proudly supported by healthway and go for 2&5, the … supported by healthway and go for...

Proudly supported by Healthway and Go for 2&5, The GO Regional Puppet Tour presents

Hachikō

TEACHER’s NOTES

2 The GO Regional Puppet Tour is proudly supported by Go for 2&5

Contents

Page

About Hachikō 3

About Spare parts Puppet Theatre 4

Pre-show Classroom Discussion 5

What is the Go for 2 and 5 Campaign? 6

Learning Activities - Theme #1 – Pets and Community 8

Learning Activities - Theme #2 – Resilience and Change 10

Learning Activities - Theme #3: Seasons and Japanese Food 12

Learning Activities - Theme #4: Friendship and Loyalty 17

Learning Activities - Theme #5: Theatre and Visual Arts 18

Resources 20

Reference Books 21

Reference Websites 21


Hachikō - Recommend for ages 4 and up

Directed - Philip Mitchell

Designed – Matt McVeigh

Composed - Lee Buddle

Production Management – Karen Cook

Performers – Ian Sinclair, St John Cowcher

Deviser – Bec Bradley

Teacher notes – Michelle Sertis

Hachikō is the moving true story about a dog who travels every day to Shibuya train station (Tokyo)

to meet his master. One day his master dies at work and every day for nine years Hachikō returns to

the train station at the exact time the train is due waiting for his master to return.

This story teaches children about loyalty and resilience and will delight and celebrate the remarkable

joy an animal can bring to our lives. These themes (of loyalty and resilience) are enhanced with the

theme of change and how change is normal and can be a valuable part of life.

The production is humorous and playful with cartoon sensibilities combined with inventive uses of

paper, cardboard and unfolding paper worlds: with a few folds of origami puppetry to delight the

creative mind!

The puppetry is inspiring and inventive – it will become a springboard for classroom discussion and

activity. Worlds of cardboard, paper and play transport us into cardboard cities, paper people and

tell the stories of the inspiration one dog gave to many people all over the world.

Hachikō has all the inventive creativity you have come to expect from a SPPT show and is a rich and

inspiring vehicle for teachers and students alike.

Whether it is of our favourite pet, a relative, a friend, a grandparent or a even famous person we

have never personally met – it is essential for the emotional development of young people to be

able to talk about death.

The deaths in the story are presented with sensitivity and beauty and it is our hope it allows

opportunities for children to talk about what they see, to talk about the change in seasons, to talk

about pets that may have died and to understand it a little bit more.

The teacher’s notes for Hachikō are based on the Western Australian Curriculum Framework.

Activities have been divided into Junior, Middle & Upper Primary sections allowing you to access

those which would be most suitable to your class. Considerable effort has been made to ensure that

they are of high educational value.

In these notes you will find a selection of activities related to following areas of learning:

The Arts

English

Health and Physical Education

LOTE

Mathematics

Science

Society & Environment

Technology & Enterprise


ABOUT - SPARE PARTS PUPPET THEATRE

Spare Parts Puppet Theatre, based in Fremantle, is one of Australia’s leading

puppetry companies, creating inspiring theatre for young people and their

families.

Spare Parts Puppet Theatre (SPPT) is a driving force in the contemporary puppet theatre landscape in Australia. Its name reflects its ethos - to be inspired by many artists, artistic forms and ideas and fuse them with puppetry to create theatrically exciting performances.

SPPT is inspired by its “family” audience – children, young people, parents and grandparents, to create meaningful and exciting theatre that respects their intelligence and emotional growth.

Puppetry uniquely addresses the imaginative mind and so, while SPPT’s focus is on young people, it

creates work that speaks directly to the child in us all.

SPPT’s work is in high demand by audiences at its home theatre in Fremantle (40,000 paid

attendances a year). The Company also has a strong track record of performing at schools and

theatres around the State, nationally and internationally. In 2011, as a result of funding received

from external sources the Company toured nationally three times and extensively throughout the

Goldfields, Great southern, Kimberley and Pilbara regions. In 2012 the Company’s show, Hare Brain,

will tour to Singapore. In past year, SPPT has presented at international festivals in Europe, Asia and

North America.

