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I like how there's so many games on Drama!

The games include sound, story telling, language, movement, and more. So many to choose and pick from.

These are short activities, so it can be used anytime or whenever there's extra time in class.

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Drama Games

Drama Games for breaking the ice, physical warm-ups, group dynamics and encouraging creativity. These activities are drawn from a wide range of sources, including traditional games, as well as exercises developed by directors, actors and teachers. View each category by clicking on the tabs below.

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Drama Games by David Farmer for breaking the ice, physical warm-ups, group dynamics and encouraging creativity.

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Very useful.

There's a variety of lesson plans on Music for me to look at/refer to if I need ideas from Kindergarten to 5th Grade.

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The goals of ARTS FIRST Hawai'i Strategic Plan for Arts Education are:

1) To guarantee a comprehensive arts education based on the Hawai'iContent and Performance Standards for every elementary student in the State; and

2) To enable every high school student to achieve the standards in one or more of the arts disciplines by grade 12. The plan builds upon four objectives - Advocacy, Research, Teaching, Standards.

To achieve these goals, the ARTS FIRST Partners created an ESSENTIAL ARTS Toolkit for for K-5, generalist classroom teachers. The Toolkit provides a standards-based framework that integrates the arts into curriculum linked with other core subjects, mathematics, science, language arts, social studies.

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The goals of ARTS FIRST Hawai'i Strategic Plan for Arts Education are: 1) To guarantee a comprehensive arts education based on the Hawai'iContent and Performance Standards for every elementary student in the State; and 2) To enable every high school student to achieve the standards in one or more of the arts disciplines by grade 12.

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So many instruments students are exposed to.

Helps students see & realize the many instruments and sounds they make.

I can do a lesson in presenting these instruments to students, and they can listen to the sounds each instrument makes!

There's so many ideas with implementing this resource for future lessons.

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Click here to view all instruments being played | Click here to view all instruments by classification

3rd bridge guitar

Accordina

Accordion

Accordola

Acoustic bass guitar

Acoustic guitar

Aeolian harp

Aeolsklavier

Agidigbo

Agung / Agong

Agung a tamlang

Ajaeng

Alimba

AlphaSphere

Alphorn

Alto clarinet

Alto horn

Alto sarrusophone

Alto saxophone

Angélique

Appalachian dulcimer

Archlute

Arpeggione

Array mbira

Audiocubes

Autoharp

Babarak

Babendil

Bagpipes

Balafon

Balalaika

Bandoneón

Bandura

Banduria

Banjo

Banjo mandolin

Banjo ukulele

Barbat

Baritone horn

Baritone sarrusophone

Baritone saxophone

Baritone ukulele

Baryton

Bass clarinet

Bass drum

Bass guitar

Bass oboe / Baritone oboe

Bass sarrusophone

Bass saxophone

Basset clarinet

Basset-horn

Bassoon

Bazooka

Bell

Bell tree

Berimbau

Biniou

Biwa

Bock-a-da-bock

Bodhrán

Bombarde

Bongo drum

Boomwhacker

Bordonua

Boungu

Bouzouki

Bugle

Bullroarer

C melody saxophone

Cajón

Calliope

Carillon

Castanets

Cavaquinho

Celesta

Cello

Chap

Chapman stick

Charango

Chimes

Ching

Chitarra battente

Chuk

Cigar box guitar

Cigar box ukulele

Cimbalom

Cimbassi

Citole

Cittern

Clapper

Clapsticks

Clarinet

Classical guitar

Claves

Clavichord

Clavicylinder

Clavinet

Coconut shells

Comb

Concert ukulele

Concertina

Conch shell

Conn-o-sax

Contra-alto clarinet

Contrabass Balalaika

Contrabass clarinet

Contrabass clarinet (wound metal)

Contrabass sarrusophone

Contrabass saxophone

Contrabassoon

Cor anglais

Cornamuse

Cornet

Cornett

Corrugaphone

Cowbell

Cricri

Croix Sonore

Cromorne

Crotales

Crumhorn

Crwth

Crystallophones

Cuatro

Cuíca

Cymbal

Cymbals (in pairs)

Dabakan

Dahu

Daxophone

Dàn bau

Dàn gáo

Dàn nguyet

Dàn tam thap luc

Dàn tỳ bà

Dàn tranh

Denis d'or

Dhantal

Diddley bow

Didgeridoo

Dihu

Djembe

Dobro

Domra

Dotara

Double bass

Double flageolet

Double-neck guitjo

Drejelire

Drum kit

Drum machine

Drumbone

Dubreq stylophone

Duda

Dudelsack

Dulcimer

Dunun

Dutar

Duxianqin

Eigenharp

Eight-string guitar

Ektara

Electric cymbalum

Electric guitar

Electric thumb piano

Electronic organ

Eleke

English horn

Erhu

Erxian

Esraj

Euphonium

EWI

Faglong/Fuglung

Fangxiang

Fiddle

Fingerboard synthesizer

Flamenco guitar

Flexatone

Flugelhorn

Flute

Folgerphone

Fortepiano

Frankophone

French Horn

Fusetar

Gaita

Gandingan

Gandingan a kayo

Gangsa

Gayageum

Güiro

Gehu

Gendér

Geomungo

Gimbri

Gittern

Glass Armonica

Glass harp

Glasschord

Glockenspiel

Gloggomobil

Gopuz

Gottuvadhyam

Grand piano

Great Highland Bagpipe

Guitar

Guitar synthesizer

Guitarra quinta Huapanguera

Guitarrón

Guqin

Gusli

Guzheng

Haegeum

Hammered dulcimer

Hammond organ

Handpan/Hang

Hardanger fiddle / Hardingfele

Harmoneon

Harmonica

Harmonium

Harp

Harp guitar

Harpsichord

Heckelphone

Hirtenschalmei

Hocchiku

Horn

Hosho

Huluhu/Huqin

Hurdy gurdy

Igil

Ikembe

Irish bouzouki

Jaw harp

Jegog

Jingle bells

Jug

Kaffir piano

Kagul

Kagul

Kalimba

Kanklės

Kantele

Kazoos

Khloy

Khlui

Kimophone

Kinnor (David's Lyre)

Kisanji

Kokle

Koto

Kouxian

Krin / Kolokolos

Kubing

Kulintang / kolintang

Langeleik

Lesiba

Likembe

Lithophone

Lur

Lyre

Mandoharp

Maracas

Marímbula

Marimba

Marimbaphone

Mbira

Mechanical music box

Mellophone

Melodica

Metallophones

Mezzo-soprano saxophone

Morin khuur

Morsing

Musette

Musette de cour

Musical bow

Musical box

Musical saw

N-Odaiko

Nail violin

Natural horn

Natural trumpet

Northumbrian smallpipes

Nyckelharpa

Oboe

Oboe d'amore

Oboe da caccia

Ocarina

Octave mandolin

Octavin

Octoban

Octobass

Octocontra-alto clarinet

Octocontrabass clarinet

Omnichord

Ondes Martenot

Oopoochawa

Organ

Oud

Paiban

Pak

Palendag/Pulalu

Pan pipes

Piccolo

Piccolo cello/violoncello piccolo

Piccolo clarinet

Pin pia

Pipa

Piston flute

Portuguese guitar

Rainstick

Ranat ek lek

Ranat thum lek

Ratchet

Rattle

Recorder

Reed organ

Reyong

Rommelpot

Rubab

Sackbut

Sansa

Sanshin

Santur

Sanza

Sarod

Sarrusophone

Saxophone

Saz Baglama

Scottish smallpipes

Se

Serpent

Shakuhachi

Shawm

Sheng

Shofar

Singing bowl

Siren

Sk8 Guitar

Slapstick

Sleigh bells

Slide whistle

Slit drum

Slit gong

Snare drum

Sopranino clarinet

Sopranino saxophone

Soprano clarinet

Soprano sarrusophone

Soprano saxophone

Soprillo (sopranissimo saxophone)

Sousaphone

Space Harp

Spoons

Subcontrabass saxophone

Suling

Surma

Swedish bagpipes

Swordblade

Tabla

Tafelbergliam

Taiko

Takuapu

Talharpa

Tamak

Tambourine (with membrane)

Tambourine (without membrane)

Tank drum

Tarogato (modern)

Tenor Horn

Tenor sarrusophone

Tenor saxophone

Tenoroon

Teponaztli

Thumb piano

Timpani

Tin whistle

Tom

Tom-tom

Toy piano

Trembita

Tres

Triangle

Triangle

Trombone

Trumpet

Trumpet marine/tromba marina

Tuba

Tubax

Tubular bells

Tubular Wood block

Tubulum

Tumdak'

Tumpong

Udu

Ugal

Uilleann (Irish) Bagpipes

Valiha

Veena

Verrophone

Vibrandoneon

Vibraphone

Vibraslap

Vihuela

Viol

Viola

Volynka

Vulcan Lute

Vuvuzela

Wagner tuba

Waj

Washboard

Waterphone

Western concert flute

Whip

Whistle

Willow flute

Wobble board

Wood block

Xun

Xylophone

Xylorimba

Yangqin

Yazheng

Zampogna

Zimbabwean Marimba

Zither

Zummara

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All the Musical Instruments of the World

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Click here to view all instruments being played | Click here to view all instruments by classification 3rd bridge guitar Accordina Accordion Accordola Acoustic bass guitar Acoustic guitar Aeolian harp Aeolsklavier Agidigbo Agung / Agong Agung a tamlang Ajaeng Alimba AlphaSphere Alphorn Alto clarinet Alto horn Alto sarrusophone Alto saxophone

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Love how the video shows the elements of dance.

