Professional Documents
Culture Documents
Central Board of
Secondary Education
CLASS-VI
PERFORMING ARTS
THEATRE
STUDENTS MANUAL
CBSE-i
Acknowledgements
Advisory
Shri Vineet Joshi, Chairman, CBSE
Dr. Sadhana Parashar, Director (Training), CBSE
Ideators VI-VIII
Ms Aditi Mishra
Ms Guneet Ohri
Ms. Sudha Ravi
Ms. Himani Asija
Ms. Neerada Suresh
Dr. Rajesh Hassija
Dr. G.P. Bagoria
Conceptual Framework
Shri G. Balasubramanian, Former Director (Acad), CBSE
Ms. Abha Adams, Consultant, Step-by-Step School, Noida
Dr. Sadhana Parashar, Director (Training), CBSE
Ms Preeti Hans
Ms Neelima Sharma
Ms. Gayatri Khanna
Ms. Urmila Guliani
Ms. Anuradha Joshi
Mrs. Sonali Sinha
Ms. Uma Sharma
Chemistry :
Ms. Poonam Kumar
Mendiratta
Ms. Rashmi Sharma
Ms. Kavita Kapoor
Ms. Divya Arora
Mathematics :
Dr Ram Avtar
Mr Mahendra Shankar
Ms. Deepa Gupta
Ms. Gayatri Chowhan
Ms. N Vidya
Ms. Mamta Goyal
Ms. Chhavi Raheja
Physics :
Ms. Vidhu Narayanan
Ms. Mukta Kaushik
Ms. Patarlekha Sarkar
Ms. Neelam Malik
Biology:
Mr. Saroj Kumar
Ms. Rashmi Ramsinghaney
Ms. Prerna Gosain
Ms. Seema Kapoor
Mr. Manish Panwar
Ms. Vikram Yadav
Ms. Monika Chopra
Ms. Jaspreet Kaur
Ms. Preeti Mittal
Ms. Shipra Sarcar
Ms. Leela Raghavan
Theatre:
Ms. Bindia Rajpal
Ms. Archana Sharma
Ms. Shruti Sharma
Hindi:
Mr. Akshay Kumar Dixit
Ms. Veena Sharma
Ms. Nishi Dhanjal
Ms. Kiran Soni
CORE-SEWA
Ms. Vandna
Ms. Nishtha Bharati
Ms. Seema Bhandari
Ms. Seema Chopra
Ms. Reema Arora
Ms. Neha Sharma
ICT
Mr. Yogesh Kumar
Ms. Nancy Sehgal
Ms. Purvi Srivastava
Ms. Babita Mahajan
Ms. Ritu Arora
Ms. Swati Panhani
Ms. Chanchal Chandna
Geography:
Ms Suparna Sharma
Ms Aditi Babbar
History :
Ms Leeza Dutta
Ms Kalpana Pant
Ms Ruchi Mahajan
Political Science:
Ms Kanu Chopra
Ms Shilpi Anand
Economics :
Ms. Leela Garewal
Ms Anita Yadav
CORE-Perspectives
Ms. Madhuchhanda,
RO(Innovation)
Ms. Varsha Seth, Consultant
Ms Neha Sharma
Visual Arts
Ms. Rani Bhatnagar
Ms. Anjali Anand
Shri Subroto Mallick
Ms. Renu Gupta
Ms. Minakshi
Shri Subir Mitra
Dr Rashmi Sethi, E O
Shri R. P. Sharma,
Consultant (Science)
Ms Reema Arora,
Consultant (Chemistry)
Preface
This International Curriculum initiated by Central Board of Secondary Education - (CBSE) is a
progressive step in making the educational content and methodology more sensitive and responsive
to the global needs. It signifies the emergence of a fresh thought process in imparting a curriculum
which would restore the autonomy of the learner to pursue the learning process in harmony with the
existing personal, social and cultural ethos.
The Central Board of Secondary Education has been providing support to the academic needs of the
learners worldwide. It has about 12500 schools affiliated to it and over 158 schools situated in more
than 23 countries. The Board has always been conscious of the varying needs of the learners and has
been working towards contextualizing certain elements of the learning process to the physical,
geographical, social and cultural environment in which they are engaged. The International
Curriculum being designed by CBSE-i, has been visualized and developed with these requirements
in view.
The nucleus of the entire process of constructing the curricular structure is the learner. The objective
of the curriculum is to nurture learner autonomy, given the fact that every learner is unique. The
learner has to understand, appreciate, protect and build on values, beliefs and traditional wisdom,
make the necessary modifications, improvisations and additions wherever and whenever necessary.
The recent scientific and technological advances have thrown open the gateways of knowledge at an
astonishing pace. The speed and methods of assimilating knowledge have put forth many challenges
to educators, forcing them to rethink their approaches for knowledge processing by their learners. In
this context, it has become imperative for them to incorporate those skills which will enable young
learners to become 'life long learners'. The ability to stay current, to upgrade skills with emerging
technologies, to understand the nuances involved in change management and the relevant life skills
have to be a part of the learning domains of the global learners. The CBSE-i curriculum has taken
cognizance of these requirements.
