by Gretchen Bodenhamer, M. Leonard Burger, and Priscilla Prutzman. Excerpted and adapted with permission from Children's Workshops in Creative Response to Conflict: A Preliminary Handbook, Quaker Project on Community Conflict (133 West 14th St., New York, NY 10011), 1974.
Introduction
Puppet skits are always popular with young children, and are useful for teaching about human relations without putting anyone on the spot. The following introductory lessons were written by teachers from the Quaker Project on Community Conflict.
Student Performance Objectives
We usually start out by doing a couple of "throw away" shows which are nonsensical, short, and just plain fun. They warm the children up to the puppets, introducing them to something more live than the usual deadening experience of television. We've found it a good idea to change the characters and setting of these shows to apply to the environment of the children. A way to get ideas for shows is to read through children's books and find stories that are simple and funny -- those with a lot of dialogue are usually the easiest to translate into shows.
When we all seem to be relaxed and ready to get down to work we begin presenting conflicts within the stories which the puppets have to workout somehow. The two methods we use for doing this are as follows:
After the shows are over we come back together in a circle and discuss the various solutions. There can be sharing of what they think is the most workable solution, or the fairest. It's important to have as many people participating as possible so that the interest continues throughout the discussion.
Puppetry can be a high risk activity for many people including children (although less for children than for adults). It's much easier to create a show spontaneously than it is to follow a script. A script implies a certain way it's supposed to be; spontaneity implies one's own ideas. If the shows presented at the beginning are perfect and formal, children will probably be more afraid to try doing a show themselves. Thus adults should realize that often their making "mistakes" in puppet shows will actually make it easier for children to create their own shows. Anyway you do it though, children will probably find the puppets very exciting. It should be stressed that the reason the puppets are used is to help find solutions to the conflicts presented. Otherwise students can get caught up in the puppetry only -- which is fine -- but it doesn't serve the purpose of this kind of workshop.
After there has been an introduction to puppetry and a realization that they can make shows, children enjoy constructing their own puppets, too. Often children who are very shy will talk freely with puppets on their hands, especially one that they made. Sock puppets are easy to do: just take an old sock and paste on with white glue scraps of material cut out for mouth, eyes, etc. (and yarn does well for hair). An easier (but less durable) way is to use paper lunchbags and to draw faces on them with crayons. Puppet making books can be found in your library for paper mâché and other more sophisticated puppets.
After children have made their own puppets, they can use the puppets in the classroom when actual situations come up. The class might also want to make a permanent stage which would be a good group cooperation project and would add more of a pride to the work they were doing. (A blanket thrown over a table does well for a makeshift puppet stage.)
Having children put together puppet shows is an excellent way for all concerned to discover what they are feeling and thinking.
The use of problem shows gives children a chance to test out new ways to act in such situations. Gradually the children begin to discover that there are many, many ways for a problem to become resolved and that violence is neither "inevitable" nor the "natural" way to get problems worked out.
Goals
Procedure
Notes
The introduction of this activity is important because it allows a definite transition for the children. The use of "throw-away" shows (quick funny ones) is an excellent introduction because it draws the children's attention and sets a fun atmosphere for the activity.
By using this same media to introduce to theme of conflict-resolution, the children are able to experience a conflict through a puppet show.
The children become excited about the puppets and are eager to share their feelings about the show. The use of small groups is conducive for this sharing as children can more readily listen to one another and talk about their personal experiences in similar situations. Using strong guideline questions is essential. Some alternatives commonly given are: sharing, finding something else to give to the younger sister, bargaining or trading, trying to communicate the whole situation to the father, etc. (The children are often thinking about how to improve relationships among members of their family.)
By coming back to a large group and reporting the alternative solutions suggested by the small groups, the children find out how other class members feel about the problem (which they are always eager to discover) and simultaneously see the variety of possibilities available for the particular problem.
Goals
Procedure
Notes
This format is an extension of the previous activity with the addition of trying out the concept of creative alternatives to conflict. This session runs more smoothly if children have a chance to discuss solutions before they pick up the puppets. The initial discussion in the small groups is very important, especially with younger children, because it is here that the children's imaginations are nurtured and thus they are more capable of discovering creative solutions rather than playing "Punch and Judy" or acting only out of a conditioned response.
Usually there is very little structured discussion after the puppet shows, but instead a general sharing of responses to them. As each puppet show has an intrinsic value and variety, there is little competing for the "best" show.
Proceed to the next lesson.
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