It was easy to follow along and learn more about.

I will definitely use this for one of my future teachings/lessons.

This is showing I can present myself to students when first introducing and exposing them to dance.

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Super entertaining and enjoyable for both students and teacher to do.

Can be used for in person and online setting.

This type of activity allows students to act and move freely without limitations of what they can and cannot do.

It can be an on-going activity as well, not just one time.

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I love shadow dancing! It's super inspiring and always mesmerizes me, because it's so beautiful.

There's a bigger picture to it that just shadows or dancing, but behind it tells a story.

Although it may look easy, it involves a lot of practice and work to pull this off.

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Super impress with this video and everyone in it.

These people accomplished something that seems like it can't be done. Overall just super shocked and wowed.

It takes a lot of dedication and commitment to accomplish this.

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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Very useful. There's a variety of lesson plans on Dance for me to look at/refer to if I need ideas from Kindergarten to 5th Grade.

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The goals of ARTS FIRST Hawai'i Strategic Plan for Arts Education are:

1) To guarantee a comprehensive arts education based on the Hawai'iContent and Performance Standards for every elementary student in the State; and

2) To enable every high school student to achieve the standards in one or more of the arts disciplines by grade 12. The plan builds upon four objectives - Advocacy, Research, Teaching, Standards.

To achieve these goals, the ARTS FIRST Partners created an ESSENTIAL ARTS Toolkit for for K-5, generalist classroom teachers. The Toolkit provides a standards-based framework that integrates the arts into curriculum linked with other core subjects, mathematics, science, language arts, social studies.

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The goals of ARTS FIRST Hawai'i Strategic Plan for Arts Education are: 1) To guarantee a comprehensive arts education based on the Hawai'iContent and Performance Standards for every elementary student in the State; and 2) To enable every high school student to achieve the standards in one or more of the arts disciplines by grade 12.

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I love how this resource allows me to use songs for teaching/promote teaching, learning is important but making it fun it just as important.

Site is super easy to navigate.

Many and variety of songs for topics like math, reading, Covid-19, science, religious, lifeskills, and so much more.

So many songs, and very in depth topics!

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Children's Songs and Educational Music for preschool, elementary, middle and high school. Lyrics, mp3 downloads, DVDs and CDs.

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This is a great resource because there's so many puppet activities and fun ideas for students to do, particularly younger students.

It includes puppet arts & crafts, puppet games & activities, puppet recipes & snacks, puppet songs/poems/finger play.

There's so much variety, and the instructions are short and easy to follow, so that's great!

Free and printable/shareable.

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You have come to the right place if you are looking for fun, engaging and exciting Puppet themed activities to do with toddlers, preschoolers and kindergartners. Our activities are widely used by teachers, moms, dads, child care providers and more!

All our activities are available at no cost and are free to print and share. Select below to get started.

Make a Puppet
Materials Needed:
Clothespin
Googlie eyes
Pompoms
Markers
Glue

Put puppet-making supplies out on craft table. Allow the children free rein over how to design their puppet. Encourage them to put together a puppet show.

Dramatic Play
Materials Needed:
Stage
Puppets

Instructions:
Set out puppets (and supplies to make their own)
Let the children play in the puppet stage whenever they like.
Encourage them to practice a puppet show.
Make popcorn and have some parents stay after work to watch!

Group Time
Encourage the children to pretend they are puppets that have come to life.

Cooking
Materials Needed:
Pear halves
Apple slices
Raisins
Place half of a pear on a plate. Use apple slices to resemble dog ears. Create face with raisins.

Puppet Time by Trica J. Dreher
It's puppet time
I cannot wait!
I love pretending!
I think it's great!

Puppets by Trica J. Dreher
Puppets, puppets
Oh, how fun!
I can pretend
To be anyone!
Make a Puppet by Trica J. Dreher
Needle, thread,
Or just plain glue.
Sticks, socks,
And paper, too.

Buttons, yarn,
Some old string!
Just about
Anything.

Make a puppet
The way you choose.
Use your imagination
And you can't lose!

_____________
This theme was contributed to ChildFun.com by Lace. Thanks Lace 🙂
Dear Reader: You can help us make this theme even better!
All of our theme ideas have come from our imagination and from reader submissions. Please if you have crafts, activities, games, recipes, songs or poems that you would like us to add to this theme.

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Puppet Activities & Fun Ideas for Kids | ChildFun

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You have come to the right place if you are looking for fun, engaging and exciting Puppet themed activities to do with toddlers, preschoolers and kindergartners. Our activities are widely used by teachers, moms, dads, child care providers and more! All our activities are available at no cost and are free to print and share.

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Provides informative information on puppet and theatre.

Kind of like a step by step guide.

Language activities, outdoor activities, cognitive activities, and more are listed. Everything was super creative and interesting.

Many of these activities can be done with preschoolers, kindergarteners, or older children.

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This theme is perfect for preparing a show which can be presented to parents and grandparents for a special occasion. Build your own theater using large cardboard boxes. Paint and decorate them with your group. You may even add tiny Christmas lights. If you have children of different ages in your group, you may choose to act out a short song instead of having children learn the lines for a short play. Have fun. Enjoy being a theater director! Theater is great for every aspect of childhood development.

Educatall team suggests a thematic letter model which can be used for one week or several weeks in preparation for a show you can present for a special occasion such as Christmas. ( Open thematic letter - Puppets and theater) Print the letter and prepare a scenario. Use a special envelope and read portions of the letter to your group every day or once a week.

Set up a theater corner: hang a curtain from the ceiling, place a mirror on a wall, add a trunk or box which is full of old clothing items, hooks for hats and wigs, jewellery, costumes, baskets, and drawers for décor accessories. For your décor, use cardboard boxes as furniture, Christmas lights, fabric, music, etc.

The pictures may be used as a memory game or to spark a conversation with the group. Use them to decorate the daycare or a specific thematic corner. ( Open picture game - Puppets and theater) Print, laminate, and store in a "Ziploc" bag or in your thematic bins.

ACTIVITY SHEETS

Activity sheets are provided for each theme. Print and follow instructions. ( Open activity sheets - Puppets and theater)

Have fun with these wonderful workshop ideas provided by Caroline Allard.
Construction and building blocks:

Cardboard figurines (illustrations on Popsicle sticks) may be used to bring children's constructions to life.

Different sizes of cardboard boxes for cardboard constructions.

Invite children to create characters with building blocks.

Arts & Crafts:

Cut eyes, noses, mouths, faces, and bodies out of catalogues and have children assemble them to create characters. When they are done, glue their characters onto Popsicle sticks or drinking straws.

Make puppets using old socks or mittens. Simply draw eyes, a nose, and a mouth using a marker...You can also paint them using fabric paint. You will have original puppets to play with.

Trace the contour of children's hands. Cut them out and attach a Popsicle stick to the back for quick and simple puppets.

Paper body parts can be assembled with string to create mobiles or puppets. Children can make characters or animals and have fun mixing up body parts which would normally not go together. You may choose to assemble your puppets using fasteners too.

Various recycled materials are great for making unique puppets too. Complete them with paint, sparkles, etc.

Why not make a giant puppet and make it your group's mascot? Use your imagination!

Make a papier-mâché puppet. Use a small balloon and cover it with strips of newspaper dipped in glue (leave a space where you can later insert a stick). Let dry, paint, and you have a new puppet!

Drawing:

Coloring pages of various animals which can be puppets.

Coloring pages with Pinocchio or other well-known puppets on them.

Blank sheets of paper, children can create their own puppet models.

Role play:

A tent or a large box which can be used to make a homemade puppet theater.

If you are lucky enough to have an actual puppet theater, children will have great fun with it!

Puppets of all kinds.

Make-up (used by children or the caregiver).

Masks children can use to pretend they are puppets.

Why not prepare a short play? Silly costumes, make-up, and lots of fun!

Manipulation:

Pinocchio puzzle.

Modeling dough and Popsicle sticks are great for creating fun puppets. You can use homemade modeling dough and let it dry. Children will love painting their puppets.

Finger puppets.

Various types of fabric scraps. Children will enjoy exploring the different textures.

Necklace beads can be used to make miniature necklaces for puppets.

Pre-reading:

The Pinocchio story.

Books which show children how to make puppets.

A few puppets will add a touch of softness to your area.

Pre-writing:

Hunt and seek games.

Various activity sheets related to the theme.

Games using educatall word flashcards.

Tracing and maze games.

A dot-to-dot puppet for tracing.

Motor skills:

An obstacle course presented as a treasure hunt. Children search for puppets along the way.

