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Papermoon Puppet Theatre

 Trailer for Papermoon Puppet Theatre
Indonesian Puppetry
Yogyakarta, Indonesia
Tradition Type
Crafts
Audience
Grades 3-7 | Grades 7-12
Theme
Asian Traditions | Storytelling Traditions

Tradition: Indonesian Puppetry

On the islands of Java and Bali in Indonesia, there’s a special tradition of shadow puppets that is really unique...»

Artist: Papermoon Puppet Theatre

Papermoon Puppet Theatre believes that “anything can come alive”...»

Place: Yogyakarta, Indonesia

Yogyakarta is in the center of the island of Java in Indonesia, a country in Southeast Asia, located between the Indian and Pacific oceans, consisting of over 17,000 islands....»

Questions for the Teacher

After viewing Papermoon’s video, before showing it to your class...»

Prior to Artist Virtual Visit

1

Watch

Students watch accompanying video about Papermoon Puppet Theatre.

Image for artist video
2

Discuss

In a small group of 2-4 classmates, share your answers to these questions:

  • What were your general feelings about Papermoon Puppet Theatre?
  • What did you like or find interesting about their form of storytelling?
  • How do the Papermoon Puppets’ “daydreaming face” allow them to express a wide range of emotions in their stories?
3

Question

Write down 3 questions you want to ask the Papermoon Puppet Theatre leaders when you meet.

4

Make your own Wayang Kulit Puppet

Make Your Puppet:

  • Using the template included, cut out your own Wayan Kulit puppet and attach the arms using
    brass fasteners. Next, take small rods (coffee stirrers, pencils, or wooden dowels) and tape
    them to the arms and legs
  • 2 students are needed to control each puppet: one student should maneuver the arms, and the
    other should maneuver the legs.
5

Create a Puppet Show

Tell Your Story:

  • With your partner, brainstorm a simple story that you will tell through your puppet show. You
    may use the shadow puppet story template to construct your story and puppet movements.
  • Using flashlights, practice with your shadow puppets and try different ways that your group can
    depict your story through action and movement.
  • Once you have rehearsed your shadow puppet story, present and share with the rest of your
    class.
  • If possible, record a video of the shadow puppet story to share with Papermoon Puppet
    Theatre.

Schedule a Virtual Visit With This Artist

Book now

Bringing it Back Home: Follow-up Activities

1

Discuss

As a class, look back on your virtual visit with members of Papermoon Puppet Theatre.

  • What surprised you about meeting with them?
  • What questions did you wish you would have asked?
  • What did you learn from meeting them that you hadn’t learned from the video and other
    information about the group?
2

Journal

Journal answers to the following questions as you think about your own community and home:

  • What was similar about the Indonesian community to your own household/community? What
    was different?
  • What was your favorite part of your class’s visit with the members of Papermoon? Was there
    anything about them that surprised you?
  • How do you think audiences in your home town would respond to this puppet art form?
  • Why did the Papermoon Puppet Theatre move away from using foam to build their puppets and how could this impact the environment? Is there something in your community that we should stop using in order to positively impact the environment?
3

Exploring the World of Puppetry

So Many Puppets! As a class, review the attached worksheet that defines different styles of puppetry.
Answer the following questions as a group:

Shadow Puppetry: How do you think adding colors or cut-out details to shadow puppets makes them more exciting to watch?

Object Puppetry: If you could bring any object in your backpack to life as a puppet, which one would you choose and why?

Hand Puppetry: Why do you think hand puppets are great for telling jokes or funny stories?

Bunraku Puppetry: Since Bunraku puppets need three people to move them, what do you think would be the hardest part of working as a team?

Rod Puppetry: What do you think is an advantage of using rods to move a puppet instead of using strings like a marionette?

Marionette Puppetry: If you could control a marionette of any animal, which one would you pick, and what kind of tricks would you make it do?

4

Thank you card

  • Write a thank you card for Papermoon Puppet Theatre—be sure to include something personal
    about yourself and how it connects to their art form.
5

Research

Using a computer, research more about puppetry and answer these questions:

  • Where are other places in the world where they have puppetry?
  • What other famous puppet groups or puppeteers can you find? In what ways are they the same
    and in what ways are they different from Papermoon?
  • Find at least one video of a puppet theater that you enjoy. What is special about this story or
    performance?
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Prior to Artist Virtual Visit

1

Watch

Students watch accompanying video about Papermoon Puppet Theatre.

