Artist's statement: "HTe street" is a deeper learning through Projects. "Class play" project didn't feel connected to my current teaching role in first grade. Puppet theater is a collective experience that upholds and / or challenges cultural norms.
Artist's statement: "HTe street" is a deeper learning through Projects. "Class play" project didn't feel connected to my current teaching role in first grade. Puppet theater is a collective experience that upholds and / or challenges cultural norms.
Artist's statement: "HTe street" is a deeper learning through Projects. "Class play" project didn't feel connected to my current teaching role in first grade. Puppet theater is a collective experience that upholds and / or challenges cultural norms.
In its current form, this project weaves together several threads of interest. Inspired by a significant learning experience from my own childhood, I began developing a class play project for an upper elementary grade. Although I was and still am passionate about this idea, it didnt feel connected to my current teaching role in first grade. When a colleague mentioned how she had led a performance project involving puppets, the idea stuck. Puppets seemed more appropriate for first grade and could offer a rich experience in imaginative play. Although my early investigations into puppet theater were enjoyable, for me, this subject alone did not give rise to the deeper, more essential questions. Over time, my thinking shifted; while I know that my students will learn a great deal through their understanding, creation, and use of puppets, I began to view puppets as the vehicle for learning, rather than the central subject of learning. When I reflected on the underlying purpose of puppets, I struck upon a recurring theme from my time at HTH: community-building. Puppet theater is a collective experience that upholds and/or challenges cultural norms; it is a means for establishing a community. Moving forward, I began to think about examples through which students might understand these concepts. Before long, I was watching youtube videos of Sesame Street and singing along with characters as they taught about numbers, letters, feelings, and expectations. I had discovered a professional project exemplar. What if we created and filmed our very own episode of Sesame Street? To lend purpose to this product, our episode could be presented to kindergarteners every year as an orientation to the community values and practices of High Tech Elementary. HTe Street was born!
Expert Consultation
Throughout the design process, I sought expert consultation from my professional colleagues. First, I connected with Latanya Lockett, the performing arts teacher at High Tech Elementary, about resources for creating original theater. A professional vocalist, Latanya offered her connections in the local community and was eager to explore the role that songs might play in our production. (Characters in The Muppets and Sesame Street often teach through song.) At the elementary level, I also connected with Georgia Hall, a third-grade teacher who collaborated with her team on a puppet project last year. Georgia provided great insight into the character development, script-writing, and production process. She also suggested reaching out to her former students for assistance critiquing puppets and skits. These helpful resources, along with her personal encouragement, convinced me that I was heading in the right direction. Venturing over the hall to High Tech Middle Chula Vista, I met up with another performing arts teacher, Wendy Maples, the performing arts teacher at High Tech Middle Chula Vista, was extremely generous with her resources. During our meeting, she shared her books, methods, and products from her lessons around puppets. Wendy even owns an authentic Muppet-style puppet, which she sometimes uses to spice up her teaching; the chance to see and play with this professional-quality puppet led me to reacquaint myself with the iconic Jim Henson-produced television shows. In addition to these three collegial partnerships, I have developed a strong relationship with a parent who performs as a professional puppeteer with the theater in Balboa Park. Through these connections, I was able to develop the project and the confidence to implement it successfully.
The Prototype
In lieu of an actual muppet, each student will create an elaborate sock puppet, which will become a character on HTe Street. Since I do not consider myself a natural maker, I was a little nervous about how my creation would turn out. I checked several websites for the simplest but most striking design, selected materials from the classroom, and got to work! Creating the prototype revealed some tricky steps for first graders, involving the safe use of a hot glue gun. (If we end up creating our puppets at the same time, I will certainly enlist a team of expert students to assist us.) Creating the prototype took around twenty-five minutes, which means it could take an entire week in first grade. By doing the project first, as Jeff Robins advises, I was able to gain some perspective on the time frame. As I continue to plan this project, I wonder about the most effective, smooth ways to organize the creation of puppets as a group.
The Design Choices that Offer Personalization, Access and Challenge to All Learners
All students will have the opportunity to design their own unique puppet, choose a topic around which to develop an original skit, and list a range of partners with whom they would like to work. In these ways, students will be able to make choices about the work and its level of challenge. Students will have an opportunity to share their reflections (structured conversations and written exercises) with the aim of benefitting the classs learning process.