SPPT is lead by an outstanding team which includes award winning Artistic Director Philip Mitchell

and Associate Director Michael Barlow, two of Australia’s most highly experienced puppeteers. The

Company collaborates with Australian artists of high standing who bring their rich skill sets to

explore the creative possibilities of combining design, lighting, physical theatre, dance, music, visual

art, writing and digital media - always within the foundation of puppetry.

Within Australia, Spare Parts entertains over 50,000 people annually. The Company presents three

to four new Australian works and repertoire shows in its Fremantle theatre every year, as well as

festival events, corporate entertainment and workshops.


Pre-show Classroom Discussion

Hachikō may be the first ‘live theatre’ experience for some students and therefore it may be relevant

to discuss what to expect and how to behave during the performance. The following information can

be used as a guide to promote discussion.

Can you think of reasons why you should…

... visit the bathroom before the show begins

...because the soap smells really nice

...remain in your seat during the performance?

...because someone might take it

…not talk during the performance?

...so that you don’t lose your voice

...clap at the end?

...so your hands don’t get cold


What is the Go for 2 and 5 Campaign?

The Go for 2&5 campaign improves health by promoting good nutrition in Western Australia. There

is growing evidence that eating the recommended amount of fruit and vegetables not only

contributes to good health, but also protects against a number of diseases. Increasing the average

person’s fruit and vegetable intake is a State health priority and may be the single most important

dietary change needed to reduce the risk of major diseases.

How you can help

A discussion with children about what it means to Go for 2&5.

It is important to eat a variety of fruit and vegetables every day. Include raw and cooked, and many

different colours.

Recommended daily intake of fruit and vegetables for children and adolescents

Age of child (years) Fruit (serves) Vegetables (serves)

4-7 1-2 2-4

8-11 1-2 3-5

12-18 3-4 4-9

Suggested Activities to promote the Go for 2 and 5 message

• Go to the website www.crunchandsip.com.au and register to be a crunch & sip school.

• Choose a country and create a list of foods that are a tradition in that country.

• Have a look in your fridge at home. List five foods that are in your fridge. Talk about these foods

with other members of your family. Do your school friends have the same foods in their fridge?

• Choose an eating behaviour that you would like to change (for example eat less junk food, eat

more fruit and vegetables, eat breakfast every day). Decide on a short term goal.

• Discuss your goal with a parent or other adult and ask for their help to achieve it.

• Ask an adult to help you create a simple recipe. Create a food that is low in fat and/or high in

fibre. If possible make the recipe and let the family try it out.

• Create a poster promoting a healthy diet and eating fruit and vegetables.

• Check out all the different foods you and your family eat in one night at your place. How many

different foods do you eat? Remember, enjoying a variety of foods will make you grow and feel

good.


• Create a menu for a day ensuring there are 2 fruit and 5 vegetables in it.

• Look at different Japanese fruits and vegetables and create a recipe using these.

• Make some of the following recipe and many more by visiting the www.gofor2and5.com.au

FRUITY CONES

Ingredients

Mixture of fresh fruit in a variety of colours

Square ice-cream cones

Method

Wash and chop fruit into 1cm cubes. Drain the fruit of excess liquid and pile into the cone. Top with

yogurt or a dollop of ice cream if desired. Serve immediately to prevent the cones going soggy.

Variation

Cover tinned or fresh fruit with jelly and allow to set. Chop with a fork and fill ice cream cones.

Food (Example: Apple)

Colour (Example: Red)

Shape (Example: Round)

Flavour (Example: Sweet)

Food Group (Example: Fruit)

http://www.gofor2and5.com.au/


LEARNING ACTIVITIES

Theme #1 – Pets and Community

Learning Areas English, Mathematics, Health, Science, Technology & Enterprise & Society & Environment

Junior Primary (Yr.K-2)

Discuss and refer to the puppet show making reference to the dog Hachikō and the other animals

that features in the show such as the gardener with his wild birds, the neighbour’s fish, the train

station guard’s cat and the professor and Hachikō.

Discuss how Hachikō was the Professor’s pet and what was special about him.

• Read “Dear Zoo” by Rod Campbell and discuss how some animals we can’t have as pets as they

are too big, too scary etc.

• Brainstorm class pets. Students do a think, pair, share about their pet or a pet they would like to

have. Discuss the responsibilities that come with a pet eg. exercise, food, water, care, the same

way we have to look after ourselves.

• Make a list of who in our community helps to care and look after pets eg. Vets, dog groomers,

rangers & dog trainers.