Image for artist video
2

Discuss

In a small group of 2-4 classmates, share your answers to these questions:

  • What were your first impressions and thoughts about Papermoon Puppet Theatre?
  • What did you find interesting about their form of storytelling and what aspects did you like or
    dislike?
  • How do the Papermoon Puppets’ “daydreaming face” allow them to depict a wide range of emotions in their stories?
3

Question

Think of 3 questions you want to ask Papermoon Puppet Theatre leaders when you meet
them.

4

Puppet Battle!

  • You may recall that in the video, the puppeteers seemed to be using scrunched-up newspaper to make the legs and arms of a puppet. This is called “object puppetry” where you use everyday objects to tell a story. You are now going to become object puppeteers!
  • Dividing the class into groups of 3-4, the teacher will set a time limit to write a quick story
    together choosing from one of the following prompts:
    • Your main character has a superpower, but doesn’t know how to control it!
    • Trying to solve a problem, but ignoring all the (good) advice from friends and family.
    • Your main character just realizes they can communicate with animals!
    • A group of strangers get stuck in an elevator.
    • Your main character gets a strange gift and doesn’t know what it is or how to use it.
  • Come up with your own!
  • Next, time to move quickly! Each group needs to gather all the materials they need to tell their
    story using found objects. Look to your teachers as to where you can go to gather up what you
    need. Scrunch up paper, wrap wire, cut out images, roll up paper towel tubes, use shoelaces (or
    shoes!) really anything can come alive!
  • Finally, you have 15 minutes to figure out how to use the objects to tell your story.
  • Now it is time for the battle! Each group will tell their story through their puppets. Bonus: the
    winner of this battle will perform their puppet show to Papermoon when they meet them!

Schedule a Virtual Visit With This Artist

Book now

Bringing it Back Home: Follow-up Activities

1

Discuss

As a class, look back on your virtual visit with members of Papermoon Puppet Theatre.

  • What surprised you about meeting with them?
  • What questions did you wish you would have asked?
  • What did you learn from meeting them that you hadn’t learned from the video and other
    information about the group?
  • What preconceived ideas did you have about puppetry that have changed since meeting with
    the group?
2

Journal

Journal answers to the following questions as you think about your own community and home:

  • What was similar about the Indonesian community to your own household/community? What
    was different?
  • What is the mission or goal of the Papermoon Puppet Theatre?
  • How do you think audiences in your home town would react to this puppet art form?
  • Why did the Papermoon Puppet Theatre move away from using foam to build their puppets and how did this positively impact the environment? Is there something in your community that we should stop using in order to positively impact the environment?
3

Thank you card

Write a thank you card for Papermoon Puppet Theatre—be sure to include something personal
about yourself and how it connects to their art form.

4

Discussion and Research

  • As a small group, discuss what you learned about the Indonesian puppet theater tradition, and what did you think of your classes’ shadow puppet performance?
  • Using a computer, research more about Indonesian Theater and answer these questions:
    • What places and traditions did Indonesian Theater come from?
    • Find at least one video of a puppet theater that you enjoy. What is special about this story
      or performance?
5

Create Your Own Shadow Puppet Story

  • Spend some time outside finding objects in nature that you can use to construct a shadow puppet figure
  • Once you’ve each selected your object(s) that will represent a character or figure in a shadow
    puppet play, join your small group to begin brainstorming a simple story that you will tell
    through puppetry art. You may use the shadow puppet story template to construct your story
    and puppet movements.
  • Using handheld or cell phone flashlights, practice with your shadow puppets and try different
    ways that your group can depict your story through nonverbal action and movement.
  • Once you have rehearsed your shadow puppet story, present and share with the rest of your
    class.
  • If possible, record a video of the shadow puppet story to share with the Papermoon Puppet Theatre.
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Common Core Connections

Reading – Literature

Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

Reading – Informational Text

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Writing –

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Speaking & Listening –

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade topics and texts, building on others’ ideas and expressing their own clearly.

Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Reading – Literature

RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Reading – Literature

RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Reading – Literature

RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Reading – Literature

RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Reading – Literature

W.9-10.1.c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claims and counter-claims.

Reading – Literature

W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Reading – Literature

W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well structured event sequences.

Reading – Literature

SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Sponsorship / Credit

Papermoon’s participation in World Culture in Context is supported by Center Stage, an initiative of the U.S. Department of State’s Bureau of Educational and Cultural Affairs with funding provided by the U.S. Government. It is administered by the New England Foundation for the Arts in cooperation with the U.S. Regional Arts Organizations. General management is provided by Lisa Booth Management, Inc.

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