Hand Puppets
Universidad Autónoma de Chiriquí
Faculty of Humanities
School of English
English 420
Formal Presentation - Preparation Outline
Speaker’s Name: Eldrish Jurado
Topic: Puppets
Specific Subject: Concerns to consider when using Puppets
in EFL class.
Specific Purpose: For my intended audience to know more about the proper utilization of Puppets, and its relevance in teaching and learning especially in EFL class.
Introduction
I. Attention getter: Can you imagine a classroom where animated
characters appear and inspire EFL learners to go on an exciting journey?
Puppets are such an engaging way of getting students into the learning zone.
II. Thesis statement: Puppets have turned out to be invaluable assets in
education which has raised the pertinent issues concerning several aspects that
need to be taken into consideration when using them in teaching practices for
EFL learners.
III. Preview on main points: In this perspective, the presentation aims to review the definitions, the types, the roles, the advantages, the disadvantages, the guidelines, the range of activities, and examples of puppets in the EFL classroom.
(Transition: First of all, let’s pay attention to what Puppets are. )
Body
I. This presentation
aims at answering the following questions:- What do we understand by ‘Puppets’?
Often we picture “Puppets” as cute objects enchained that are manipulated by
the user.
A. According to Jim Henson´s daughter, Cheryl “A
puppet is an object that appears to be alive when manipulated by the human
hand” (Smith, 2019, p, 27).
B. “Puppets are
inanimate objects that are animated for an audience by the hands of the humans
who populate them” (Baird, 1973).
(Transition: Having gotten an insight of what puppets mean in its broad context, it is possible to look at the various kinds of puppets.
II. According to
puppetry expert Richard Bradshaw (published in 2018), there are several types
of puppets used in performances:
A. Hand Puppets. Hand puppets can be operated directly from the
fingertips, as they have a hole for one’s hand within the puppet.
B. Marionettes. The marionettes are operated by strings or wires that
are threaded through clothes of the puppet and extended to different limbs.
C. Rod Puppets. There is a feature of utilizing rods or sticks in the
extremities or even parts of the body of the rod puppets.
D. Shadow Puppets. Shadow play manipulates flat figures or objects in
front of the light and against a source of an image projection as on the
screen.
E. Bunraku puppets. Are intricate and lifelike creations used in
Japanese puppet theater. These puppets, crafted with meticulous attention to
detail, often stand around one-half to two-thirds life-size.
F. Flat figure puppets. These puppets are manipulated behind a backlit
screen, casting shadows that create vivid and dynamic silhouettes.
G. Pop-up puppets. These puppets, often made from paper or
lightweight materials, feature intricately designed mechanisms that allow them
to "pop up" or unfold into three-dimensional shapes when manipulated.
H. Water puppets. These puppets are typically crafted from wood and
lacquered to make them waterproof.
I. Finger puppets. A miniature puppet
fitting over and manipulated by one finger.
I. Sock puppets. Are created from socks and can be colored or adorned
using buttons and felt elements to mimic features.
(Transition: We’ve have just learned about the types of Puppets, let’s continue with the uses of Sock Puppets in Foreign Language Teaching.)
III. Several books
include the steps on using puppets in early childhood education, arts and drama.
In Early Childhood Education (Hunt & Renfro, 1982), the authors state
that teachers can demonstrate puppets use during class like this:
A. Though these engaging and friendly looking toys
have started as just that – toys that kids use to play with the sock puppets
have secured their place in educational environments.
B. Sock puppets are a captivating and educational tool that assists educators
when explaining various concepts to students, especially children.
a.Using sock
puppets in the storytelling as well as in other aspects that are related to narrative-based
learning enables children to become more imaginative and create (Råde, 2021).
b. Sock
puppets help to develop the communication skills of children and sharpen their language because
kids use them for communication and studying language without fear of being
embarrassed.
c. Finally,
sock puppets can be viewed as a powerful instrument for developing social and emotional
aspect of the child: the child gets a chance to understand and openly discuss their
emotions as well as to learn how to react in certain situations, and demonstrate
empathy, and find ways of solving conflicts.
C. The findings reveal that making use of a puppet in
teaching practice will greatly help in result enhancement in scholar’s
understanding and his or her subsequent performance in class.
a. Sock puppets show the tangible objects and
thus engage sensory systems, contributing
to enhanced control of movements and coordination of hands while holding them.
b. Also,
teachers can apply folklore as a teaching aid whilst teaching different subjects for
instance science, mathematics, and social studies the children have fun, and at the same
time, they get to grasp important concepts.
