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After we did the bus stop exercise, we combined groups to create two bigger groups. In these groups, we chose our own scenario's in which we would have one bigger puppet and two smaller ones. The mother had 2 children. The child on the left is doing their homework which the mother checks and gives her approval of how well they're doing. The child on the right is mischievous and over-energised so when they're told to calm down, they push the mother over and they get told off. The mother then returns to her sitting position and continues with what she was doing when the scene started.

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The next scenario was at a bus stop (Criteria listed below)

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When it came to using the puppets, we got into threes. I was with Sydney and Lee. One person controlling the head and  left arm (Lee), one person holding the waist and right arm (me) and the third controlling the legs (Sydney). We  started off with basic movements like walking, movements of the head and arms and put this into an everyday scenario. We chose ice skating. I feel that this went well as you could tell what we were doing. However, It could have been better if we had done it on the spot, limiting the movement as I found it hard to move around on the floor on my knees.

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The Principals of Effective Puppeteering 

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The Principals of Effective Puppeteering 

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Breath/Breathing – This object is alive and as such it needs ‘Air’ to live.

Focus – What captivates this characters attention? What does it find interesting? What is it thinking about? Does it have a thought process?

Weight – This object/character has a skeleton, organs, muscles and so has a certain heaviness it must display.

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The Principals of Effective Puppeteering 

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The Principals of Effective Puppeteering 

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SOLO FOCUS

On our own, we repeated task 1 with our hands together in front of us, in which we had to follow as they "explored" the room from the floor to the ceiling with fluidity, once again trying to avoid running into one another using peripheral vision.

GROUP FOCUS

This was the same exercise, except in a group of 4 in a diamond formation in which the movements were passed from one to the other with the same fluidity, once again, trying to avoid the other groups. We then did the same exercise in bigger groups of 8. We found that the formation regularly changed, and related the entire exercise to a school of fish.

Back in the groups of 4, we used a water bottle as the main focus, making it look like a fish's journey. Once again, we passed it between one another with fluidity keeping the journey as smooth as possible, exploring the room again, avoiding other groups or interacting with them.

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How does a puppeteer engage his body differently to an actor?

TASK 1 – The use of ‘Peripheral Vision’…

In this task, we walked around the room at different speeds, using our peripheral vision to enable ourselves to not walk into other people or objects.

TASK 2 – The use of the ‘Lower Back’ Muscles

In this task, we did something called the "superhero landing" in which we launch ourselves off the ground as high as possible to then land in a superhero position (see image) whilst making as less noise as possible.

Task 3 was a combination of the two.