• Students draw or paint their pet or a pet they would like to have on art paper.

Middle primary (Yr.3-4)

Discuss and refer to the puppet show making reference to the dog Hachikō and the other animals

that features in the show such as the gardener with his wild birds, the neighbour’s fish, the train

station guard’s cat and the professor and Hachikō.

Discuss how Hachikō was the Professor’s pet and what was special about him. Also discuss the

feelings of the dog when the Professor did not return that afternoon. A discussion can take place

about the passing of the Professor and then Hachikō and how the students have felt when they have

had a pet or something lose to them pass away.

Create a class pictograph of pets. Students survey each other and have a tally of the results.

Discuss the most and least common etc.

Brainstorm ways we care for our pets eg. Grooming, exercise, healthy balanced diet & hygiene.

Students create a poster on how to care for pets, including slogans, pictures and tips

Upper Primary (Yr.5-7)

Discuss background information about Hachikō as a point of interest.

Meaning of his name

'hachi' meaning 'eight', a number referring to the dog's birth order in the litter, and

'kō', meaning prince or duke


Annual ceremony + statue

In April 1934, a bronze statue was made at Shibuya Station, Hachikō himself was present at its unveiling. The statue was recycled during World War II. In 1948 Takeshi Ando, son of the original artist made a second statue to replace the previous. The new statue was unveiled in August 1948. This statue is named "Hachikō-guchi", meaning "The Hachikō Entrance/Exit",Each year on April 8, Hachikō's devotion is honoured with a solemn ceremony of remembrance at Tokyo's Shibuya railroad station. Hundreds of dog lovers often turn out to honour his memory and loyalty.

Discuss different dog breeds, particularly Hachikō (Akita breed). Students then do ICT research of the Akita breed of dog and create an information pamphlet similar to the one below. Use the website

www.facts-about.org.uk/dogs/facts-about-akitas.htm as a reference point.

Breed

Size

Diet

Grooming

Colour

Environment

Other Interesting Facts

OR

Looking at the characters from the show eg. gardener, train station guard, student, dog catcher, housekeeper, professor, neighbour. These people were an integral part of the community at that particular time. Students work in groups to research 4 different types of community helpers we have now and how their roles are important to the functioning of the community eg. Police, Fireman and Doctor.


LEARNING ACTIVITIES

Theme #2 – Resilience and Change

Learning Areas English and Health

Resilience is the term used to describe a set of qualities that foster a process of successful

adaptation and transformation despite risk. An innate capacity for resilience helps children

develop social competence, problem-solving skills, a critical consciousness, autonomy, and a sense

of purpose. Research shows that certain characteristics of family, school, and community

environments may alter or even reverse expected negative outcomes and enable children to

manifest resilience despite risk.

These "protective factors" can be grouped into three major categories: (1) caring and supportive

relationships;

(2) positive and high expectations; and

(3) opportunities for meaningful participation.

First, the presence of at least one caring person provides support for healthy development and

learning, and a caring relationship with a teacher gives youth the motivation for wanting to

succeed.

Second, research has indicated that schools that establish high expectations for all youth and give

them the support necessary to achieve those expectations have high rates of academic success and

lower rates of problem behaviors than other schools.

Third, practices that provide youth with opportunities for meaningful involvement and

responsibility in the school foster all the traits of resilience. These practices include asking

questions that encourage critical thinking, making learning hands-on, and using participatory

evaluation strategies.

Fostering Resilience in Children. ERIC Digest.

By Bonnie Benard,


Read the story “Sebastian lives in a Hat” by Thelma Catterwell & Kerry Argent and then refer to the

growing and changing that happened in the performance such as Hachikō growing from a pup to a

bigger dog, the characters getting older etc.

Discuss how Hachikō changed during the performance and then discuss how they have grown

and changed since being born. What sorts of things can you do now compared to when you

were a baby eg. Read, feed yourself, run, play sport etc.


Draw/Paint a picture of something the students could do as a baby and then now. Write a

sentence underneath to match.


Read blurb at the beginning of this section for a better understanding of resilience.

Choices and Feelings – Discuss with relation to the performance. Scribe ideas on the board.

Talk about Resilience – define

Role Play different situations, making appropriate choices that help us to be more resilient.