(Transition: As we have seen above the utility of sock puppets in learning activities, the following are the cardinal merits and advantages:
IV. It hence
becomes very crucial to discuss the advantages/ benefits of using sock puppets
in the learning systems.
A. Sock puppets offer a range of benefits for both
educators and learners:
a. Power to connect: Puppets are used to dispel prejudices against others
in the classroom; for example, against children with disabilities (Dunst, 2012)
or people with mental illness ( Pitre, Stewart, Adams, Bedard, & Landry,
2007).
b. Promotion of Creativity: Using sock puppets also promotes the linguistic and
artistic skills among the students, whereby the learner’s comes up with cloze
stories, dialogue and characters.
c. Facilitation of Language Development: Speaking to sock puppets is a unique approach, which
offers students chance to develop skills in language communication by
interesting and with no pressure.
(Transition: Coming from the advantages to the disadvantages of incorporating puppets in classrooms, while they promote engagement, they may also divert attention and fail to accommodate diverse learning styles)
V. Many advantages of using sock puppets in school has been detailed
above, all of which adds value to the learning process to the improvement of
the student’s total personality. However, here are some of the disadvantages of
using sock puppets in education.
A.
According to Bernier, M. (2005), while sock puppets can be engaging and
entertaining for students, there are some drawbacks to consider:
a. Creating sock puppets is time-consuming. Crafting
sock puppets can be a labor-intensive process, particularly if you're making
multiple puppets for various teaching purposes.
b. Sock puppets may prioritize entertainment over learning. While sock puppets can capture students' attention, there's a risk that
they may focus more on the puppetry aspect than on the educational content
being delivered.
c. Sock puppets may lack educational context. In some cases, the use of sock puppets may present information in a
disconnected or fragmented manner, lacking the necessary context for a deeper
understanding of the subject matter.
B. Sock puppets may not cater to all learning styles. Just as with other teaching tools, sock puppets may not be suitable for every student's preferred learning style.
a.
Sock puppets can become
repetitive. Overuse of sock puppets in teaching may lead
to monotony and reduced engagement over time, particularly for older students
who may perceive the approach as childish or unstimulating.
(Transition: Now that we've explored the drawbacks of using sock puppets, let's delve into some guidelines for incorporating them effectively into teaching.)
VI. Crafting Sock Puppets: Classroom Guidelines.
A. Let's dive into the art of sock puppetry with these crafted
guidelines, supplemented by insights from "Dressing the Naked Hand"
(2015) by White Pulham and Blankenship:
a. Purposeful Planning: Start by defining the educational goals your sock puppets will serve.
Whether it's storytelling, concept reinforcement, or imaginative play, clarity
on purpose guides your puppet crafting process.
b. Audience Alignment: Customize your sock puppet designs to resonate with the age, interests,
and learning styles of your students. Crafting puppets that speak to your
audience ensures greater engagement and relevance.
c. Dual Design Approach: Explore the creative potential of both sides of the sock. Consider
incorporating reversible features or accessories to enhance puppet versatility
and storytelling possibilities.
d. Thematic Organization: Group your sock puppets into themed sets to facilitate cohesive
storytelling and lesson integration. Whether it's characters, narratives, or
educational topics, thematic organization enhances classroom usability.
e. Practical Preparations: Select sock sizes and materials that balance durability, comfort, and
ease of manipulation. opt for washable fabrics and child-safe embellishments to
ensure safety and longevity.
f. Resourceful Gathering: Gather a variety of materials such as socks, felt, buttons, yarn, and
glue to bring your puppet designs to life. Experiment with textures, colors,
and patterns to create unique and visually appealing characters.
g. Simplified Design: Keep your puppet creations simple yet expressive to avoid overwhelming
your audience. Focus on conveying essential features and emotions through
clear, bold design elements.
h. Readability Matters: Ensure any text or visual elements on your puppets are easily readable
from a distance. Choose legible fonts and contrasting colors to enhance
visibility against the puppet's fabric backdrop.
i. Visual Enhancement: Elevate your sock puppets with visual details that add depth and
personality to your creations. Experiment with facial expressions, accessories,
and props to enhance storytelling and engagement.
j. Attention to Detail: Pay close attention to craftsmanship and finishing touches to achieve
professional-looking puppet designs. Neat stitching, secure attachments, and
polished embellishments elevate the overall presentation.