Encourage children to walk like string puppets. A friend pretends to pull the strings to direct their movements.

Walk on a balance beam, like a string puppet.

Let children manipulate musical instruments and have a parade with their puppets.

A relay race. Children must give a puppet to the next member of their team.

Bean bag toss. The bean bags become characters, like puppets. Draw eyes, a nose, and a mouth on them.

Sensory bins:

Water table with sponge puppets.

A bin filled with rocks or beads. Children manipulate the content of the bin with puppets on their hands.

Word flashcards
The word flashcards may used during circle time to spark a conversation with the group or in your reading and writing area. They may also be used to identify your thematic bins. ( Open word flashcards - Puppets and theater) puppet, theater, curtain, applause, mirror, costume, puppet theater, string puppet, puppeteer, spectators, make-up, stage

Picture clue story - Puppets and theater
( Open picture clue story - Puppets and theater) Print. Sit in a circle with your group. Begin reading the story. Pause for each picture clue. Point to the clue and have children guess the missing word.

PHYSICAL ACTICITY AND MOTOR SKILLS

Miming
Explain what a mime is. Invite children to mime various actions such as going up or down stairs, pulling on a rope, climbing a tree, etc.

Chinese shadows
Make Chinese shadows on a large white sheet which is hung from the ceiling or behind a piece of white cardboard. Show children how to make animals (a frog for example). Children will love taking turns making the shadows and guessing what the shadows represent. You may use your hands or objects which you have glued to Popsicle sticks.

Animated hands
Using paint or make-up pencils, let children draw on their hands and fingertips to create puppets.

Nature theater
Cut a square out of a cardboard box. Go for a walk with your group and collect branches, flowers, etc. Glue them to your box to create a unique puppet theater. You may also decorate the inside of the theater if you wish.

ACTIVITIES INVOLVING PARENTS

( Open Invitation for the show) Print and distribute to parents, grandparents, and friends a few weeks prior to the presentation of your show.

Homemade puppet
Invite parents to create a puppet with their children using a lone sock at home. Children will be proud to present their puppets to their friends.

The puppet says
Hold a puppet in your hand. Give children instructions. When you say "The puppet says...", children must follow your instructions. If you do not say "The puppet says..." first, they mustn't move.

Finger puppets
Use a lone glove to make finger puppets. Cut the fingers off and draw eyes, a nose, and a mouth on each fingertip.

Opposites
Sit in a circle with your group. Each child holds a puppet in his hands. You also hold a puppet in your hands. Begin the "opposites" game. Your puppet says a word (such as hot). The child who knows what the opposite is, makes his puppet answer (in this case cold). If the child has the correct answer, he chooses the next word. Examples: rough/soft, tall/short, slow/fast, happy/sad, etc.

Lacing puppet
( Open model - Mitten puppet) Print two copies and trace them on construction paper. Make holes around the contour using a hole-punch. Children must thread yarn through each hole to assemble the pieces. When they are done, have them decorate the puppet.

Hunt and seek - Puppets and theater
( Open hunt and seek - Puppets and theater) Print and laminate. Children pick an illustration and search for it in the larger picture.

Felt board puppet theater
Use four pieces of black felt. Glue them onto a large piece of cardboard and hang it on the wall. Next, ( Open felt board games - Puppets and theater). Print the puppets. Cut them out and have children color them. Glue the puppets to felt pieces. Children will enjoy inventing stories with the puppets by sticking them on the felt board.

MORAL AND SOCIAL ACTIVITIES

Make-up workshop
Children find a partner. Let them paint each other's faces.

Giant puppet
Children find a partner. Give each child a large sheet of paper. One child lies down on the paper and his partner traces the contour of his body using waxed crayons. They then exchange roles. Afterwards, children can decorate their body outlines. Glue the giant puppets to the walls.

Puppet songs
Children hide behind a table or a large cardboard box. They make their puppets sing.

Live puppet
Play soft music. Children find a partner. One child sits on the floor and his partner uses him as a puppet (for example, he raises his arm, his foot, etc.)

Stuffed animal puppet
Transform your old stuffed animals into puppets. Sew an elastic band to the back. Children simply insert their hand to play with their new puppets.

Improvisation
Improvisation is an activity which can easily be adapted to the ages of the children in your group. Choose short scenarios or simple emotions.
Story and memory game - Puppets and theater
(Open story and memory game - Puppets and theater) Print, cut out, and laminate the illustrations. Place them face down on the floor. Children pick three cards and invent a story in relation to the illustrations. Variation: To solidify the cards, glue the illustrations to the top of frozen juice cans. Use as a memory game.

Frozen puppet
Fill popsicle moulds with fruit juice. Place in the freezer. Children can manipulate their Popsicles and make them "talk" like puppets.

Mr. Sandwich
( Open craft - Mr. Sandwich) Mr. Sandwich is fun to assemble. Print, cut out, and glue the pieces. Attach a Popsicle stick to the back of Mr. Sandwich and invent silly stories.

Wooden puppet
Purchase a wooden spoon for each child. Let children paint their spoon. Once dry, have them add hair (the top of the spoon is the head), wiggly eyes, etc. You can even have children design clothing for their wooden puppet. Trace the clothing items on felt or any other craft material. Cut out the clothing and glue it on the wooden spoon.

Puppet ( Open models - Puppets) Print the puppet models and invite children to choose which one they want to make. Cut out the chosen models and glue them onto oven mitts. Let children add hair, wiggly eyes, etc.

A reinvented puppet theater
Use a clean pizza box. Pizzerias will be glad to provide you with one or more boxes. Cut a window out of the top of the box. Decorate with children. Glue fabric pieces using hot glue to represent curtains. This theater is ideal for finger puppets.

Finger puppet
Use felt. Cut out two pieces shaped like fingertips. Glue them together using hot glue. Use them as a base for your puppet. Use your imagination to personalize them. Some possibilities are spots, a tail, pointy ears, and a nose to make a cow, or all pink with a spiral tail for a pig, or a crown and a dress for a queen...

Little sock puppet
Invite children to create a puppet using an old sock, a glove, or a mitten. Offer recycled material and anything which could inspire them: yarn, wiggly eyes, pipe cleaners, ribbon, fabric pieces, felt, etc. Children can present their puppets once they are done.

( Open coloring pages theme - Puppets and theater) Print.

( Open creative coloring - Puppets and theater) Print for each child. Ask children to draw the puppets in the theater.
Puppets
by: Patricia Morrison
sung to: Twinkle, twinkle, little star

Puppets, puppets on a string
You can do so many things
On my hand or my finger
Talk and dance in the theater
Puppets, puppets, you are fun
Put on a show for everyone

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Puppets and theater - Theme and activities - Educatall

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This theme is perfect for preparing a show which can be presented to parents and grandparents for a special occasion. Build your own theater using large cardboard boxes. Paint and decorate them with your group. You may even add tiny Christmas lights.

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Many books and articles to read from/about on puppetry.

Great for me to read and learn more about puppetry, but this can also be shared with students who enjoy reading and puppetry.

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Discover librarian-selected research resources on Puppetry from the Questia online library, including full-text online books, academic journals, magazines, newspapers and more.

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This resource/website it not only for the worlds of puppetry museum, but it's also great because it's a center for puppetry arts.

There's a wide range of resources and information on puppetry. It's great!

There's so many programs, but you can also visit them in person to enjoy the full experience!

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Worlds of Puppetry Museum at Center for Puppetry Arts

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Learn more about our Worlds of Puppetry Museum program today, including study guides, ticket prices, and showtimes.

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There's so much to read and learn from this.

I love the many videos I'm able to access/view. This can be played and shown to students when introducing puppetry to them, or just to learn more about puppetry.

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Puppetry Arts Institute - Puppet Shows, Museum and Workshops in Independence, MO.

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The Puppetry Arts Institute is a magical place for children, families and even adults to enjoy puppet shows, puppet painting workshops and other special events.

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I learned that through puppet, not only can it be used for fun, but it also teaches children emotional management and problem-solving skills.

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Webster-Stratton, C., Reid, J.M. (2018). Teaching Children to Problem-Solve through Puppet Play Interactions. In A.A. Drewes and C.E. Schaefer (Eds.), Puppets in Play Therapy: A Practical Guidebook (pp. 130-142). New York: Routledge.
Abstract
In this chapter, we will focus on how we use puppets in the Incredible Years Dinosaur Program to teach children emotional management and problem solving skills. The puppets in this curriculum are large, multi-ethnic, child-size boy and girl puppets that are chosen to represent the children in the groups. Moreover, like children, the puppets regularly change their clothing according to the climate and local customs or they may wear glasses, hearing, aids, or have a broken arm in a cast to match issues the experiences of children in the group. While these large puppets are ideal, clinicians may use almost any puppet with a moving mouth. Young children, ages 4-8 years are enthralled with puppets and will talk with them about painful or sensitive issues more easily than an adult.
Read the Article (PDF)

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Teaching Children to Problem-Solve through Puppet Play Interactions

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Webster-Stratton, C., Reid, J.M. (2018). Teaching Children to Problem-Solve through Puppet Play Interactions. In A.A. Drewes and C.E. Schaefer (Eds.), Puppets in Play Therapy: A Practical Guidebook (pp. 130-142). New York: Routledge. Abstract In this chapter, we will focus on how we use puppets in the Incredible Years Dinosaur Program to teach children emotional management and problem solving skills.