Examples of situations could include:

1. Not including people in games/leaving others out

2. Finding money somewhere and then deciding whether to keep it or no or what to do with it.

3. Their brother or sister has broken their favourite toy.

4. Stealing from someone.

OR

Write a letter from the perspective of the neighbour to the professor complaining about Hachikō.


Discuss the death of Hachikō and how he felt when the professor didn’t return to the station that

day. Refer to you tube clip www.youtube.com/watch?v=XQ8TuxoSZeo for a basic recap of the

performance.

Discuss and identify major changes in the students’ lives such as death, loss of a pet, family

break up, going to high school, moving house, drought, flood, changing schools or financial

stress.

Choose one of these major changes and write a journal response about how this change has

made them feel and any positive and negatives that have come from it.

http://www.youtube.com/watch?v=XQ8TuxoSZeo


LEARNING ACTIVITIES

Theme #3 – Seasons and Japanese Food

Learning Areas English, Health, Science and Society and Environment


During the performance the four seasons were demonstrated, through things such as the train

wearing sunglasses, the buildings wearing bikinis, snow at the beginning of the performance and the

changing of the daylight becoming darker earlier in winter as well as the autumn tree falling apart.

Discuss the four seasons – Spring, Summer, Autumn and Winter. Make reference to the visual

cues that were seen in the performance as mentioned above. Use the following link as a

reference http://www.playkidsgames.com/games/seasons/seasons.htm

Create a collage of the four seasons using match sticks, cotton wool, bark, leaves, tissue paper

etc.

Autumn Summer

Winter Spring

OR

• Talk about Japanese fruit and vegetables.

Nashi (Japanese Pear)

Although nashi are quite similar to Western pears, there are a number of significant differences. Compared to the Western pear, nashi are larger, crispier and have a similar but lighter taste and a rougher skin. Furthermore, they are spherical rather than "pear-shaped".

http://www.playkidsgames.com/games/seasons/seasons.htm


Nashi are in season during the late summer and autumn and are generally eaten peeled. They have been cultivated by the Japanese since pre-historical times. Western pears are also available in the country, and are known as yonashi (Western pears).

Ringo (Apple)

Widespread cultivation of apples in Japan began in the Meiji Period (1868-1912). Today it is one of the most popular fruits in Japan, and one of the few fruits that are exported overseas in large quantities. In Japan, apples are generally eaten raw after peeling. They are in season during autumn and early winter. Among the many apple varieties, the large, red and crispy fuji apple is most popular. Often believed to have been named after iconic Mount Fuji, the apple is actually named after the small town in Aomori Prefecture where it was cultivated in the 1930s. To this day Aomori is Japan's leading apple producing prefecture, and the city of Hirosaki, in particular, is closely associated with the fruit.

Ichigo (Strawberry)

Strawberries in Japan are not fundamentally different from those in the West, but the large, sweet, attractive and ultimately expensive varieties are preferred. The berries are incorporated into Western style cakes and pastries, but they are also commonly enjoyed on their own. Strawberries are in season during late winter and early spring. Strawberries were introduced to Japan from the West in the mid 1800s, but cultivation did not begin until around 1900. Nowadays strawberries are grown throughout the country. Fruit picking has become a popular activity at many farms during the spring.

Lotus Root

Looking at the beautiful lotus flower floating on the water, you might be surprised to find out that

the "roots" are also edible (technically the flower's stem). The lotus root looks like a chain of giant

pods connected to one another. Crunchy, with a tinge of sweetness, the vegetable can be prepared

in a variety of ways—fried, sautéed, steamed, boiled—without losing its firmness, making it an ideal

snappy texture for dishes such as salads. Although used throughout Asia, the lotus root is closely

associated with Chinese cuisine. It is also prized for its unique interior pattern of holes, which add a

decorative aspect to a dish.

Japanese Eggplant

This particular variety of eggplant is longer, thinner-skinned, and has a more uniform thickness than

other eggplant varieties, which are often round and bulbous. Japanese eggplants tend to taste sweet

and mild but will still turn bitterer as they get older, so try to use them as soon as you purchase

them. When choosing an eggplant at the market, look for one that is firm and yet, when slightly

squeezed, should also have a slight give to it. Traditional culinary uses in Asia include grilling, stir-

frying, and stuffing.