(Transition: Armed with these puppet crafting insights, let's
explore how to seamlessly incorporate sock puppets into dynamic classroom
activities.)
VII. Guidelines for Storing Sock Puppets in the Classroom.
A. According to George
Latshaw, former editor of the Puppeteers of America´s Puppetry Journal,
and author of Puppetry: The Ultimate Disguise (1978), puppetry in
classrooms offers children the “ultimate disguise,” the opportunity to
communicate through an inanimate object; the puppet becomes an extension of the
child, yet separated from the child, to accomplish this, he suggests:
a. Puppet Basket: Use a large, sturdy basket with ample space to accommodate various
sizes and styles of sock puppets. Label different sections of the basket for
organized storage.
b. Hanging Organizer: Utilize a hanging organizer with clear pockets to store and display
your sock puppets. Hang it on a wall or the back of a door for convenient
access and space-saving storage.
c. Puppet Theater Storage: If you have a puppet theater in your classroom, consider incorporating
storage compartments or shelves beneath or behind the stage to keep your sock
puppets neatly organized and readily available for performances.
d. Individual Puppet Bags: Provide each sock puppet with its own drawstring bag or mesh zipper bag
for protection and easy identification. Store these bags in a designated puppet
bin or drawer for quick access.
B. In terms of age
differences, young children interact with classmates and adults through
puppets, while older children, including high school and college students,
design their own puppets and put on sophisticated puppet plays (Wall, White
& Philpott, 1965).
C. Proper maintenance and
care are crucial for extending the lifespan of your sock puppets. Here are some
additional tips to help your sock puppets last longer:
a. Gentle Handling: Encourage students to handle sock puppets with care, avoiding rough
handling or pulling on delicate features such as buttons or yarn.
b. Regular Cleaning: Establish a routine for cleaning and maintaining your sock puppets to
remove dust, dirt, and stains. Follow manufacturer's instructions for washing
or spot cleaning fabric puppets.
c. Repair and Reinforce: Promptly repair any loose stitches, tears, or loose accessories on your sock puppets to prevent further damage and ensure longevity.
(Transition: Now that we've covered how to properly store and
maintain sock puppets, let's move on to assessing their effectiveness in the
classroom.)
VIII. Sock Puppet Workshop Assessment.
A. In assessing the sock puppet workshop, consider the following
aspects:
a. Use of creativity in designing and creating the sock puppet.
- Adherence to instructions and steps outlined
during the workshop.
- Quality of craftsmanship and attention to
detail in puppet construction.
- Incorporation of suggested materials and
supplies effectively.
- Presentation of the completed puppet,
including its name, list of materials used, and images from different
angles.
(Transition: Now, it's time to delve into the types of activities we can employee in EFL classrooms.)
XI. Types of
Activities Using Sock Puppets.
A. Drawing from Johanna Smith's insights in "Puppetry
in the Theatre and Arts Education" (2019), sock puppet activities can
be explored through various engaging avenues:
a. Storytelling Performances: Encourage students to create and perform short
stories or skits using their sock puppets as characters. This activity promotes
creativity and oral communication skills.
b. Character Interviews: Have students develop personalities for their sock
puppets and conduct mock interviews. This activity enhances improvisation
skills and encourages students to think from different perspectives.
c. Role-playing Scenarios: Assign specific roles or scenarios to students and
their sock puppets, such as a job interview or a doctor's appointment. This
activity fosters empathy, problem-solving, and language fluency.
(Transition: Now, let's explore these different activities using sock puppets in more detail.)
X. Examples of Sock
Puppets for EFL teaching.
A. Show a video of someone using puppets during a
class.
a. https://youtu.be/5qpCOs75TZQ?si=23v9mAGUZKh5IhuK
B. Puppets designs by previous years
a. Show pictures of puppets from previous years.
C. Show my puppet
a. Show the puppet that I made.
Conclusion
In conclusion, the incorporation of puppets in EFL education represents a notable advancement in teaching methodologies. Throughout our discussion, we have explored how puppets foster creativity and enhance language skills, while also promoting empathy and cognitive development among students. Despite encountering challenges, the benefits of using puppets in language learning are substantial.
In summary, educators are encouraged to harness the power of puppetry to enrich students' linguistic proficiency and deepen their cultural understanding. By embracing this innovative approach, we can create more engaging and effective learning experiences in the EFL classroom. Let us seize this opportunity to transform education and cultivate a brighter future for our students.
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Hand Puppets Workshops
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