Puppets (DT focus)
Learning Objective
Session 1
1a To generate ideas by drawing on their own and
other peoples experiences.
Session 2
1a To generate ideas by drawing on their own and
other people’s experiences.
1c To talk about their ideas.
1d To plan by suggesting what to do next as their
ideas develop.
1e To communicate their ideas using a variety of
methods including drawing.
Activity
Children to share what they have found out from their research homework about
puppets. List on the board different types of puppets the children have found out
about – finger, glove, string, stick etc. Children to choose 4 different types of
puppets that they will draw and label on their front cover for their topic book.
Question: What types of puppet do we know?
Read the children an update letter from the theatre directors stating that they
would like everyone to make a glove puppet and that this should be made from felt in
addition to any other materials that may be found in the workshop. The letter
should state that the designs need to be submitted on the given template and
approved before the end of the week.
Following on from literacy discussion about traditional tales, list traditional tales and
their characters. Work with the children to decide on their traditional tale each
group will perform and the puppet character that they will make.
Children to design their character on the template given and colour. They should
remember that it will be made from felt etc and should not be too complicated.
Can you name some traditional tales? How are they different from other stories?
Session 3
1b To develop ideas by shaping materials and
putting together components.
1c To talk about their ideas.
1d To plan by suggesting what to do next as their
ideas develop.
1e To communicate their ideas using a variety of
methods including drawing.
Read the children another up to date letter from the theatre directors asking for
the included materials planner to be completed so that the correct materials can be
made available. Children to know that they will make their puppet from two pieces
of felt which will be sewn together with additional features stuck or sewn on.
Children to draw the different parts of their puppets and write what materials they
will use to make them. They should look at the materials arranged by the teacher
2a To select materials for making their product
from a range suggested by the teacher.
2b To explore the sensory quality of materials.
3a To talk about their ideas saying what they like
and dislike.
Session 4
2a To practise sewing techniques.
Session 5
2a To select tools, techniques and materials for
making their product from a range suggested by
the teacher.
2c To measure, mark out, cut and shape a range of
materials.
2d To assemble, join and combine materials and
components.
2e To use simple finishing techniques to improve
the appearance of their product using a range of
equipment.
To know about the working characteristics of
materials, e.g. sewing to hold our felt together.
Session 6
DT1c To talk about ideas.
DT1d To plan by suggesting what to do next as
their ideas develop.
DT1e To communicate their ideas using a variety
of methods, including drawing and making models.
DT2a To select tools, techniques and materials
for making their product from a range suggested
by the teacher.
that will be available to them and choose appropriately for their character
What do I need to make my puppet/ What are the best materials for the job?.
Children to practise their sewing skills using peg boards in preparation for our day
of making. The children could have a piece of card with holes punched in it so that
they can practise their sewing.
Children will have written to their family in Literacy asking them to come in and help
us to make our puppets in a day!
Children to work with support when necessary to make their puppet following their
puppet design and planner. Children to use the making the puppets instructions to
help.
Children to work in their group to decide on tasks that they will undertake. They
should decide who will produce the backgrounds to their puppet shows and who will
make the propos so that everyone has a designated job to do!
Background
Children to decide on two different settings in their story that they can create
backgrounds for, for example, LLRRH – woods/cottage. Children to work in groups
of 2/3 to make their two settings for each play. Children to consider which medium
to use which will make their backgrounds stand out to the audience – they could
choose paints, pastels, felt tips, pencil crayons, collage.
Props
Children to draw a mind map and write moveable props that they could make for
their puppet show. The props have to be carried by the characters, for example,
Cinderella – broom, glass slipper, pumpkin etc.
Children to use card to make 2d or 3d objects in their groups.
What is a prop? How is it different from a character or scenery?
Session 7
A&D5b To work on their own, and collaborate with
others, on projects in two and three dimensions
and on different scales.
5c To use a range of materials and processes.
E1e To vary their writing to suit the purpose and
reader.
5h To know the importance of clear and neat
presentation in order to communicate their
meaning effectively.
Session 8
1b To play tuned and untuned instruments.
1c To rehearse and perform with others.
2c To explore, choose and organise sounds and
musical ideas.
3b To make improvements to their own work.
Children to work in their groups to design posters to advertise the shows. The
children should work in their group so that each person has a job to do. Each person
work could then be cut out and pieced together to put on one piece of paper.
Children to be reminded that these posters should stand out and be relatively
simple. Children to look at a variety of posters to note the design element – that
the poster has to convey certain information and that for example for Cinderella
they could simply draw a glass slipper as it is an key element of the play.
Work with the children to create a list of what should be included on their poster:
Title of puppet show
Date
Time
Venue
Big bold picture
Produced by …
Brief synopsis of the story.
What is a poster for? Who will read it?
Music – sound effects.
Children to sit in a circle with a selection of musical instruments in the centre.
Children to experiment with the sounds made by the musical instruments and check
that they know their names.
4b To know how the combined musical elements of
pitch, duration, dynamics, tempo, timbre, texture
and silence can be organised and used
expressively within simple structures.
4c To know how sounds can be made in different
ways.
4d To know how music is used for different
purposes.
Session 9
3a To share ideas by presenting information in a
variety of ways.
3b To present their completed work effectively.
4a To review what they have done to help them to
develop ideas.
4b To describe the effects of their actions.
4c To talk about what they might change in future
work.
Session 16
See Literacy planning.
Session 17
3a To talk about their ideas saying what they like
and dislike.
3b To identify what they could have done
differently or how they could improve their work
in the future.
Children to create a written plan of parts of the story where they would like to use
a musical instrument for a sound effect – for example Cinderella – brushing noise
etc etc Children to rehearse their story and include their musical instruments
where appropriate. Children to evaluate their sounds as they rehearse and make
appropriate alterations when necessary. Children should know that they should not
use any more than 6 different sounds. Children should think about how pitch, tempo,
timbre and duration of sounds can create effects to help with their puppet shows.
How can I make sound effects? How are sound effects different from music?
Ict labels
Children to create a name label for their character which can be used to display the
puppets on the wall after our performances. If time, the children could also write a
key phrase from the story that their puppet might say – this should be written in a
speech bubble.
Once the display is in place the children should discuss the most appropriate font,
colours and sizes which makes their work stand out.
How could I make a future display more effective?.
In Literacy the children should perform their puppet shows to nursery children,
year R and year 1.
Children to photograph their puppet using the digi blue camera, print it and evaluate
against success criteria generated by teacher and class discussion e.g.
Does your puppet look like the character it’s supposed to be?
Was it strong enough for your puppet performance?
Did it match your paper design?
What do you like about it?
What do you dislike about it?
How could you improve your puppet?
If you could do it again what would you change?