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I love this resource written by Mary Beth!

It provides an overview of puppetry (history), which is important for children to learn & know.

It also talks about the different types of puppets with pictures included.

Has a variety and many wonderful resources & information.

Lessons can be plan and made from this resource.

I love how it included how this can be used in the classroom, and additional educational resources.

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Definition: Puppetry is a form of theatre that involves the physical manipulation of inanimate objects known as puppets. This form of art can be used in the classroom to enhance the curriculum in many different ways.
History: A popular belief is that puppets were developed as children's toys or for entertainment, but the origins of puppetry are more closely linked to ancient religious practices. Some puppet researchers believe that puppets were originally part of cultural rituals and religious ceremonies. In some parts of the world these objects were seen as magic creatures "obedient only to those puppeteers armed witha magic formula" (Jurkowski, 1996 p. 25). Puppetry grew to become a form of entertainment as people looked for ways to preserve and share their epic tales. Throughout history puppets have been used to share dramas, epic love stories, morality plays, and fine art performances. In the nineteenth century, during the Golden Age of Children's literature puppetry was seen as good for children.

Types of puppets that can easily be used in the classroom: Shadow puppets, marionette puppets, pup up puppets, stick puppets

Stick Puppets
These puppets are simple and easy to create. An image or picture is attached to a stick, and the puppeteer holds the stick to manipulate the puppet. Movement is limited to lateral and vertical movements, but some variations of those movements can be achieved by using other factors such as speed.

Shadow Puppets
Flat puppets that cast a shadow when the puppeteer manipulates them between a light source and a screen. The puppet can become larger or smaller as the puppeteer moves the puppet farther or closer to the screen. Shadow puppets can be stick puppets or movable rod puppets (puppets that have rods attached to different parts which allow them to have more movement).

Marionette Puppets
A puppet with strings attached to limbs that allow the puppeteer to manipulate different parts of the puppet. Marionettes can have between about 4 and 30 different strings and can be one of the trickiest ttypes of puppets to manipulate.

Hand Puppets (Glove Puppets)
This puppet is placed on a puppeteers hand like a glove. Some variations have moveable mouths which require the puppeteer to use his or her thumb and four fingers to move the jaw. Other hand puppets that do not have a movable mouth allow for the puppeteer to use three fingers for the neck and two arms of the puppet.

Hand and Rod Puppets
This puppet is similar to a hand puppet because the puppeteer places his or her hand in puppet to move the mouth. Rods are also attached to the puppet to bring movement to the arms. The Muppets often use this type of puppet.

Developing puppet shows helps students create multidimensional characters and write with logical sequencing.

Students learn to tell stories through dialogue and character development rather than through relying primarily on a narrator.

Because puppet shows involve one or more characters students learn to incorporate a different "voice" for specific characters along with an overall voice and tone for a chosen audience.

Writing scripts and reading them repeatedly as students rehearse helps students read with increased fluency and comprehension.

Participating in improvisational activities with puppets and a partner or small group can help students find inspiration for writing a story/puppet show.

Students can use character maps and graphic organizers to develop their characters and plan out their puppet show scripts.

Creating puppet shows also provides opportunities for students to work collaboratively and cooperatively.

1. Script: You may want to write a script before choosing your puppets, or you can use your puppets to inspire your script writing process. The script should focus on using the puppet characters to move the action forward in your play. Narrators can be useful for young playwrights, depending on what kind of puppet show you are creating. When possible however, encourage your students to really focus on the dialogue and minimize the narrators' presence. During this process it is also important to consider the audience who will be viewing your puppet show.
2. Puppets: You can use puppets you have already or make your own!
3. Play: When you have your script and your puppets, have fun with them. Make changes to the script as you experiment with the puppets and the overall look of the show.
4. Spice it up: Add music, sound effects or voice overs to the show to create effects and add some pizazz. Also decorate your puppet theatre to capture the setting of your play. Make props or backdrops if necessary.
5. Rehearse! Rehearse! Rehearse!
6. Perform: Showcase your play to the intended audience and have more fun!

Opposites Attract: (Delue and Hayward, 1996)
Exploring opposites exercises powers of imagination and helps students think of new ideas for dramatic plots.
Prewriting Activity: Ask children to think of opposites. For instance, when you say sun, they might answer moon. Children will also offer less obvious choices; give them time to explain their reasoning and you may be surprised by their answers. For instance, planet could also be the opposite of sun.
Challenge students to create a list of at least five interesting pairs of opposites in their writing journals or on paper you hand out.
Divide students into pairs. Ask students to select a set of opposites from their lists to explain to their partners. Together, students can develop a script around their objects or ideas. In their scripts, one object interacts with another according to their opposing characteristics. For instance, a coffee grinder might be complaining about always having to deal with the feisty little coffee beans that come her way each morning.
Write:
WATER: You're positively glowing. What are you so happy about?
FIRE: I'm happy because you always let me blow off a little steam. Example:
WATER: There has to be a better way. We can't keep meeting like this.
FIRE: Why not? We're good together; you keep me in line.
WATER: My river does run deep for you, but I worry that our relationship will suffer from burnout.
FIRE: Fear not, my fluid friend, for I cannot live without you.
WATER: You cannot live with me either!
Opposites can and do coexist. Encourage children to explore the ways two characters might connect in spite of their differences. For instance, one character might convince another to join in some new adventure. Examples for children who need them: a beautiful flower is trying to convince a weed that they each have a place in the environment; a spider crawling around its web attempts to entice a bug to come over for a visit. Helpful Hints:

Dramatize Nonfiction Reports: (Peck and Virkler, 2006)
In all content areas students are required to learn new information and share what they know through an assessment. Aside from taking an exam or writing an essay, students can share their knowledge through creating a puppet show. Teachers can set criteria such as including two details about an American symbol, revealing three important events leading up to the Civil war, or demonstrating the relationship between animals and their habitats. Creating a unique, student led puppet show will not only showcase what students know, but will also involve students working with necessary information repeatedly (Fontichiaro, 2007, pg. 171). This will help students remember the information much longer than they would for a simple pen and paper assessment.

What's Cooking: (Frazer and Renfro, 1987)
Materials: String, dowels, rubber bands and tape, a variety of non-breakable and safe kitchen utensils and items.
Getting Started: Brainstorm with the group a list of favorite fairy tales, folk tales, and fables, and write down the ideas on a chart/board.
The Activity: Choose two characters from a fairy tale, such as a little pig and the wolf from the three little pigs. Ask volunteers to demonstrate movements for one of the two characters. Students in the class can guess if the student is portraying the pig or the wolf and share what clues helped them make their guesses. Explain that puppeteers need to be good clue givers because puppets are more limited than a person's body. Share that the kitchen utensils can be used to create a unique set of puppets. Ask students to demonstrate how a utensil can be used to portray a wolf or a pig. What movements can the item express? What other characters do you see in the kitchen utensils?
Making the Puppets: Use the utensils, along with open-ended art materials to create puppets from the list of fairy tales. Example: Three gradated plastic bowls can be sued to make the three bears. Turn each bowl upside down and stretch a firm rubber band around the outer rim of the bowl and secure with tape if needed. Tie a length of string to each side of the rubber band and link to a dowel or cardboard tube handle. Turn the bowls right side up to show the bears ears and face, and use the tube to help the character move.
Writing: Ask students to pair up and make short scripts with their character puppets. Students can write their scripts as well as a writing piece about why their utensil was a good choice for their character. How can they move their utensils to portray their character and give clues to the audience?

The following books are not written as puppet shows but they are examples of dialogue that help move the story forward. These books help students see the use of dialogue and can be easily written as puppet shows. I would use these mentor texts to help students develop dialogue in their writing and puppet show scripts.

1. ABC's OF PUPPET PERFORMANCE (Abell, n.d.) Get to know your character:

Write down three words that describe your puppet.

Think about the movements your character would demonstrate. What does this tell you about your character?Example: If your character moves slowly, they may be cautious. If your character moves quickly they may be reckless.

Describe the voice of your character. Does the character speak fast or slow? Do they have an accent? Is there an emotion that is present in your character's tone?

For more guidance, fill out the My Puppet Character Sheet (Adapted from Bringham Young University's Theatre Education Database) to think about the voice and movement of your puppet.

2. Be your character:

Experiment with different voices and movements.

Read your character's lines and use your puppet while concentrating on revealing the details you wrote on your character sheet. For example, if your character has a fast rate in their voice, speak quickly. If your puppet character's tone is nervous, include a slight twitch and stutter to their voice.

·a. Keep your eyes on your puppet
·b. Use your normal voice (for now) and speak loudly and clearly
·c. Move your puppet deliberately, pausing in between movements
·d. You don't have to hide to be invisible, you just have to really FOCUS on your puppet. If you believe you can bring it to life, your audience will too!

