Selected Poems of Joy Harjo - Music Center

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Step-by-Step Sequence of Learning – use these cognitive processes: experience, inquiry, creation, performance, reflection, assessment Model Lesson Five – Puppetry Arts: Build a Shadow Puppet Prior to the Lesson: Teachers guide students in assessing the designs for their shadow puppets to: Confirm how their shadow puppet design relates to the meaning of the line that they plan to present. Verify that the puppet design is mechanically sound – can hold together when cut. Validate that the puppet’s meaning will be understood from its shape. ASSESS PRIOR KNOWLEDGE Has the group reviewed the Found Poem and confirmed that all core images are assigned and that each group member has a puppet image design to add to the performance? What are the design possibilities and limitations to consider when designing for shadow puppets? Identify strategies to add elements of movement or surprise to the puppet design. Remember that we are designing the look of the puppet as well as how it will move. How does the movement of the puppet help tell the story? EXPERIENCE - Getting Smarter Lesson Overview: Last session we began to design shadow puppet characters. You also had a chance to practice making cuts. Today we will work to build a shadow puppet. Teacher reviews the design elements for the construction of shadow puppets from Lesson Four. Teacher restates the Task and Criteria from Lesson Four. Directions – Look on the screen as teacher demonstrates: Observe examples of students’ puppets from previous lesson. Identify successful elements and use of form, scale, positive and negative space, moving parts, “reveals,” etc. Side coaching: What are technical elements that we should consider as we transfer our design on to the tag board and construct the puppets? Remember that one puppeteer is operating one puppet – so it should be designed with only two rods. Discuss/Experiment: Review the designs and refine the plan. Sketch ideas for additional puppets needed. 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. 20
INQUIRE What size is ideal for the current design that will both be large enough for audience to see from across the room, and is in a good size relationship with the other puppets being planned for the show? Remember that we will draw puppets that can move – not a still scene. If you have drawn a scene – think about what elements should be puppets and imagine how their movement will help tell the story of that moment. For example, if the sun is rising, do you only draw the shape for that moment – or could you draw a whole sun that can rise and then go into the sky fully formed? CREATE & PERFORM – Becoming an Expert Task: Students will make a shadow puppet that connects meaningfully to the poem. Criteria Students will be able to: Incorporate shape, scale, silhouette, positive and negative space. Firmly attach a control rod to the puppet. Present a clear visual connection to the Found Poem. Test “cut out” puppet on the screen to check effectiveness; refine if needed. Demonstrate cooperative teamwork. Instructions: Review and revise puppet design. Think about using shape, scale, positive and negative space, movement and how your puppet image or “character” represents something from the poem e.g., is it a star? Is it earth that transforms to people? Is it the singing wind? Or is it another distinct image that represents the ideas in the poem? o Draw image, or images, on tag board, incorporating the elements of shape, scale, silhouette, positive and negative space. o Make a clear visual connection to some aspect of the Found Poem. o Teachers give their ―okay‖ before final image is cut, in case scale adjustments are needed. o Cut out puppet and test on screen; make additional cuts as needed. o Add attachments for moving parts. o Rig puppets for movement. o Take turns testing the images on screen; make needed adjustments as needed. o Repeat the process with additional puppets. o Work cooperatively with team members throughout the process. REFLECT - Making Connections Do we have all the puppet images that we need to visually present our group’s Found Poem for the Shadow Puppet performance? What does the image that you chose mean to you and why did you choose it? How did you show your ideas about the line of poetry through the puppet design? What discoveries did you make in the process of creating your puppet? 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. 21
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 and 18: Sharp Shapes: o Look at some of the
Page 19 and 20: ASSESS Explain concepts of design f
Page 21: Model Lesson Five - Puppetry Arts:
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

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