Lemongrass

This hardy plant looks like a cross between celery and a scallion but tastes like neither. Rather, this

herb, native to Southeast Asia, imparts a lemony, citrus flavour to dishes. Woody and thick,

lemongrass is not easily digestible, making it ideal for flavouring foods. Look for stalks that are pale

at the root ends and green toward the tops. To release the aromatic oils, bruise the stalks and then

remove them before serving. Tom Yum, the quintessential Thai soup, highlights the bright flavour of

lemongrass. For an easy way to enjoy lemongrass, make some tea.

http://www.japan-guide.com/e/e2130.html


http://www.japan-guide.com/list/e1202.html



Choy Sum

(Also known as Bok choy)

Though this cabbage looks very much like baby bok choy with its gently curving bottom and rounded

leaves, its yellow flowers are what set it apart. (By comparison, Chinese broccoli [gai lan] has white

flowers and serrated leaves.) The leaves taste bitterer than the stems, but the entire plant is edible.

A popular method of preparation is to blanch and then cook the vegetable in oyster sauce, but as

with any other dark leafy green, choy sum is also good steamed, stir-fried, or sautéed.

Discuss if anyone has eaten these fruit or vegetables and talk about healthy eating and

how the recommended intake is 2 fruit and 5 vegetables daily.

Use the pears and apples cut in half to make fruit stamps (to do this task dip the halved

fruit into coloured paint) to fill in an outline of a large picture of a pear or apple.

Using the Japanese fruits, make simple fruit skewers to eat – enjoy!


Discuss the theme of seasons looking at the difference between the northern and southern

hemispheres.

• Brainstorm on the board about what the students heard or saw in the performance which

related to the four seasons and list these.

• Divide a page into four squares and have the students write down a season in each box and

underneath write the months of the year that this season occurs. Students can then draw

symbols or pictures associated with that particular season.

Autumn Months

Summer Months

Winter Months

Spring Months

OR

• Discuss Japanese fruits and vegetables – refer to Junior Primary list. Children work with a partner

to research one fruit or vegetable. Include a description and picture of this and report back to

the class. Use the following website to assist

http://www.digitaldialects.com/Japanese/Fruit.htm.

• Make fruit skewers using nashi pears, apples, strawberries & mandarins.

http://www.digitaldialects.com/Japanese/Fruit.htm



Discuss the theme of seasons looking at the difference between the northern and southern

hemispheres. Also look at Japanese vocabulary for seasons and fruit and vegetables. Use the

following website as a reference: www.learnjapanesequickly.com/JapaneseVocabulary/Foods.php

Four seasons – shiki , Summer – Natsu, Autumn – Aki, Winter – Fuyu, Spring – Haru

• Create a picture/painting of a season or a fruit or vegetable and include the Japanese name.

OR

• Make sushi as a class and students write out the process and draw a picture of the end result.

How to make sushi maki

Things you'll need to make sushi:

A bamboo mat, nori, sushi rice and fillings (fish and or vegetables to your liking).

1. "The rough side of the nori"

Feel the nori sheet from both sides and you will find one side to be a bit smooth and the other a

little rough. The nori should lay on the rolling mat with the rough side facing upwards.

2."Getting busy with rice"

Get your hands wet, and make about a handful of rice to a ball of rice. It's important to keep your

hands wet while working with sushi rice because it is sticky. When you work with the nori though,

you should keep them as dry as you can. That is why you should have a bowl of water (with a bit of

rice vinegar added to it) and a dry hand-towel nearby when making sushi.

3. "The spread"

Gently put the rice ball in the middle of the nori sheet, and start spreading it equally on the nori,

creating a layer of rice covering almost the entire sheet except the upper margin of about 2 cm that

should be kept uncovered. Later on, the margins need to be empty of rice in order to close to sushi

roll properly. Be careful not to compress the rice, but merely spread it over the nori.

4."Can you fill this?"

Now it's time to place a slice of fish (preferably no more than one) on the edge of the nori, along

with 1-3 pre-cut slices of vegetables (carrot, cucumber, green onion, asparagus, and so on... allow

yourself to get wild on this matter).

5."Commence the rolling sequence"

Using the closer edge of the rolling mat, close on the filling with the nori making a rectangular

shaped hill and tighten it from above.

http://www.learnjapanesequickly.com/JapaneseVocabulary/Foods.php


6."Continue the rolling sequence"

Move forward, continue rolling in the rectangular hill steps, keeping it tight with every move until

you reach the end of the nori. Put pressure on the roll from all three sides at all time, especially on

stops to allow it to roll tightly.

