I am consistently surprised by the magic that puppets bring to the music classroom! What I mean is that the connection kids make, including separating my voice from the puppet’s character, always pleasantly shocks me! The puppet can request just about anything, and the student positively responds (puppet: “Hey! Psst! I need you to please stop talking!” Student: OK! Whatever you want!”) Really!
These whimsical characters do so much more than just serve as a visual prop; puppets can become vibrant storytellers, drawing students into a story that inspires their imaginations. And if the puppet is doing it, it seems more powerful than if I just stated it in my usual teacher delivery!
Puppets can interactively teach songs, allowing students to learn melodies through playful engagement rather than mere repetition.
Furthermore, you can make your puppets effectively model classroom expectations, illustrating behaviors and attitudes in a fun and approachable way that resonates with your students.
Puppets can assist you with students’ vocal abilities and qualities. As students interact with these imaginative figures, you can encourage kids to explore their voices, experimenting with pitch, tone, and rhythm, all in a supportive environment.
[The experience can transform a moment into a delightful little adventure, where THEIR creativity seems to BOOM! and the joy of learning takes on a new life of its own.]
I learned about the use of puppets from Jay Broeker. We discussed how the puppet can be an approach for assessment, specifically for younger students who are beginning to understand the difference between their singing and speaking voices. No matter what the
“Alice” displays Linda wearing necklace she made.
student sounded like, the puppet always nodded and said, “Thank you very much.” No qualifying statements, just a simple “thank you.”
Meet Linda, a beloved legend at my school in Ohio. Her frank delivery around student behavior, successes, school-wide interests, and more made her an endearing character that kids could not wait to interact with. But Linda became so much more than a greeting each time a kid sat down in circle to begin music class. She became a character full of empathy who encouraged creative risk-taking on the part of students. Linda had a unique effect on me, too: I tended to ask more open-ended, thought-provoking questions, which allowed students to open up and express themselves more freely. It was strangely magical.
Over the years, kids made Linda clothing, her own set of instruments to play, jewelry, blankets to keep her warm, furniture, and a house. I mean, they loved her more than me! Ha-ha! Linda created an environment that felt non-threatening and made kids want to offer their best.
Puppets can be a part of any age’s music room experience, and they help kids’ imaginations go to infinite places. Check out our puppet selection at MIE and find your very own “Linda!”
Linda came home with me during COVID. The kids were very concerned about her well-being. Under the friendly eye of my dog, here she is wearing her vest, which was made by a student.