There is a small collection of research that addresses puppetry in the writing classroom. Current research in puppetry and writing focuses on the benefits of student created puppet shows (Peck & Virkler, 2006; Davis, 1990; Appleby, 2005). Teachers in these studies reveal that their students learn the content more deeply when they use puppets and play with ways to reveal the information through puppetry. Going through the writing process to create scripts allows time for students to create a meaningful performance assessment. Writing puppet scripts is also a tool to teach students new information or challenge their perceptions. Appleby (2005) revealed that through puppetry students were able to learn and evaluate information. They were able to role-play with their puppets and write from different points of view to learn about environmental education. Although there is a small amount of research that addresses the uses and benefits of puppetry in writing, we have much more to discover about puppetry in the writing curriculum.

Appleby, E. (2005). Mrs blue gum, some puppets and a remnant forest: Towards sustainability education through drama pedagogy. Australian Journal Of Environmental Education, 21 1-10.

Davis, J. K. (1990). Archetypal puppets spark good writing. Peck, S. M., & Virkler, A. J. (2006). Reading in the shadows: Extending literacy skills through shadow-puppet theater. College Teaching, 38(2), 49-51.

Reading Teacher, 59(8), 786-795.

http://www.theaterseatstore.com/history-of-puppetry

http://www.puppetsnow.com/history-of-puppets.html

Jurkowski, H. (1996). A History of European Puppetry: From its origins to the end of the 19th century.

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Definition: Puppetry is a form of theatre that involves the physical manipulation of inanimate objects known as puppets. This form of art can be used in the classroom to enhance the curriculum in many different ways. History: A popular belief is that puppets were developed as children's toys or for entertainment, but the origins of puppetry are more closely linked to ancient religious practices.

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Get to learn and know more about different cultures yay.

Love how I can view their music, books, and videos.

Great way to introduce and for students to learn more about Latin America.

This can be used in classroom and online.

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Putumayo travels the world in search of exceptional songs from Congo to Cuba, Rome to Rio, New Orleans to Nova Scotia. Putumayo's meticulously researched and curated musical journeys are "guaranteed to make you feel good!". In addition to world music and kids music compilations and playlists, Putuma

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It's important that students understand their senses and one of them is listening to sounds.

Video can be introduced to students and played in person and online.

An activity like the one in the video can be incorporated for students to do.

Can encourage students to listen to sounds inside and outside of the classroom/school.

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Super detailed and in depth lesson plans for music.

There's so great ideas I can use or make it my own for my future lessons.

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Music not only has the power to stimulate the mind, enrich the heart and soothe the soul; it also helps you meet educational objectives and learning outcomes for your students. The following lesson plans are examples from other music educators of practical, effective, and fun activities for grades K-5 to help you teach the basics of music to your students!

This is a great story to demonstrate fast and slow.

Here's a good recording that the kids can act out.

Disney Silly Symphony version

Living Books version

After listening/watching a version or two, have the students pretend to be either a tortoise or hare while listening to slow or fast music while moving in bubbles.

I found this song online.

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I use the term: "bubbles" to describe when students use personal space. We pretend to turn on our bubbles around our bodies by snapping above our heads. When I play music or sing, students may move around the room with their bubbles on, but they may not TALK or TOUCH anyone or anything. If they do, their bubble pops, and they are out. In the younger grades, I often do bubbles the last few minutes of the lessons. Here are some songs we use with bubbles.

Gallop

Walk and Stop

Another use for bubbles is for steady beat. I play the keyboard at different tempi while students put the beat in their feet.

We use it in 1st grade for "beat" vs. "no beat." When I play something with a beat, they must stand still and bounce. When I play something without a beat, they must move around the room with fluid movements.

We do it in Kindergarten with loud and soft. I play Sousa's Stars and Stripes Forever with my hand on the volume to make the dynamics more pronounced. Students march when they hear loud and stand still and bounce when they hear soft.

For Kindergarten long and short sounds, students make long and short steps to the music.

In the 1st and 2nd grade Nutcracker units, we dance in bubbles to the different pieces.

Students can walk in bubbles to demonstrate FORM. For instance: they must change the way they walk for Section B. Or sometimes I hand each student a card with A on one side and B on the other. They hold up which section is playing while they walk to the music.

Try this book with the younger ones. It uses lots of descriptive words to describe animals. I start by reading it with students listening and looking at the pictures. Then I read one page at a time while students are scattered around the room in bubbles. After each page, I play something on the keyboard that reflects the mood while students move expressively. I don't let them run or crawl, because I don't have a big enough room.

I highly recommend bubbles! In addition to being a great way to experience music kinesthetically, the kids love it!

Another good song:

Billy Barlow - more

Instead of "hunting," substitute locomotor movements.

"Let's go walking..."

"Let's go jumping..."

"Let's go hopping..."

"Let's go galloping..."

"Let's go skipping..."

"Let's go side stepping..."

"Let's go leaping..."

"Let's go crawling..."

Other options:

"Let's go limping..."

"Let's walk slowly..."

"Let's walk quickly..."

"Let's go tip toe..."

"Walk like a robot..."

"Walk like a penguin..."

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Subject: Music

Grades: K, 1, 2, 3

This lesson plan is designed to teach students the concept of rhythm in a song, by listening to music and playing instruments to represent actions.

The goal of this lesson plan is for students to learn how to keep a beat with the music.

Required Materials: Variety of rhythm instruments (shakers, maracas, rain stick, wood block, finger cymbals) and a copy of the "What Would I Do"
song available for free at: http://www.reverbnation.com/play_now/song_3329056
Anticipatory Set:

Have the students watchPeter and the Wolf and talk about how each character was represented by a certain instrument.

Tell students they will do a song where they select an instrument that will represent an action that happens in the story.

Activity:

1. Play the songWhat Would I Do? for the students so they can hear where their action in the story happens in the song.

2. Select 6 students at a time and have each student choose an instrument to represent their sound in the song/story.
(1st student: action of rain, 2nd student: action of jumping in a puddle, 3rd student: action of walking in the mud, 4th student: action of hopping in grass, 5th student: action of skipping in the driveway, 6th student: action of running in the backyard)

3. While these 6 students are using their instruments during the song, have the rest of the class do the actions in place (i.e. jumping, walking, hopping, skipping, and running).

4. In the last par t of the song, have the students play their instruments all at once.

Plan for Independent Practice:

Assessment based on objectives: encourage the students to be creative in coming up with their instruments and rhythms but also ask them why they chose the instrument they did.

Adaptations (for students with learning disabilities): many instruments are available for students with disabilities to play.

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Subject: Music

Grades: PreK, K, 1, 2, 3, 4, 5

Title - KitKat 8th Notes
By - Rebecca Henders
Primary Subject - Music
Grade Level - pre-K - elementary

Here is a fun idea I picked up for teaching 8th notes.

Everyone gets a KitKat bar. Start by talking about eating the whole candy bar themselves, then what they would do if a friend came along and wanted some (most kids will say "split it in half", although I've gotten some fun answers like "eat it really quick before you could get any"). The kids then split their KitKats in half (these are the easiest ones to use because they are perforated - I tried Snickers once in an emergency, huge disaster) and you can illustrate that you don't have 2 new candy bars (beats), but 2 halves of the same old candy bar (beat); that each one is smaller (shorter/quicker); each 8th note gets half of a candy bar (beat) etc. They never forget about 8th notes after that, even though they sometimes still tell me "when you see 8th notes in a song you cut all the candy bars in half."

E-Mail Rebecca Henders !

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Subjects:Art, Music

Grades:PreK, K, 1, 2, 3, 4, 5

Title - Music Symbols
By - Rebecca Wszalek
Primary Subject - Music
Secondary Subjects - Art
Grade Level - PreK-5

Objective: Students will practice writing music symbols, dynamic markings, etc.

Materials: Sidewalk chalk, a nice day

Procedure:

Students are given one piece of sidewalk chalk per person. They are also given boundaries, since you will be outside. Pick a nice sidewalk area, preferably away from heavy traffic. Call out the music symbol you want your students to draw: treble clef, bass clef, even the staff. You may even let them choose which symbol or note they want to draw (that will guarantee success). This can be simplified for younger students so that they draw a quarter note or the pattern: ta ta titi ta. For 4th and 5th graders learning about meter, you can call out a time signature and have them compose a measure with the correct number of beats.

This lesson can be used as a good review and reward for any grade level. It also works well during times when a lot of testing is taking place. It was great to be outside and learning at the same time. It was also an added plus when the students received praise and positive feedback from their teachers, classmates and friends.

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Sources:

The Tortoise and The Hare by BethsNotes.Com

Bubbles by BethsNotes.Com

Using rhythm instruments with a story by Lesson Plans Page

This tasteful idea uses Kit-Kats to teach 8th notes by Lesson Plans Page & Rebecca Henders

This outdoor idea combines sidewalk chalk with music symbols by Lesson Plans Page & Rebecca Wszalek

Share your recommendations and resources where you find ideas in the comment section below!

