By Peter Duffy, Elinor Vettraino (eds.)
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Additional resources for Youth and Theatre of the Oppressed
OF: (to Luna) OK. (to child) Would you tell Luna your idea to calm down? Child: Count to 10. OF: (to Luna) We will help you, Luna. (to all) Let’s try it all together. Here we go . . All: One, two, three, four, five, six, seven, eight, nine, ten! OF: How are you feeling now Luna? Luna: Maybe a little bit angry. OF: (to child) What was your idea to help Luna calm down? Child: Eat ice cream. Luna: I love ice cream OF: (to child) What is your favorite flavor? Child: Strawberry. PUPPET INTERVENTION IN THE EARLY CHILDHOOD CLASSROOM 33 Luna: Mine too.
The OF gathers suggestions from the audience, identifies a suggestion to try out, and asks an individual child to use his or her own idea and speak for one of the puppets. The OF carefully directs the child to put a hand on the puppet in order to become the puppet’s voice. They practice with “hello” first and then proceed. At 34 ANDREA DISHY AND KARINA NAUMER this point, the IF takes over to carefully improvise with students drawing out the most sophisticated thinking possible. Taking Extra Care Within the replacement/role-play process, the Early Learning Program has developed strategies for scaffolding child participation so even very shy and less verbal children are able to be successful.
Once the characters have regained communication, then we can focus on the dilemma or issue at hand, by soliciting ideas to solve the dilemma or issue that caused the emotions to reel out of control in the first place. 38 ANDREA DISHY AND KARINA NAUMER What Are Young Children Learning? Overall, the purpose of puppet intervention is to engage three- through sevenyear-old children and their teachers in theatrical conventions designed to develop and reinforce children’s skills such as meaningful talk, expressing and discussing feelings, projecting possible consequences, and problem solving.
Youth and Theatre of the Oppressed by Peter Duffy, Elinor Vettraino (eds.)