The CBSE-i aims to carry forward the basic strength of the Indian system of education while promoting
critical and creative thinking skills, effective communication skills, interpersonal and collaborative
skills along with information and media skills. There is an inbuilt flexibility in the curriculum, as it
provides a foundation and an extension curriculum, in all subject areas to cater to the different pace of
learners.
The CBSE introduced classes I and IX in the session 2010-11 as a pilot project in schools. It was further
extended to classes II,VI and X in the session 2011-12. In the seesion 2012-13, CBSE-i is going to enter
in third year with classes III, VII and XI. The focus of CBSE-i is to ensure that the learner is stress-free
and committed to active learning. The learner would be evaluated on a continuous and
comprehensive basis consequent to the mutual interactions between the teacher and the learner.
There are some non-evaluative components in the curriculum which would be commented upon by
the teachers and the school. The objective of this part or the core of the curriculum is to scaffold the
learning experiences and to relate tacit knowledge with formal knowledge. This would involve transdisciplinary linkages that would form the core of the learning process. Perspectives, SEWA (Social
Empowerment through Work and Action), Life Skills and Research would be the constituents of this
'Core'.The Core skills are the most significant aspects of a learner's holistic growth and learning curve.
The International Curriculum has been designed keeping in view the foundations of the National
Curricular Framework (NCF 2005) NCERT and the experience gathered by the Board over the last
seven decades in imparting effective learning to millions of learners, many of whom are now global
citizens.
The Board does not interpret this development as an alternative to other curricula existing at the
international level, but as an exercise in providing the much needed Indian leadership for global
education at the school level. The International Curriculum would evolve building on learning
experiences inside the classroom over a period of time. The Board while addressing the issues of
empowerment with the help of the schools' administering this system strongly recommends that
practicing teachers become skillful learners on their own and also transfer their learning
experiences to their peers through the interactive platforms provided by the Board.
I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Dr. Sadhana Parashar,
Director (Training) CBSE, Dr. Srijata Das, Education Officer CBSE along with all the Officers involved in
the development and implementation of this material.
The CBSE-i website enables all stakeholders to participate in this initiative through the discussion
forums provided on the portal. Any further suggestions for modifying any part of this document are
welcome.
Vineet Joshi
Chairman , CBSE
CBSE-i
THEATRE CLASS VI
UNIT - I
INTRODUCTION TO THEATRE
STUDENTS MANUAL
Stage Design
Downstage
Upstage
Stage right
Stage left
:
:
:
:
PARTS OF A STAGE
Activity 2. Warming Up
A Group Activity
Make a circle and say a sentence expressing a feeling. The next person can speak a sentence expressing
the opposite feeling. Example- I am so so HAPPY today. The next says I am so so SAD today, the third one
says I am so so Excited about today, and so forth .
b) These people are in a great hurry. They are late to work. Look at their body language. Now mimic
their body language and add facial expressions. Act as if you are late for work.
In drama emotions are depicted when expressions are matched with gestures and
appropriate body language.
Let's Read
Look at the following words that depict moods and emotions:
angry
anxious
ashamed
bored
confused
confident
depressed
disgusted
embarrassed
energized
exhausted
frightened
guilty
happy
hopeful
jealous
lonely
thoughtful
mysterious
nervous
sad
surprised
shocked
shy
suspicious
sympathetic
menacing
Elements of Drama
l
l
l
l
l
l
l
l
l
l
l
B:
Don't worry let's call the cops, they'll nab the thief.(Comforting)
_______________________________________________________________________________________
C:
You have no right to speak like this to me. How dare you call me a cheat?(Anger)
_______________________________________________________________________________________
D:
I did not say so. I merely said that cheating spoils a game.(Diplomatic)
_______________________________________________________________________________________
E:
F:
Cheerup!Remember, what Edison said when his life's work got burnt down in a fire? (Motivating)
_______________________________________________________________________________________
G:
I thought you were a kind person. I am shocked by your treatment of your pet kitten.
(Disapproval)
_______________________________________________________________________________________
H:
Sequence 1
1 . See a mango on a tree.
2 . Step towards the tree.
3. Reach up to the mango
4. Pluck it.
5. With a small pen knife peel the mango.
6. The mango is juicy and its juice starts trickling down your hand.
7. Lick your hand and take a bite of the mango.
8. Enjoy the richness of the taste of the mango.
Sequence 2
1. See red roses in the garden.
2. Smell the roses.
3. Cut the roses with a pair of garden scissors.
4. Clip the stems a little and make an even bunch.
5. Remove a few leaves.
6. A thorn pricks you.
7. Your hand starts bleeding
8. Tie a bandage around the spot.
Now work in groups of four again to devise a sequence of your own. Show it to the other
groups who will try to guess what it is about.
Characters
The Playwright uses the characters to
convey the theme of the play. He makes
them walk, talk and dress in their own
individual way. The characters carry the
story (the plot) of the play forward
because of the way they act.