Kristen Rencher, Social Media and Online Community Coordinator, January 15, 2015. © National Association for Music Education (NAfME.org)

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Lesson Plan Ideas For K-5 General Music Classes - NAfME

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This is a great story to demonstrate fast and slow. Here's a good recording that the kids can act out. Disney Silly Symphony version Living Books version After listening/watching a version or two, have the students pretend to be either a tortoise or hare while listening to slow or fast music while moving in bubbles .

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Drama: Relaxation and Meditation Activity

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Drama: Relaxation and Meditation Activity

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Great to use in the early morning, in the middle of the day, after working on a class assignment, or any time.

Very useful, because young students need to relax from time to time too. Teachers can also join.

Another can be incorporated to this activity, it's not limited. Music can be played, because it definitely helps, and students/teacher can lay down on the ground, close their eyes, or even lay in bed for this because were online due to Covid-19 right now.

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Age: 4 to adult
Players: Whole Group
Time: 5 minutes
Skills: Relaxation, Concentration
A visualisation and meditation activity to encourage relaxation.
Everybody finds a comfortable spot to lie on the floor. It is a good idea to dim the lights if possible. Using a soft and relaxed voice, encourage the students to imagine themselves on a desert island, along the lines of the following text. You could play some sea sound effects if you have any, or some quiet music.
Close your eyes. Let your body begin to relax. Imagine that you are lying on a deserted beach on an island in the middle of the ocean. The sun is warm, but not too hot. You can hear the surf, with waves breaking gently, one after another. The sand is soft and warm. If you like you can move your fingers slowly and feel the sand through your fingers. Stretch your body from head to toe and let go once more. As you let go of each breath, feel the tension melting away from you. A gentle breeze touches your body and rustles the branches of the nearby trees. Your feet and toes feel relaxed. Your legs feel very relaxed. You feel your breathing slow down. Slow down. Your fingers, hands and arms feel completely relaxed. You are aware of the warmth of the sun and the softness of the sand underneath you. Your whole body feels relaxed, as though it is melting into the beach. Your mind is at peace. Everything is at peace. If any thoughts come to you, you let them float away like clouds in the sky. Imagine a bird flying high in the sky above you. Now imagine you can see yourself from that bird's point of view, lying comfortably on the beach far below.
Depending on the available time, you could let the students lie in silence for several minutes.
Now you feel completely relaxed and refreshed. Become aware once more of your body lying on the beach, and the sound of the waves breaking gently on the shore. Slowly move your fingers and toes in the sand. Stretch your arms and legs. Now slowly roll over onto your right side with your knees pulled in. Take a few breaths before you come to sitting up in your own time. Working Online

Ask students to close their eyes and put their head on their hands or a pillow before you start reading the text

Or if you trust them they can lie on the floor!

Play relaxing music from your computer - it will definitely help

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Desert Island Relaxation and Meditation - Drama Resource

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Age: 4 to adult Players: Whole Group Time: 5 minutes Skills: Relaxation, Concentration A visualisation and meditation activity to encourage relaxation. Everybody finds a comfortable spot to lie on the floor. It is a good idea to dim the lights if possible.

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It's great to read about this through a professional dancer's point of view.

I learned so much, dancing looks so graceful or easy, but the reality is that there's many complications to it.

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About the 1940s by Old Hollywood's.

It's an inspirational and uplifting story.

This can be played and shown in class face to face or online. Only 25 minutes.

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THE LIFE OF DANCER is one of the most inspirational and uplifting stories of the year. As one of the world's FIRST Black Dancers to receive a STAR on the Hollywood Walk of Fame, 98 year-old Dr. Prince C. Spencer sits for a candid home IMovie. Narrated by Hawthorne James, Dr. Spencer shares his time working through segregated show business with Dean Martin and Jerry Lewis. He reminisces on negotiating with Eddie Murphy over 'Harlem Nights' and then recalls the tragic day Redd Foxx took his last breath. The film features beautiful photographs and rare film footage that brands his historical legacy and brings Dr. Spencer's extraordinary story to life.

Taglines:

Old Hollywood's 98 Year Old Unsung Hero

Release Date:

22 April 2017 (USA)

Budget:

$10,000 (estimated)

Sound Mix:

Stereo (RCA Sound Recording)

See full technical specs "

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THE LIFE OF DANCER is one of the most inspirational and uplifting stories of the year. As one of the world's FIRST Black Dancers to receive a STAR on the Hollywood Walk of Fame, 98 year-old Dr. Prince C. Spencer sits for a candid home IMovie.

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What it's like to be a Professional Dancer

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What it's like to be a Professional Dancer

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An article about professional dancers from a non-dancers point of view, but the information relates on how difficult being a dancer is.

Unlike the blog, this talks about how to become a professional dancer, and the disadvantages that comes with being a professional dancer.

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A professional dancer is a paid performing artist who uses movement to convey stories and ideas.

Learn more about this career.

What Is a Professional Dancer?

Professional dancers perform dance numbers on stage, in movies, on television, in music videos, at theme parks, on cruise ships, and more. They usually have expertise in a particular type of dance, such as jazz, ballet, modern, ballroom, or tap, but some excel in more than one of these areas.

How Professional Dancers Work

Being a professional dancer is a physically demanding job that often takes a lot of hard work. Dancers must practice regularly and prepare for auditions and rehearsals. They also spend a great deal of time learning complicated routines and must be able to remember choreography. In some cases, working dancers must be able to perform multiple high-energy shows each day.

Dancers can perform solo or in a group. They may dance on stage in front of a live audience in a theatrical production or they may be filmed for TV, commercials, music videos, movies, internet productions, and more.

How to Become a Professional Dancer

The education and training required to become a professional dancer varies depending on the type and level of dance.

Many, but not all, professional dancers begin their training when they're children or teens through after-school and summer dance programs and begin to pursue a career once they turn 18.

But regardless of when they began training, dancers must usually spend a great deal of time taking classes and practicing in order to begin doing it professionally.

A college degree isn't necessary to become a professional dancer, but one is usually required for those who want to become dance teachers or choreographers. Many dancers, especially those who want a career in theater, also choose to grow their acting and singing skills, as well.

Beyond being able to perform dance routines, professional dancers also need a number of soft skills in order to succeed in their career. They include:

Active listening: Dancers must be able to give their full attention to choreographers and directors.

Active learning: They need the ability to easily pick up new dance routines.

Creativity: Artistic ability allows them to convey ideas through movements.

Interpersonal Skills: Dancers often have to work as part of a team that may include other dancers, choreographers, and other types performers. They must be able to interact with them successfully.

Disadvantages of Being a Professional Dancer

Being a professional dancer may seem like a glamorous career to many, but it does come with some downsides. They include:

Repeated rejection: Dancers must audition for dance companies and various roles. They must be able to handle rejection, as it's bound to happen often.

Lack of personal time. Professional dancers usually must work and practice for many hours. They often spend their days rehearsing and their nights performing. Professional dancers who join a dance company must also be prepared to spend a lot of time on the road traveling.

The possibility of a shortened career. Due to career-ending injuries, dancers often have to stop performing while they're young. Or, they grow too old to sustain the amount of stamina required. Many become choreographers or dance instructors.

Key Takeaways

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A professional dancer is a paid performing artist who uses movement to convey stories and ideas. Learn more about this career. Professional dancers perform dance numbers on stage, in movies, on television, in music videos, at theme parks, on cruise ships, and more.

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What's great about this is that it offers classes, workshops, and events one can take.

there's also schools with dance events you can find, includes news, blogs, videos..etc.

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A dance platform and apps Dancer's Life connect dancers across the world. All dance information in one place. Helping promote and develop the growth of dance community. Inspire and empower individuals to develop as dancers.

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It's important to find ways to take care of yourself if your a dancer.

This is great for aspiring dancers and giving them advice in supporting individuals to succeed.

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Health, Nutrition, and Lifestyle Coaching for High Level Dancers - The Whole Dancer

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The Whole Dancer is a place where dancers can find resources to improve their lives and careers thru mentorship, coaching, webinars, and group programs.

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Short Video on the Life of a Professional Dancer

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Short Video on the Life of a Professional Dancer

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Understanding dance and hearing from a professional dancer makes everything more interesting.

Students can learn through this video that anything is possible, embrace and accept it!

There's many things said in this video that students can learn and takeaway.

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The Life Of A Professional Dancer | Get Real | Refinery29

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Very useful. There's a variety of lesson plans on Drama for me to look at/refer to if I need ideas from Kindergarten to 5th Grade.

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The goals of ARTS FIRST Hawai'i Strategic Plan for Arts Education are:

1) To guarantee a comprehensive arts education based on the Hawai'iContent and Performance Standards for every elementary student in the State; and

2) To enable every high school student to achieve the standards in one or more of the arts disciplines by grade 12. The plan builds upon four objectives - Advocacy, Research, Teaching, Standards.

To achieve these goals, the ARTS FIRST Partners created an ESSENTIAL ARTS Toolkit for for K-5, generalist classroom teachers. The Toolkit provides a standards-based framework that integrates the arts into curriculum linked with other core subjects, mathematics, science, language arts, social studies.

