Selected Poems of Joy Harjo - Music Center

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CREATE & PERFORM – Becoming an Expert: Design a Shadow Puppet Task: Students make a design for their shadow puppet that meaningfully relates to the Found Poem. Criteria In groups, student puppet designs will: Be based on an image or character from the group Found Poem Be simple, clear and large enough to be “readable” Represent the intended image or character Incorporate sharp and curving shapes, or a combination of these two Be in silhouette form, rather than a detailed drawing Have negative spaces within the positive spaces Instructions/Teacher Facilitation: In your group, brainstorm the shadow puppet images from your Found Poem. Ask one group member to make a list of the images in the order they appear in your poem (5 - 10 minutes to make this list). What are some of the core images and big ideas you identified in your found poems? On a chart, list examples from your group. Each student will design a puppet that interprets a specific line in the poem and connects to its meaning. Make sure that each person in the group has at least one puppet image to create. Some students may make more than one puppet. Some images may appear in multiples so can be made by more than one student. Check and confirm that all needed puppets are being designed. Students who finish quickly can begin drawing out their refined design on the large, black tag board. Side coaching: Teacher checks with each group to confirm whether each member has chosen an image for their shadow puppet design. If there are only a few puppets identified from the poem, ask how students can add visual elements? Encourage students to share design ideas not only in the puppet image – but in what it can do with puppet movement or surprise visual elements to share the story. Brainstorm ideas with students who are unclear or unable to select an image for their design. Side Coaching: Students who are not confident can be reminded that simple images are powerful. Students who need to be challenged can be encouraged to add more detail to their work or to cut out more intricate pieces within the puppet’s shape or to make puppets with elements that transform. REFLECT - Making Connections How do shapes and shadows portray images or characters and express ideas without words? How does creating a shadow puppet help you think differently about the words and meaning of the poem? Music Center Anchor Work Model Curriculum Unit: Selected Poems of Joy Harjo. ©2011 Music Center: Performing Arts Center of Los Angeles County. All Rights Reserved. 16
ASSESS Explain concepts of design for shadow puppets. Share drawings or “mock ups” (experimental cuttings) and their meanings. Describe ways in which they used design elements to create the puppet design. Discuss how shapes and shadows can portray images and express ideas inspired by the poem’s content Lesson Extension: Add moving parts to articulate puppets Instructions: Observe a puppet with one moving part on the screen that requires two control rods. What do you notice about how the puppet was made? o Some of the puppets have connectors – called brads – that allow them to articulate body part movement. o Others have taped hinges so that they can first be seen one way and then opened to reveal something else. Remember, this effect can be created either by making a hinge that opens to “reveal” or by making two puppets that the puppeteer overlaps and then removes one to reveal the other. If you are planning a moving part for your puppet, plan for only two control rods. Why? (One puppeteer will operate the puppet and has only two hands to do so.) Lesson Extension: Cut interior spaces within puppets and working with color Instructions: Let’s practice making some interior (negative) spaces in the puppets to add design possibilities. Fold the paper slightly and cut, puncturing the paper and then making cuts to add texture. Add color with tissue paper or thin plastic and/or color with markers. o Tape the paper or plastic on the back of the puppet with care not to tape over the cut out segments. (This requires substantial additional time.) VOCABULARY Found Poem, design, images, shadow puppet, positive space, negative space, shape, scale, silhouette, rod, wire cutters, puppeteer, screen, light, “reveal” Helpful Hints and Success Strategies: Before the Lesson Each student knows his/her line from the Found Poem Each student understands the meaning of his/her line from the Found Poem. After the Lesson –strategies to reinforce and continue learning Students assess their designs to confirm how their shadow puppet design connects to the meaning of the line that they plan to present. Students assess their designs to confirm that the puppet design is mechanically sound -can be cut and hold together- and that its meaning will be understood from its shape. Some students may draw a scene such as a landscape rather than specific puppet image. Encourage students to choose which of the scene could become the core puppets and remind students that the puppet movement will share the story. For example – a full sun puppet that can rise and set in the space may be a stronger puppet design choice than a sunset image that cannot move or change. Music Center Anchor Work Model Curriculum Unit: Selected Poems of Joy Harjo. ©2011 Music Center: Performing Arts Center of Los Angeles County. All Rights Reserved. 17
Page 1 and 2: 2011 Institute for Educators Culver
Page 3 and 4: Remember by Joy Harjo Remember the
Page 5 and 6: Model Lesson One - Puppetry Arts: I
Page 7 and 8: Teacher guides group in focusing on
Page 9 and 10: Step-by-Step Sequence of Learning -
Page 11 and 12: Model Lesson Three - Theatre: The F
Page 13 and 14: INQUIRE Can you find another - mayb
Page 15 and 16: Model Lesson Four - Puppetry Arts:
Page 17: Sharp Shapes: o Look at some of the
Page 21 and 22: Model Lesson Five - Puppetry Arts:
Page 23 and 24: INQUIRE What size is ideal for the
Page 25 and 26: Model Lesson Six - Theatre: Choral
Page 27 and 28: INQUIRE For the audience: How does
Page 29 and 30: Materials: Chart paper and markers,
Page 31 and 32: CREATE & PERFORM - Becoming an Expe
Page 35 and 36: Demonstrate a few possibilities (e.
Page 37 and 38: MODEL LESSON 8 / ASSESSMENT RUBRIC
Page 41 and 42: ASSESS In their journals, have stud
Page 45 and 46: MODEL LESSON 10 / ASSESSMENT RUBRIC
Page 47 and 48: o Online Educator Network http://ww
Page 49 and 50: New Horizons for Learning website H
Page 51 and 52: Historical and Cultural Context 3.1
Page 53 and 54: Puppetry Arts Content Standards, St
Page 55 and 56: Music Center Arts Learning Sequence
Page 57 and 58: Beyond Year One AIP Logic Model - B
Page 59 and 60: Sequence of 10 Support Visits & Tea

Selected Poems of Joy Harjo - Music Center

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