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Ideas for Units of work

By Sara Simpson,2014-12-08 10:50
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Ideas for Units of work

    LOTE topic: Storytelling with Puppets Links to Design, Creativity and

     Technology, Levels 3-5 Examples:

    Japanese: Bunraku

    Chinese: shadow puppets

    Indonesian: wayang kulit

    French: Guignol

    Italian: marionettes, Pinocchio, Sicilian types, Commedia

    dell’Arte types

    German: Kasperle, Salzburg Marionette Theatre

    Key activities for a unit of work: Investigating and designing

    ; read a story based on traditional puppet theatre and ; Students, individually and in teams, generate ideas

    work towards understanding the text based on a design brief, demonstrating understanding

    that designs may need to meet a range of different ; view a performance of puppet theatre requirements.

    ; Look at pictures or actual examples of the puppets and ; Students use a range of methods to research and discuss how they are made. Language focus: collect data in response to design briefs. adjectives and descriptive phrases.

    ; They use words, labelled sketches and models to ; Discuss some traditional stories and characters of this communicate the details of their designs. They use a type of puppet theatre. Guided research or ‘fact finding’ variety of drawing and modelling techniques to tasks (such as the jigsaw technique) to find out more visualise design ideas and concepts. about the puppets, characters and stories.

    ; They identify simple systems components and ; Ask the children to draw one or some of the puppets common materials/ ingredients and explain the labelling the different features in the LOTE: parts; characteristics and properties that make them suitable colours; shapes; materials; characteristics; feelings for use in products. evoked.

    ; They describe how their intended product will function ; Students explore and investigate a range of materials or be used, and what it will look like in the context of from which they can make their versions of the the requirements of the design brief. puppets. Teachers show students materials, tools and

    equipment with which they will work and demonstrate ; They identify evaluation criteria from design briefs and

    and discuss correct and safe use of tools and use them to justify design choices.

    equipment, and the techniques to be used. Producing

    ; Students, working in groups or pairs, plan their puppet ; Students use their list of steps and are able to choose show. appropriate tools, equipment and techniques to alter

    o plan their performance and combine materials and assemble components.

    o identify the kinds of puppets that would be ; They use a variety of simple techniques/processes and suitable a range of materials/ingredients to make products that

    have moving parts. o allocate roles and responsibilities and begin to

    develop scripts ; Students use a range of measuring, marking,

    joining/combining techniques to alter materials and o identify a purpose and discuss the kind of finishing/presentation methods, and operate tools and audience they will appeal to. equipment competently, showing consideration of

    safety. ; Students write a script for a puppet play. it can be

    based on a traditional story, or their own ideas. They ; They make modifications during production. revise, edit and finalise their scripts.

    Analysing and Evaluating ; Students explore the stages of a design brief for

    developing a puppet for a performance. ; Students test, evaluate and revise their products or in

    light of feedback they have gained from others. ; They draw three design options that address the

    design brief. They consider different parts and ways for ; They consider how well a product functions and/or how their puppet to move and include these ideas in their well it meets the intended purpose. designs. They label their ideas to show the following: ; Students reflect on their designs as they develop them o the parts of the puppet and use evaluation criteria, identified from design

    briefs, to justify their design choices.

    o how the parts will be joined ; They suggest modifications to improve their products in

    light of evaluation of their performance, function and o how the puppet will move (students use arrows to appearance. show direction of movement)

    ; They recommend improvements to the performance, o what the puppet looks like function and appearance of others’ products.

    o the materials from which the parts are made.

    ; Students list the materials they will use and also note

    why they selected each material.

    ; As a class, identify simple criteria for the puppets, eg

    they must look like particular characters, the pieces

    must not come apart. Ask the students to finish the

    sentence 'A good puppet should be...'

    ; Students make their puppet and modify their design if it

    does not work as expected.

    ; Teachers observe and record information about:

    o the quality of the product

    o the level of competence in using tools

    o the ability to make changes as required.

    ; Students test the puppet and practise the script in

    rehearsal sessions.

    ; Students perform their puppet show before the whole

    class and then reflect on its success, including

    evaluating the puppet’s design and effectiveness

    against the criteria agreed earlier.

    LOTE topic: Mask Making Links to Design, Creativity and Contexts: Technology, Levels 3-5 Indonesian: Topeng dance drama

    French: le carnaval

    Italian: Carnevale

    German: Karnaval / Fasching

    Japanese: No theatre

    Key activities for a unit of work: Investigating and designing

     ; Students practise words and phrases for describing ; Students, individually and in teams, generate ideas appearance and personality traits based on a design brief, demonstrating understanding

    that designs may need to meet a range of different ; They draw masks which symbolise their personalities, requirements. or those of well-known people, and describe them ; Students use a range of methods to research and ; Students view video and/or photos of carnivals or collect data in response to design briefs. performances that involve the wearing of masks. ; They use words, labelled sketches and models to

    communicate the details of their designs. They use a ; They learn more about the history, stories, characters, variety of drawing and modelling techniques to regional differences, modern developments and events visualise design ideas and concepts. related to the carnival or performance. Students can ; They identify simple systems components and take part in a variety of ‘fact-finding’ activities via the common materials/ ingredients and explain the jigsaw technique, or web quests, or other kinds of characteristics and properties that make them suitable research. The focus is on learning appropriate for use in products. information and also key vocabulary in the LOTE that