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The goals of ARTS FIRST Hawai'i Strategic Plan for Arts Education are: 1) To guarantee a comprehensive arts education based on the Hawai'iContent and Performance Standards for every elementary student in the State; and 2) To enable every high school student to achieve the standards in one or more of the arts disciplines by grade 12.

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Great song to jam on and/or get students energized.

Song can be played in the beginning of class or ending of class to get students excited and feeling good.

I can also play this while students are doing work/free time!

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Teacher in Role is a great strategy to use for drama.

It sets an example and idea for students to perform and develop a student's understanding & learning.

I'll use this strategy whenever I get a chance to with my students for drama or arts activities, because I love this strategy and find it effective.

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Teacher in role (TiR) is an invaluable technique for shaping the dramatic process and developing students' learning. Simply put, the teacher or facilitator assumes a role in relation to the pupils. This may be as a leader, an equal, or a low-status role - whatever is useful in the development of the lesson. The teacher may ask questions of the students, perhaps putting them into role as members of a specific group and encouraging them to hot-seat her in return.
Why use it?
The teacher is able to directly participate in the dramatic process and influence it from the inside. This makes it possible to present challenging and controversial points of view and to stimulate thought, discussion and action by pupils. Teacher in role validates and supports the children's involvement in a make-believe situation by enabling the teacher to work and 'play' alongside them. It is an instant way of setting a scene and directly involving the pupils. Children are used to stepping into and out of role in everyday play and are likely to be keen to participate.
How to do it
Teacher in Role does not require great acting skills. It can be seen as an extension of the ever-changing role-play that we all experience - whether as parent, child, teacher, student, colleague and so on. The strategy simply involves 'stepping into somebody else's shoes' for a while to put forward their point of view. This can be done by subtly changing your tone of voice and body language to communicate key attitudes, emotions and viewpoints. If you can use different voices for characters when you tell a story then you are certainly able to carry out teacher in role.

A role can be adopted quite simply to communicate the key attitudes and emotions of a particular character. It won't take much for most children to believe in your character although the use of a token prop or piece of costume will clarify when you are stepping in and out of role: "When I put on this scarf I will be Anne Frank", or "When I sit in this chair I will be the King". Although not essential, you may wish to place furniture and props to represent a different place - but keep it simple.

If you are unsure how to begin, try hot-seating first. This will give you valuable experience of assuming a role in relation to the students and responding to their comments and questions. You can progress to teacher in role by encouraging the students to participate and becoming more active as the character. Reply to their questions as though they are also in role and encourage them to become involved in occupational mime activities.

Teacher in role can easily be used right across the curriculum. In Art, you can take the role of a character from a painting; Geography provides opportunities as an aid worker or explorer; History lessons can be livened up by a Roman centurion, an Ancient Egyptian child, a workhouse overseer or an archaeologist; in Literacy, stories provide the greatest source of characters - ranging from the Gruffalo to the Minotaur, from Red Riding Hood to Oliver Twist, from Anansi to Cyclops.

This is an adapted extract from Learning Through Drama in the Primary Years by David Farmer, where many more examples and lesson ideas can be found.

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Teacher in role (TiR) is an invaluable technique for shaping the dramatic process and developing students' learning. Simply put, the teacher or facilitator assumes a role in relation to the pupils. This may be as a leader, an equal, or a low-status role - whatever is useful in the development of the lesson.

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I love this, I learned so much through this video.

Definitely will use this for the future, because it tells me where my students are at (if they understand, not understand, where they're level is right now).

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It's a great method for students to step out of their comfort zone.

Students can really get into character, and bring what their taking on into real life for themselves and others around them.

This is a great method that can be used in person and online, although it might be more engaging face to face.

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What is Hot Seating?

A character is questioned by the group about his or her background, behaviour and motivation. The method may be used for developing a role in the drama lesson or rehearsals, or analysing a play post-performance. Even done without preparation, it is an excellent way of fleshing out a character. Characters may be hot-seated individually, in pairs or small groups. The technique is additionally useful for developing questioning skills with the rest of the group.
How do you do hot seating?
The traditional approach is for the pupil playing the character to sit on a chair in front of the group (arranged in a semi-circle), although characters may be hot-seated in pairs or groups. It is helpful if the teacher takes on the role of facilitator to guide the questioning in constructive directions.To help students begin you can try hot-seating children in pairs (e.g. a pair of street urchins) or in groups (e.g. environmental protesters, refugees).

If the background of the character is familiar to the pupils, then it may not be necessary for those playing the characters to do much preparation. Although some roles obviously require research you may be surprised at how much detail students can add from their own imaginations. It is important that the rest of the group are primed to ask pertinent questions. Don't get bogged down in facts during hot seating, but concentrate on personal feelings and observations instead.
Examples
Characters to hot seat include famous people such as Florence Nightingale, President Kennedy or Tutankhamen as well as ordinary people like a chimney sweep, a Roman soldier or a Saxon farmer. Students can be asked to research historical characters with opposing points of view and then be hot-seated by the class as part of a debate.

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A character is questioned by the group about his or her background, behaviour and motivation.

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This performance is the one to remember, even years from now.

It's great because, if it's shown to the students, younger and older, they'll both still enjoy it.

It's super entertaining and eye catching.

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Neil Patrick Harris' 2011 Tony Awards Opening Number

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Shows the different types of dance activities on the subject math.

I like how it's super simple and easy to do, so everyone can do it.

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These and other activities included in our book, Math Dance with Dr. Schaffer and Mr. Stern, now available from our Book Shop

Clap Your Name. Patterns are everywhere, even in our names. Working in groups of two or three, participants convert the vowels and consonants in their names into clapping patterns, then turn them into movements.

Counting Handshakes. Combinations are the basis of many types of mathematics and dance. Working in groups of two or three, participants find how many ways there are to shake hands, then learn to perform them in sequence.

Rotational Symmetry. Seeing symmetry is one thing, but doing it with your whole body is a whole new challenge. This elegant introduction to rotational symmetry is good for beginners. Working in groups of three, participants form symmetrical shapes.

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The Four Basic Symmetries. The best way to learn about and remember the four basic planar symmetries is to perform them. Here's how. A great follow-up to the previous "Rotational Symmetry" exercise.

String Polyhedra. The best way to study three-dimensional objects is to make them. These straightforward exercises, which use loops of string, foster cooperation, dexterity and an understanding of polyhedra. ( Some video links are here.)

Assessment. Guidelines for grading mathematics and dance activities.

Bibliography. Published materials about combining mathematics and dance.

These and other activities included in our book, Math Dance with Dr. Schaffer and Mr. Stern, now available from our Book Shop

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Math Dance Activities, by Dr. Schaffer and Mr. Stern Dance Ensemble

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These and other activities included in our book, Math Dance with Dr. Schaffer and Mr. Stern , now available from our Book Shop Clap Your Name. Patterns are everywhere, even in our names. Working in groups of two or three, participants convert the vowels and consonants in their names into clapping patterns, then turn them into movements.

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This Instrumental background music is about 1 hour long.

I really like it, because it's soothe and calm.

I can use it face to face and online when students are working in groups or alone, some music for it's not too quiet. It definitely helps and energizes everyone a little.

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Instrumental Background Music for the Classroom

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Super exciting and makes everyone want to get up & get moving.

Children that are older might enjoy this more than younger students.

I like it, because the video is so upfront, make it seem like your viewing it in person and feel everything that's happening.

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Royal Family  | FRONTROW | World of Dance Los Angeles 2015 | #WODLA15

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This explains show benefits of using drama activities.

It's great to show students, so they understand & know the importance of drama.

I like it, because I can read about it and learn more about the benefits, but can also play the video for students to watch.

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Drama in the Classroom

When you think of drama, what comes to mind? High schoolers gossiping in the bathroom? Or perhaps your favorite suspenseful TV series? True, both of these can be considered dramatic, but there is a much more educational type of drama. Drama is any text written with the purpose of portraying a story through dialogue and typically intended to be performed in front of an audience. In drama, the conflicts and emotions of the characters are meant to be seen through the performance.

With this in mind, teachers can promote learning in the classroom by using various drama activities, which are those that use some sort of performance. These types of activities can promote the development of speaking, listening, and comprehension skills.

Speaking and Listening

Let's first discuss how to use drama in the classroom to help develop speaking and listening skills. Having highly developed speaking skills means one has the ability to verbally express one's thoughts in a clear manner. Listening skills are those needed to be able to hear speech and process the meaning. Using activities centered on some sort of performance will directly impact the development of both of these types of skills.

For example, a high school teacher covering a unit of Shakespeare's Hamlet could have students act out specific scenes from the play. The fact that the language in such a play is difficult will actually help promote the importance of clear expression and sharp listening. But what about an elementary teacher who will not cover such a complex play? This teacher could have a reader's theater activity where students read different roles for short skits.

Both types of performances center on speaking and listening skills. When a student takes a turn as the speaker, fluency and verbal pronunciation will be developed. On the other hand, the students who are listening will be processing the speech to interpret meaning. In addition, the strong speakers can also model proper speech to other students who might struggle with those skills. Pronunciation, natural pauses, and intonation of voice can all be learned through listening to other speakers.

