The document discusses using dramatized experiences like plays, pageants, puppetry and role-playing in teaching. It describes different types of puppets and offers suggestions for puppet plays, emphasizing action over words and keeping plays short. Role-playing is described as an unrehearsed dramatization of a situation where students absorb assigned roles and it should be followed by discussion.
The document discusses using dramatized experiences like plays, pageants, puppetry and role-playing in teaching. It describes different types of puppets and offers suggestions for puppet plays, emphasizing action over words and keeping plays short. Role-playing is described as an unrehearsed dramatization of a situation where students absorb assigned roles and it should be followed by discussion.
The document discusses using dramatized experiences like plays, pageants, puppetry and role-playing in teaching. It describes different types of puppets and offers suggestions for puppet plays, emphasizing action over words and keeping plays short. Role-playing is described as an unrehearsed dramatization of a situation where students absorb assigned roles and it should be followed by discussion.
The document discusses using dramatized experiences like plays, pageants, puppetry and role-playing in teaching. It describes different types of puppets and offers suggestions for puppet plays, emphasizing action over words and keeping plays short. Role-playing is described as an unrehearsed dramatization of a situation where students absorb assigned roles and it should be followed by discussion.
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TEACHING WITH DRAMATIZED
EXPERIENCES Something dramatic is something that is stirring or affecting or moving. A dramatic entrance is something that catches and holds our attention and has an emotional impact. If our teaching is dramatic, our students get attracted, interested and affected. If they are affected and moved by what we taught, we will most likely leave an impact on them. Dramatized experiences can range from the formal plays, pageants, to less formal tableau, pantomime, puppets and role playing
Plays depict life, character, or culture or a combination
of all three. They offer excellent opportunities to portray vividly important ideas about life. Pageants usually community dramas that are based on local history, presented by local actors. Pantomime is the art of conveying a story through bodily movements only. Tableau (french word means picture) is a picture-like scene composed of people against a background. Puppets unlike the regular stage play, can present ideas with extremely simplicity, without elaborate scenery or costume, yet effective. Types of Puppet Shadow puppets – flat back silhouette made from lightweight cardboard and shown behind a screen. Rod puppets – flat cut out figures tacked to a stick, with one or more movable parts, and operated from below the stage level by wire rods or slender sticks. Hand puppets – the puppet’s head is operated by the forefinger of the puppeteer, the little finger and thumb being used to animate the puppet hands. Glove-and-finger puppets- make use of old gloves to which small costumed figure are attached. Marionettes- flexible, jointed puppets operated by strings or wires attached to a cross bar and maneuvered from directly above the stage. Shadow puppet Rod puppet Hand puppet Marionettes Dale, (1996) the Puppeteers of America offers many suggestions, among which are the following:
Do not use puppets for plays that can be done just well or better by other dramatic means. Puppet plays must be based on action rather than on words. Keep the plays short. Do not omit the possibilities of music and dancing as part of the puppet show. Adapt the puppet show to the age, background, and tastes of the students. Another form of dramatized experience is role- playing. Role-playing is an unrehearsed, unprepared and spontaneous dramatization of a “let’s pretend” situation where assigned participants are absorbed by their own roles in the situation described by the teachers. How is role-playing done? It can be done by describing a situation which would create different viewpoints on an issue and then asking the students to play the roles of the individuals involved. Any kind of conflict situation, real or potential, is useful for role- playing or any situation in which real feelings are concealed. Consider situations in school, at home, on the playground, at work, in government. The role-playing has to be followed by a discussion. THANK YOU!!!! AND GOD BLESS
