instructor. The teacher will film the performance. 

Students will be graded independently based on: participation, ingenuity, focus, creativity, behavior, puppet building, craftsmanship, and professionalism.

Note: Often art teachers will include behavior into the overall project. Consider evaluation behavior on a separate rubric that does not damage the creative process, yet operates as a tool for the recording and management of behavior.

Materials:

A tripod

Lights

Microphone

Every building material under the sun: cardboard, fabric (felt), foam, aluminum foil, clay, plaster, acrylic or tempera paint, beads, wood, plastic, plaster-cast, papier-mâché, brushes, markers, gloves, glue, staples, tape, spray paint, metal, paper, fasteners, tools (wire cutters, screwdrivers, pliers, hammers and so forth.

http://www.microsoft.com/windowsxp/using/moviemaker/default.mspx

http://www.apple.com/support/ilife/tutorials/imovie/

Using Myth, Folklore, and legend as a Catalyst for Collaborative Creativity.

Greco-Roman Myth

Native American Myth

Hindu, Chinese, Indonesian Mythology:

1.Shadow Puppetry

2.Making Cultural Connections

3.Establishing that Myth doesn’t necessarily mean fiction or untruths

References

Binyon, Helen, Puppetry Today, (MCMLXVI) Studio Vista Limited, London

 Blackham, O, Shadow Puppets, (1960) Harper & Brothers Publishers. Great Britain.

Collins, E, & Aruba, Puppet Plays In Education, (1932) A.S. Barnes and Company Incorporated, New York

References Continued

Eisner, E. W, Getting Down to the Basics in Art Education, Journal of Aesthetic Education, Vol. 33, No. 4, Winter 1999, Jstore, Accessed June 24, 2008.

Long, R, Javanese Shadow Theatre: Movement and Characterization in Ngayogyakarta Wayang Kulit, (1982) UMI Research Press, Ann Arbor.

Renfro, N, Puppets and the Art Of Story Creation, (1979) Nancy Renfro Studios. Austin.

http://billingsgazette.net/articles/2007/11/04/news/state/30-mask.txt

http://www.alaskanativeartists.com/mask_raven_portrait_dangeli_7%20copy.jpg

http://images.google.com/imgres?imgurl=http://www.phillyist.com/attachments/philly_jim/puppets06-08-07.jpg&imgrefurl=http://phillyist.com/2007/06/08

http://ed.stanford.edu/suse/news-bureau/educator/spring2004/pages/eisner-awarded.html

http://www.microsoft.com/windowsxp/using/moviemaker/default.mspx

http://www.apple.com/support/ilife/tutorials/imovie/

http://www.yellowearth.org/images/uploads/march-shadow-puppet-dragon-milton-hall.jpg

http://www.cultural-china.com/chinaWH/images/exbig_images/51cbb77b2c9d8b35548903a66c7235cf.jpg

Internet Resources Continued

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