Lastly, drama activities also help storytelling skills. Think about the last time a 5-year-old tried to tell you something that had happened. How clear was the story? Were a lot of important pieces missing? When a student has highly developed storytelling skills, the stories they tell are very clear without leaving out information. Drama activities will help to model how to tell a complete story which accomplishes a specific goal. Students will then learn to include those elements in their own stories in the future.

Comprehension

Another benefit to drama activities has to do with comprehension, or gaining an understanding of a text. Reading teachers devote much of their time to find various methods to develop comprehension skills in their students. Watching a performance is one way to do so.

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the benefits of using drama activities in the classroom - video & lesson transcript | study.com

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The Benefits of Using Drama Activities in the Classroom - Video & Lesson Transcript | Study.com

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When you think of drama, what comes to mind? High schoolers gossiping in the bathroom? Or perhaps your favorite suspenseful TV series? True, both of these can be considered dramatic, but there is a much more educational type of drama.

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Using Dance Moves in Class to Engage Students

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Using Dance Moves in Class to Engage Students

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Great strategies on how to incorporate dance moves in class!

Teachers can have fun and show off their moves when they're trying to engage students in their class.

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Dance moves and choreography can be useful in boosting students’ interest in and understanding of coding and other subjects.

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Drama doesn't have to be used for just acting alone, but can also be used to teach english. I think that's pretty cool, learning something new everyday.

This method/technique can be used to teach students new english, but can also be very helpful for ELL & MLL students.

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Do you want to get your students up on their feet, energized and excited to learn?

Want to give them a chance to goof around together, have fun, make mistakes, laugh and move forward-all while building resiliency and community?

Want to allow students who aren't always great at academics to stand out, displaying their physical skills, artistry and ability to "ham it up"?

Then introduce some drama into your English teaching!

And even if you aren't a ham yourself, or don't feel like you could act your way out of a paper bag, you can easily use these techniques in your classroom.

I'll share four very simple ways to use drama with ESL students, which you can adopt and adapt to fit your own teaching.

As you try these out, you'll find that they help all your students learn to work together. It becomes clear that no matter their level of English or how much they excel at academics, they can all contribute, have fun, build relationships and stretch their creative muscles.

Your students will be able to practice speaking English in a very low-pressure environment, trying out vocabulary and sentence constructions in a way that pushes them past the self-consciousness that can be such an obstacle to success.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

Technique 1: The Improvisational Approach ("Yes, and...")

This approach comes to us from improvisational comedy, and has become incredibly popular in the corporate world as a way to improve the quality of brainstorming and group work. ( Here's a popular book on the subject.)

Too often when brainstorming or being creative, one person will offer an idea only to have the next person respond with some variation on "No, but..." The idea is shot down, refuted and rejected, and the creative energy in the room collapses like a deflating soufflé.

The basic idea of this approach is simple: When two actors are improvising a scene together, and the first one kicks off the action, the second always responds positively and builds on what the other has done. We call this the "Yes, and...!" approach, because it's the opposite of the "No, but..." approach.

It takes practice to get students (and ourselves) working in this way. I like to make my students stand when we get started, because as I tell them, this is a "no but(t) zone," so it would be hard to sit down.

You can try brainstorming or improvisational storytelling to practice this technique. For example, I might ask my students to suggest new, modern settings for the Shakespeare play we are reading. The rule is that if they want to respond to another idea, they must begin with the phrase "Yes, and...".

Student A: Maybe we could set it in a coffee shop?

Student B: Yes, and the fight scenes could happen on the street outside!

It doesn't matter what you are brainstorming-solutions to a problem, settings for a play, topics for research papers, ad campaigns for products-this technique makes the process more fun and energetic, and makes your students feel as if their ideas are heard and understood by their classmates (because too often we shoot down ideas before we have even really considered them).

Once your students have had some practice working in this way, you can ask them to use it when they approach brainstorming and small group work. And you'll know you have taught them something valuable when you find them using this approach even when you haven't required it, because they have found that it works well to elicit creative, interesting ideas.

Technique 2: Improvisation Games

Improvisation games take the "Yes, and..." approach to the next level. They are incredibly fun, and help build energy and foster creativity. They are great lead-ins to brainstorming, acting out scenes in plays and group work.

Here are a couple good examples, both of which build on the improvisational philosophy, and which give students practice embracing the ideas that others offer.

The Hitchhiker

Set up four chairs in front of the class. Two will be the front seat of the car, and two are the back seat. Put three volunteers in the car, two in the front seat and two in the back. Of course the front left person is driving the car. Ask them to drive for a few minutes, and then spot another volunteer "hitchhiking," and pick him or her up.

When the new person gets in the car, they choose a feeling-happy, sad, tired, angry, whatever they like-and act in that way. The other students in the car should pick up and act out the feeling too. So if the person who gets in the car is acting tired, for example, the driver might start slumping in her seat, slapping her face to help herself stay awake, etc.

Let them do this for a short amount of time (thirty seconds to one minute), and then have the car stop to pick up another hitchhiker. Those already in the car should rotate seats; the driver will exit the car, the front passenger slides over, one of the back seat passengers should move up front, and the former hitchhiker slides over a seat.

The longer your class plays, the harder they'll have to work to come up with fun new ideas, but the more creative they'll get with the feelings and actions they choose.

The Strange Neighbor

The class stands in two circles, an inner circle facing outward, and an outer circle facing inward. Each student faces a partner. One of the two offers a ridiculous statement to the other, and the second must accept what they say and add on to it. For example:

Student A: Maria, I love your new pet dinosaur.

Student B: Oh yes, he's the best, except he keeps eating all the dogs in the neighborhood!

Rotate the outer circle and let them try again and again as they change partners.

There are hundreds of great improvisational games you can play. Some take just a few minutes, and others take more time to complete. The resources online are tremendous; here are a few of the best ones:

The improwiki offers an encyclopedia of different improvisation games, each one categorized by type. They are grouped as "exercises" and "games," and each one has a description as well as suggestions for similar activities.

The improv encyclopedia offers similar resources, although their activity descriptions tend to be a little shorter and less detailed.

Technique 3: Human Slideshow

This technique (as well as the next) has many uses. It's particularly good at pushing students to think about which moments in their reading are most important, and so it's a great way to work on summarizing material. You can use it to have them summarize chapters in a book or the entirety of a book, play or short story.

In the Human Slideshow, we ask students to create "slides" or photographs by posing. For example, I assign each group of students one chapter from "The Joy Luck Club," and ask them to choose the three most important moments from the chapter.

They will create a living picture to illustrate the moment, and then the narrator will explain what is happening and why it's a key moment. If you want, let them bring in props and create costumes to add to the fun of the scene.

For example, we might see one student at a piano, pretending to play, while a beaming teacher looks on happily and the audience reacts with dismay.

The narrator explains: "Here Jing-Mei plays piano at her recital, and her parents learn that she isn't the prodigy they thought she was. Her teacher, who is deaf, has no idea how bad she is! This moment is important in the chapter because..."

Technique 4: One-minute Theater

One-minute Theater, like Human Slideshow, can be used to summarize chapters, books and other reading material. It can also be used to introduce your students to the plots of challenging work, so that they can focus on understanding the writing rather than following the story.

For example, I use this technique when introducing plays by Shakespeare. If the students have a basic understanding of what will happen in the play before they begin reading, it takes some of the pressure off, and we can work together on acting out scenes and making sense of individual lines and speeches.

You can give students a summary of a full play (for example, here's a summary of "Hamlet") or of smaller pieces of it, then ask them to read it, assign roles and put together a one-minute play that goes with the summary. Don't be a stickler for time. If their plays take 2-4 minutes, that's fine too!

Hopefully these suggestions have given you a sense of some ways you can use drama techniques in your classroom. Embrace the "Yes, and..." philosophy, and start bringing drama into your classroom!

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

Oh, and One More Thing...

If you liked these fun drama techniques, you'll love using FluentU in your classroom. FluentU takes real-world videos-like music videos, cartoons, documentaries and more-and turns them into personalized language learning lessons for you and your students.

It's got a huge collection of authentic English videos that people in the English-speaking world actually watch on the regular. There are tons of great choices there when you're looking for songs for in-class activities.

You'll find music videos, musical numbers from cinema and theater, kids' singalongs, commercial jingles and much, much more.

On FluentU, all the videos are sorted by skill level and are carefully annotated for students. Words come with example sentences and definitions. Students will be able to add them to their own vocabulary lists, and even see how the words are used in other videos.

For example, if a student taps on the word "brought," they'll see this:

Plus, these great videos are all accompanied by interactive features and active learning tools for students, like multimedia flashcards and fun games like "fill in the blank."

It's perfect for in-class activities, group projects and solo homework assignments. Not to mention, it's guaranteed to get your students excited about English!
Bring English immersion to your classroom!
If you liked this post, something tells me that you'll love FluentU, the best way to teach English with real-world videos.

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4 Simple Drama Techniques for Teaching English

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Do you want to get your students up on their feet, energized and excited to learn? Want to give them a chance to goof around together, have fun, make mistakes, laugh and move forward-all while building resiliency and community?