7."And....cut!"

Use a wet, sharp knife to cut the roll in to little sushi units. 6-8 units per roll.


LEARNING ACTIVITIES

Theme #4 – Friendship & Loyalty

Learning Areas English and Health


Read “How to be a friend” by Laurie Kansey Brown & Marc Brown or another friendship picture

book.

Discuss friendship and what makes a good friend eg. Someone who cares, helps you when

you are hurt or sad and someone who plays with you. Then discuss the special friendship

Hachikō and the professor. Think about their own special friends and create a friendship

flower. Students put their name in the friendship flower and their friends names in each petal

and draw a picture of each.


Discuss what it means to be a good friend. Talk about being a loyal

friend eg. sticking by someone in good and bad times, being faithful

and not giving up. Then refer back to the story of Hachikō. Read any

of the following books to demonstrate friendship and loyalty:

“Hachikō: The true story of a loyal dog” by Pamela S Turner

“Shep:Our most loyal dog” by Sneed B Collard

“Fred stays with Me” by Nancy Coffelt

• Sit in a circle and each student shares a time/situation where

they have been a loyal friend.


Brainstorm words to do with friendship and loyalty. Demonstrate an example of Haiku Poetry which

is traditional Japanese Poetry using the reference www.gigglepoetry.com

• Students write their own Haiku Poem about the story of Hachikō.

http://www.gigglepoetry.com/


LEARNING ACTIVITIES

Theme #5 – Theatre & Visual Arts

Learning Areas English, The Arts, Technology & Enterprise

The focus of the following activities is on theatre review and appreciation and theatre style. THEATRE REVIEW Have students discuss the following by way of reviewing Hachikō: • How did watching Hachikō make you feel? • Which part of Hachikō did you like best? Why? • How long do you think it would have taken to prepare and rehearse the production of Hachikō? • What do you think the writer and director, Phillip Mitchell, wanted to communicate to the

audience about Hachikō? • Comment on the skills of the performers in Hachikō. • What were the major themes, issues and ideas in Hachikō? • What did the lighting, music and set design add to the atmosphere of Hachikō? What would the

show have been like without any of these things? • Compare Hachikō with other live performances you may have seen. • Rate Hachikō out of 10. Explain the strengths and weaknesses of the production to justify your

rating.


Using recycled materials, boxes, tubes, tubs etc. Make the students version of Hachikō the dog.


• Make an origami dog using squared paper. See the

following website as a reference www.origami-

resource-center.com/easy-oragami.html

• Using twigs or small sticks students create a traditional cherry

blossom tree using pink tissue paper as the blossoms.

http://www.origami-resource-center.com/easy-oragami.html




Students make a traditional Japanese fan using popsticks and A4 paper. Students then write or paint their name in Japanese using the following website as a reference: www.sljfaq.org/afaq/my-name-in-japanese.html

http://www.sljfaq.org/afaq/my-name-in-japanese.html



RESOURCES

More information on Spare Parts Puppet Theatre and Hachikō can be found at www.sppt.asn.au .

Further resources about puppetry:

• www.unima.org - UNIMA: Union Internatonale de la Marionnette • www.unima.org.au - UNIMA Australia • www.puppetryaustralia.info - Puppetry Australia • www.puppetrynews.com - Puppetry News • http://web.archive.org/web/20080213174919/http://www.unima2008.com/ - UNIMA 2008

Archive of the World Puppetry Festival and Congress hosted by Spare Parts Puppet Theatre • http://www.sagecraft.com - American website with access to a range of information about

puppetry including puppetry traditions, festivals, puppet building and using puppets

• http://www.schoolofpuppetry.com.au/links.php/terrapin-puppet-theatre-tas - website with

lots of information about the basics of puppetry, types of puppetry, tools and designs for

making puppets, and how to teach puppetry resources for teachers

• http://www.schoolofpuppetry.com.au/packs.php/how-to-teach-puppetry#features - lesson

plans for teachers to download about how to teach puppetry

• http://chartier.rainbowwings.org//Kids/puppet.html - an online performing arts

workshop with activities for children on turning anything into a puppet

• http://familycrafts.about.com/od/puppets/Puppet_Craft_Projects.htm - a website with step-

by-step guidelines about how to make puppets for children using simple objects like socks,

gloves and household packages

• Puppet Mania! (2004) by John Kennedy – a great practical book for parents and teachers about

how to make imaginative puppets using materials that are easy to find and work with. The

author worked for the Jim Henson Company for 12 years and has taught puppetry workshops

to students.

