Puppets in the Music Room

• Analisa Byrd
• Posted 10/7/22
• 0 comments

I by no means am a master puppeteer. I do not know ventriloquism, nor do I know how to properly puppet, if that’s a thing. But I love using puppets in my classroom! There are many reasons to incorporate puppets in your music room, including helping students acquire language (ELL and very young learners); encouraging students to be expressive with their thoughts, fears, and feelings; and creating and bringing stories and music to life.

Children live in a world of imagination, and puppets help an adult enter the child’s imaginary world and allow children to experience empathy because they can relate to the character they are trying to portray. Let’s look at three ways puppets enhance learning in the music room.  

Acquiring Language

The use of puppets for second language learners is so beneficial! Puppetry can help to improve communication skills, overcome language barriers and teach self-control (Wallace and Mishina, 2004, p.2). Because children view puppets as sympathetic and non-threatening, they are more likely to take risks — such as second-language speaking — when interacting with them directly.

Puppets can be used to introduce another fluent English speaker into a room of apprehensive second language learners. Children can witness the dialogue between two proficient speakers, and it helps them rehearse the dialogue.

A puppet can also play a student role by modeling the information gap necessary for learning. Communication is an exchange of information, and this exchange helps by the puppet’s lack of knowledge on any subject.

Puppets provide a way to break down the barriers between teacher and student. Teachers can use puppets to introduce new vocabulary, create dialogue, and combine puppets with play.

Expressing Themselves

Puppets create an environment where children can feel comfortable and less self-conscious. The children become less inhibited and do not hesitate to take risks. Children view the puppets as having human-like qualities and are therefore inclined to interact with them and speak to the puppet in a way they may not communicate with other children or adults (Webster-Stratton and Reid, 2004, p.106).   

What do I say to the student that insists it is just a puppet and is fake? Well, there are a few things you can do. You can acknowledge that the puppet is inanimate and not real, but it is life-like and fun to pretend. You could sound a little crazy and not even acknowledge that the puppet isn’t real and continue as if it has its own personality.  

I usually reply to my skeptical students by saying, “I know that. You know that, but the puppets don’t know that, so we play along.” The kids get a kick out of knowing something the puppet doesn’t know, and we can keep pretending and playing make-believe. There is science that supports the use of puppets and the buy-in that children have. The puppets quickly become real to the students and can be very effective models (Webster-Stratton and Reid, 2004, p.108).  

Puppets can make mistakes, just as children in music class, but the puppet can demonstrate how to problem solve or take accountability for its actions (Webster-Stratton and Reid, 2004, p.109). As students begin to buy into the puppets as part of your music room, I suggest you give them names, ages, personalities, and even a small back story. Use them as role models for desired behaviors. You can also use them to aid in transitions and brain breaks.  

Bringing Stories and Music to Life

Puppets have a significant impact on how teachers teach and how students learn. When teachers use puppets, they are more likely to ask open, thought-provoking questions, which create opportunities for children to talk. Puppets can be used as a hook to learn the lyrics of a song. They can also be incorporated into storylines and plays, facilitating student interaction, cooperation, and narrative building.

Student engagement improves if the student becomes the puppeteer. I like to think of it as hands-on is minds-on. The children are directly involved in learning and storytelling, thereby increasing their interest in the lesson and leading to deeper understanding (Naylor et al., 2007, pp.4-5). 

Teaching Social Emotional Learning with Puppetry 

Puppets can be a great way to engage students in conversation. You can use them as a greeting for the students, asking how they’re doing and encouraging the students to ask the puppet how they’re doing (modeling friendly social greetings). By doing this, you are increasing their self and social awareness.  

Puppets can help build social awareness by modeling the sharing of emotions, learning to express emotions, and thinking about another person’s emotions. The child may be more willing to engage in a conversation with the puppet, and you may, in turn, be able to communicate with the student about their thoughts and feelings.  

If you have a student that struggles with gameplay, such as waiting their turn or winning or losing, puppets can help by modeling appropriate behavior. A student is more likely to respond to this lower stress situation and better understand how to regulate their emotions in gameplay. By doing this, you are increasing their self-management skills.

I would avoid using puppets to demonstrate negative behaviors. We want students to identify with the puppet, thereby encouraging them to act in positive manner. For example, when the puppet loses a game, I have them demonstrate good sportsmanship by saying phrases to the other team like “good game,” “well played,” or “thank you for playing with me.”  

Students who take responsibility for puppets show a decrease in defiant behaviors. By helping puppets listen and participate in class, students are able to maintain focus, making them less likely to cause class disruptions. By doing this, you are increasing the student’s responsible decision-making (Wallace and Mishina, 2004, p.6).  

Obstacles to Overcome When Teaching with Puppets 

Do the children grow bored? 

The children love repetition, so growing bored of the same puppet doesn’t happen — especially if you get creative with them! You can use a puppet as a hook for vocal warmups, to aid in learning lyrics, and the list continues. As you use your puppets for different things, the children grow fond of them and will ask to see them.  

Do you have to be educated in puppetry? 

You do not have to know puppetry or ventriloquism. The children will not care that your lips move when the puppet talks, especially if you let them use the puppet. Students are aware that puppets are controlled by the puppeteer’s arms/hands and voice.  

Expensive vs. Inexpensive Puppets 

You do not have to spend a lot of money on puppets; any type of puppet works. Furthermore, if teachers (or students!) create their own puppet, they form a stronger attachment to it. The puppet cost is not the issue here; it’s the willingness to use them and make them a part of your classroom.  

I hope I have inspired you to try to use puppets in your music room! 

Resources

Naylor, Stuart, et al. The PUPPETS Project: Puppets and Change in Teacher Practice. 2007. 

Wallace, Amy, and Larisa Mishina. RELATIONS between the USE of PUPPETRY in the CLASSROOM, STUDENT ATTENTION, and STUDENT INVOLVEMENT. 2004. 

Webster-Stratton, Carolyn, and M Jamila Reid. “Strengthening Social and Emotional Competence in Young Children—the Foundation for Early School Readiness and Success.” Infants & Young Children, vol. 17, no. 2, Apr. 2004, pp. 96–113, 10.1097/00001163-200404000-00002. Accessed 16 June 2022. 

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