Tuesday, April 6, 2010

Passover: An Authentic Learning Experience

Creating an authentic educational experience around the holiday of Passover was my ultimate goal as an educator. But, why reinvent the wheel? There is a plentitude of lessons, projects and crafts already available. How could I infuse the children’s learning with opportunities for personal understanding, meaningful dialogue, relevance and still be based upon state standards? The answer may surprise you…a puppet show!


We began our study as we often do, recalling information we already knew about the holiday. I wasn’t surprised to find out, that our kindergarteners knew quite a lot about Passover. They were not, however; without questions. And so, we created another list of all the questions they had about the holiday. For instance, the children knew we used a plate called a Seder plate, and they were even familiar with the items on the Seder plate. However, they pondered, “Can you use any plate to be a Seder plate?”

Using puppets, the children and I retold the story together. I filled in “the blanks” as we went. In the morning the children recalled information we had learned by answering the daily question in their journals. Each day we eagerly anticipated sharing the Passover story. Drawing on their excitement, I suggested to the children that we create our own puppet show, with themselves as the puppeteers that we could present to their families as well as the to younger preschool children. My suggestion was met with an enthusiastic response.










I invited Morah Adina, a wonderful artist to help us. The morning before she arrived, Morah Adina asked us to cut up strips of newspaper paper 1” x 3”. I explained to the children that we would use these strips to make paper mache¢ puppets! Levik replied, “Paper mache¢, I never made paper mache¢ before!” Eliana responded, “I did, and it’s yucky!” “Why is it yucky?” I asked. “Because,” she said, “it’s wet and sticky, but fun!”

Wet, sticky and fun…now we couldn’t wait! Morah Adina was met with joyful cheers from the children! She asked the children, “What project are we doing?” The class responded, “Making puppets!” “What kind of puppets?” Morah Adina asked. “Finger puppets,” replied the class. “Well, actually, hand and finger puupets,” said Morah Adina. “Why are we making puppets?” asked Morah Adina. “We are doing a Passover puppet show!” said the class.
Next, we needed to decide what puppet each child would make! We made a list of the characters together, and then put the characters name in a basket and each child choose one name. Here is our puppeteer lineup:

Moses: Rebecca, Aaron: Levik, Taskmaster: Valeria, Taskmaster: Simona, Pharaoh: Peretz, Miriam: Eliana
Jewish Slave: Joshua

As the children revealed which puppet they would make, we discussed how that puppet might look! Rebecca selected Moses. “Hmm, Moses who was he?” asked Morah Adina. “He led the Jewish people” said Rebecca. “What kind of leader was he?” asked Morah Adina. “He was good,” replied Rebecca. “Okay, so what do you think a good, strong leader might look like?” asked Morah Adina. After some thought, Rebecca replied, “I know, because he looks like the puppet Morah Melissa used!”

For each character the children tried their best to imitate what their facial expression would most likely be! Here’s our thoughts during this process: Joshua described a slave might be “crying because he wanted to leave.” “Miriam,” said Eliana, “would be a little happy, but a little sad too.” “Aaron would be a little happy because he helps Moses,” said Levik. “How about if Moses has a brown beard and Aaron has a white beard, because Aaron is older!” said Peretz. “How about the taskmasters?” inquired Morah Adina. “Mean!” said Simona and Valeria as they made angry, mean faces!


So now it was time to make the heads for our puppets. We started by rolling a piece of heavy paper to make a neck. Next we crumbled newspapers to make a ball and put aluminum foil around it to keep it together! Next was the super fun part! We used the strips of newspaper we had cut, dipped them in liquid starch and used our fingers like scissors to get rid of the excess and then, molded it onto our head! “Paper mache¢ is so much fun!” said Levik. “Oy, oy, oy, oy, it’s sticky!” exclaimed Rebecca. The children did a great job, and were proud as our puppet heads began to take shape!

During centers that same day, the children made a huge palace in the block area, and acted out the Passover story on their own! While they played, I encouraged them to think about what their character might actually say. This would help us as we begin to write our own script!

We needed another layer of paper mache¢ and upon its drying, we began to think about the actual face. Morah Adina brought in books and photographs for us to study. “We need to make a plan,” said Morah Adina. “So, let’s sketch the faces before we begin to create our puppet’s face!” “Oh, like before you build a house!” said Eliana. “Exactly,” said Morah Adina. The children really took their time with their sketches, making sure to capture the appropriate details.



Our puppet’s faces are all a bit different. Some children choose to use clay molded to the face for the features for added dimension, while others choose to paint them on later. We worked together to mix the paint to get the right color for the skin tone. The children decided that the skin would be light brown from being in such a warm and sunny climate. Once mixed, they set about painting their heads.



Selecting an outfit for each puppet required another plan! This time, we needed to make a template for gown, tape it to the fabric and then cut it out. The Morahs worked with each child to get just the right fabric for their puppet. We discussed together the type of material that would be appropriate. For example, Pharaoh needed to look regal and important, while a slave’s clothes might be tattered and worn.



Writing the script presented us with an opportunity to recall all that we had learned! We discussed the setting, and what each character would be doing. Who should speak first? What would that person say? What is our beginning? Once we settled on the beginning, we needed the middle of the story. What was happening? Who was speaking? Finally, the conclusion was discussed. How were the Jewish people feeling? What were they saying? What was happening? The children supplied lines, based upon what their character in the story!



Now we need to practice. We started by practicing without our puppets. We read through our script and talked about the tone of our voice. Was the character happy, angry, or sad? What would a person sound like who felt happy, angry or sad? We helped each other with ideas, as we practiced our lines.

Next it was time to practice with the puppets. Each child needed to find a way to manipulate his/her puppet while reading the script! The children worked together offering suggestions, helping each other with their lines and encouraging each other when one fumbled a bit with their part. Everyone was anxious and excited for our big day: presenting our puppet show to our families and the preschool children.

The day of the show as we rehearsed, the children’s exuberance and passion were evident. We had taken a remarkable journey together and their confidence and pride were soaring. Each day leading up to this one was filled with learning experiences that were exciting, relevant and meaningful. We had used Math Skills: units of measurement, geometric properties, transformed shapes, Science Skills: inquiry and problem solving, Fine Motor skills: cutting, molding shapes, painting, manipulating the puppets, Social-Emotional skills: exploring feelings, empathy, personality traits, Performance and Visual Arts Skills: portray characters, experiment with the use of voice, create works of art, present completed works, Language Arts Skills: fluency, reading strategies, vocabulary development, comprehension, writing, discussion, questioning, oral presentation, and Social Studies Skills: Utilize historical thinking, retell events, geography. And, we had great fun!

Can a puppet show provide a real and authentic learning experience? Absolutely!


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