• Introduction to Puppets and Puppet-Making (1996) by David Currell - A history of puppets

and puppet making with step-by-step projects on how to build everything from simple

shadow puppets to hand puppets to marionettes

• The Space Between: The Art of Puppetry and Visual Theatre in Australia (2004) by Peter J

Wilson and Geoffrey Milne (Currency Press) - a history of puppetry and image related theatre

in Australia including innovative theatre companies who helped shape puppetry in Australia.

http://www.sppt.asn.au/

http://www.unima.org.au/

http://www.puppetryaustralia.info/

http://www.puppetrynews.com/

http://web.archive.org/web/20080213174919/http%3A/www.unima2008.com/

http://www.sagecraft.com/

http://www.schoolofpuppetry.com.au/links.php/terrapin-puppet-theatre-tas

http://www.schoolofpuppetry.com.au/packs.php/how-to-teach-puppetry#features

http://chartier.rainbowwings.org/Kids/puppet.html

http://familycrafts.about.com/od/puppets/Puppet_Craft_Projects.htm


REFERENCE BOOKS

Theme of Pets

• “Amelia's Nine Lives” by Lorna Balian • “Cats Do, Dogs Don't” by Norma Simon and illustrated by Dora Leder • “Ginger” by Charlotte Voake • “Harry The Dirty Dog” by Gene Zion and illustrated by Margaret Bloy Graham • “Have You Seen My Cat?” By Eric Carle • “Hi, Cat!” By Ezra Jack Keats • “Millions Of Cats” by Wanda Gag • “Where Does My Cat Sleep?” By Norma Simon and illustrated by Dora Leder

Theme of Friends & Family

• “Alfie Gives A Hand” by Shirley Hughes • “All Fall Down” by Helen Oxenbury • “Best Friends” by Miriam Cohen and Illustrated by Lillian Hoban • “Cherries and Cherry Pits” by Vera B. Williams • “Friends” by Helme Heine • “Friends” by Rachel Isadora • “Friend is Someone Who Likes You” by Joan Walsh Anglund • “George And Martha One Fine Day” by James Marshall • “May I Bring A Friend” by Deatrice Schenk DeRegniers and illustrated by Beni Montresor • “Messy Bessey's Closet” by Patricia and Fedrick McKissack and illustrated. by Ricky Hackney • “Mirandy and Brother Wind” by Patricia C. McKissack and Illustrated by Jerry Pinkney • “One For You and One For Me” by Wendy Blaxland and illustrated by Janice Bowles • “Rose And Dorothy” by Roslyn Schwartz • “The Giving Tree” by Shel Silverstein • “The Rainbow Fish” by Marcus Pfister • “What If The Zebras Lost Their Stripes” by John Reitano and illustrated by William Haines

REFERENCE WEBSITES

• http://www.crunchandsip.com.au

• www.gofor2and5.com.au/

• http://www.love2read.org.au/

• www.facts-about.org.uk/dogs/facts-about-akitas.htm

• www.youtube.com/watch?v=XQ8TuxoSZeo

• http://www.playkidsgames.com/games/seasons/seasons.htm

• http://www.digitaldialects.com/Japanese/Fruit.htm.

• www.learnjapanesequickly.com/JapaneseVocabulary/Foods.php

• www.gigglepoetry.com

• www.origami-resource-center.com/easy-oragami.html

• www.sljfaq.org/afaq/my-name-in-japanese.html

• makemysushi.com

• en.wikipedia.org/wiki/Hachikō

http://www.crunchandsip.com.au/default.aspx

http://www.gofor2and5.com.au/

http://www.love2read.org.au/

http://www.facts-about.org.uk/dogs/facts-about-akitas.htm

http://www.youtube.com/watch?v=XQ8TuxoSZeo

http://www.playkidsgames.com/games/seasons/seasons.htm

http://www.digitaldialects.com/Japanese/Fruit.htm

http://www.learnjapanesequickly.com/JapaneseVocabulary/Foods.php

http://www.gigglepoetry.com/



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