{"id":6296,"date":"2021-04-23T16:57:47","date_gmt":"2021-04-23T16:57:47","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?page_id=6296"},"modified":"2021-04-23T16:57:47","modified_gmt":"2021-04-23T16:57:47","slug":"creating-vocal-characters-in-puppetry-unit-lesson-4","status":"publish","type":"page","link":"https:\/\/tedb-old.byu.edu\/?page_id=6296","title":{"rendered":"Creating Vocal Characters in Puppetry Unit, Lesson 4"},"content":{"rendered":"
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Lesson 4<\/p>\n

 <\/p>\n<\/div>\n<\/div>\n

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TH:Cr.1.1.5.b. Propose design ideas that support the story and given circumstances in a drama\/theatre work.
\nStandard 7\u20138.T.CR.1:
\nDevelop imagination to create artistic ideas and work.<\/p>\n

 <\/p>\n

Enduring Understanding:<\/p>\n

My design should be based on how my character is written in my script.<\/p>\n

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Essential Question:<\/p>\n

How can design help to support the story?<\/p>\n

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Educational Objective:<\/p>\n

Students will demonstrate their ability to create a character as they develop a puppet and justify their creative choices based on their created character traits.<\/p>\n

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Materials:<\/p>\n

Students will bring the bodies of their puppets (have some extra popsicle sticks just in case).<\/p>\n

Puppet decorations<\/p>\n

Set up tables with stations for glue guns and other work spaces.<\/p>\n

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Hook\/Teaching Presentation (5 minutes)<\/p>\n

\u25cf As the class comes in, take roll and show this video of a puppet and his performer.
\n\u25cb https:\/\/www.youtube.com\/watch?v=x0Risja32t8&ab_channel=Britain%27sGotTalent<\/a><\/p>\n

\u25cf Discuss<\/p>\n

\u25cb \u00a0What did you notice about the puppet or the puppeteer?<\/p>\n

\u25cb \u00a0How did he use his puppet to help tell the story?<\/p>\n

 <\/p>\n

Teaching Presentation (5 minutes)<\/p>\n

\u25cf \u00a0We need to connect with the face of the puppet<\/p>\n

\u25cb \u00a0Required to have a face and a mouth<\/p>\n

\u25cb \u00a0Rules about glue guns in the classroom<\/p>\n

\u25cf \u00a0Hand out their character worksheets to use those as a basis for their design choices<\/p>\n

 <\/p>\n

Independent Practice (50 minutes)<\/p>\n

\u25cf \u00a0Go up in sections for your materials. You can take 2 googly eyes, 2 squares of felt, and moderate amounts of the other materials. Start small so that others still have something to use. You can always go back for more later.<\/p>\n

\u25cf \u00a0Make your puppet!<\/p>\n

\u25cf \u00a0If students finish early,<\/p>\n

\u25cb \u00a0Have them check off their puppet with you.<\/p>\n

\u25cb \u00a0They can then work with their partner to finish their dialogue.<\/p>\n

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Closure (10 minutes)<\/p>\n

\u25cf \u00a0Everyone write your name on the back or inside of your puppet.<\/p>\n

\u25cf \u00a0Everyone pick up 5 big pieces or 10 little pieces of something off of the floor and put it\u00a0away or throw it in the garbage if it is trash.<\/p>\n

\u25cf \u00a0With the remainder of class time, introduce Canvas Collaboration Groups – You and your\u00a0partner will both have access to the Google Document which will allow you to both work on it at the same time.<\/p>\n<\/div>\n<\/div>\n

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Your homework is to write out your script before next class.
\nNeed to submit your script in the Collaboration so that I can grade your dialogue. Your script needs to be at least 1 minute long.
\nBoth of you need to be talking in first person throughout the script.
\nIf one of you dies, it can\u2019t happen until the end of the script.
\nCorrect formatting for a line in a script looks like this:<\/p>\n

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    Bob: blah blah blah.<\/p>\n<\/li>\n

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    George: blah blah blah<\/p>\n<\/li>\n

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    Bob: blah blah blah<\/p>\n<\/li>\n

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    George: blah blah blah<\/p>\n<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

    Lesson 4   TH:Cr.1.1.5.b. Propose design ideas that support the story and given circumstances in a drama\/theatre work. Standard 7\u20138.T.CR.1: Develop imagination to create artistic ideas and work.   Enduring Understanding: My design should be based on how my character is written in my script.   Essential Question: How can design help to support the …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/6296"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=6296"}],"version-history":[{"count":3,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/6296\/revisions"}],"predecessor-version":[{"id":6320,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/6296\/revisions\/6320"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=6296"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=6296"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=6296"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}