Just like the people you see in everyday
life, the people you see in a play have
their own unique personality and
beliefs. They belong to different
backgrounds, speak differently from
each other and are from different age
groups.
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Discuss:
The most interesting characters you have read in books. (Hints- Hameed ,Mini, Swami,Tom Sawyer,
Harry Potter, Oliver Twist, Matilda, Willie Wonka, Swami)Think of their unique qualities that make them
unforgettable.Which country do they belong to? What problems do they face? How do they resolve their
problems?
Let's revise
The Story of a play is called ______________.
Which part of the stage is downstage? ________________
The one who writes the play is called a ________________.
Playwright,
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Plot
Voice
Using our voice effectively and creatively is
important not only on stage but even in our
day-to-day lives. Fortunately, it is a skill that
can easily be learnt with practice.
Voice is about how we say things rather than
what we say. To develop this skill, you must
focus on the rise and fall in the pitch of your
voice while speaking and laying stress on the
right words in order to convey the feelings and
meanings.
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1. Voice:
2. Body Movement:
Aspects of Theatre
Direction
The Director presents drama in theater. He
stages the plays written by the playwright. He
works with a team coordinating research,
stagecraft, costume design, props, lighting
design, acting, set design, stage combat, and
sound design for the production.
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______________,
______________,
6. The objects I carry in my hand like a newspaper, a ball, a glass of water and the like are called
______________.
7. The people who move the scenery and props on stage are called ______________.
8. The characters in a play are called ______________.
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l ________________________________
l ________________________________
l ________________________________
l ________________________________
l ________________________________
l ________________________________
l ________________________________
l ________________________________
l ________________________________
l ________________________________
l ________________________________
Drama is a highly specialized and topical art form. It constantly evolves itself with changing
time. Drama can be said to be an authentic reflection of the geography, history, culture,
traditions and value-system of an area. A complete art form, drama is probably as old as
civilization itself.
India has always been known for a variety of folk theatre forms. From the Swang of Haryana to
the YakshaGaan of Karnataka, the range of drama in India is as diverse as its culture and
people.
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Given above are pictures of some famous personalities from the world of theatre. How many of
them are you familiar with? Have you seen their work on stage or screen?
Kulbhushan Kharbanda
Seema Biswas
Shabana Azmi
Morgan Freeman
Auderey Hepburn
Naseeruddin Shah
Lillete Dubey
Prithviraj Kapoor
Irfan Khan
Nafisa Ali
Surekha Sikri
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CBSE-i
THEATRE CLASS VI
UNIT - II
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Starter
Below is a picture of Tribal art 'Warli' from Maharashtra, India. Study the picture carefully. Look
at the figures and make a list of actions being performed.
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Discussion
l Where were you in the painting?(Draw a circle around the figure)
l What action did you do?
l Do you think you were effectively able to communicate through your action without using words?
l What did you keep in mind to make sure that the communication was effective?
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Actions Speak!!!
Can we imagine a world without sounds, comprising of only gestures? Do you know some times
silence speaks more than words?
You must have been in a public meeting when the sound system fails, while the speaker is still
addressing the crowd. Or you are watching your favourite television show, the climax is approaching and
the sound goes off! Could you construct the meaning out of the action that was taking place?
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the teacher.
l A confused teacher/ student.
l ____________________________________________________
l ____________________________________________________
Discussion
l Were you able to communicate effectively without speaking?
l Which sense organ played the most important role while you were trying to communicate without
words?
l What role do our ears play when none of us speak?
Write
l What did you enjoy the most in non-verbal class room?
___________________________________________________________________________________
___________________________________________________________________________________
Imagine some funny situations which you would like to mime. Make a list.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
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Step 2: One by one the children must enter the circle and transform the object into something that it
isn't and mime using it.
Example: A stick can be used as a flute, hockey stick, and earring
The game proceeds with the facilitator's instructions - 'action', 'stop', 'next ', etc.
Discussion
Each participant of the group used the same object for mime.
How did you understand that the object is being used differently?
Were there cases where it was a little easier to make out the use of the prop than others?
What brought about this difference in perception?
WHY MIME?
Mime can help you focus on a significant aspect of communication - Non-verbal
Communication. It is a universal feature of communication. It goes beyond language and
cultural boundaries. It comprises posture, appearance, head movements, hand
movements, eye contact and much more. Interestingly, non-verbal communication can be
intended or unintended. When your words are supplemented with facial expressions and
gestures, your message is effectively conveyed. This is where mime steps in. Mime can help
you.
l Become aware of the expressiveness of your bodies.
l Broaden your awareness of how we speak everyday
with out bodies.
l Introduce a new way of communication through
mime.
l Increase your attention span and ability to
concentrate.
l Increase performance abilities and stage presence.
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History of Mime
Mime dates back to Greek civilization. In ancient Greece, festivals and carnivals were
organized in honour of Dionysus, the Greek god of theatre. In those days, the focus of the
performance was on 'characters' rather than the 'plot.' Since mime comprises of exaggerated
body movements and facial expressions, it perfectly fitted the bill and was widely used in
Greece, Italy and France till late sixteenth and seventeenth century.
Assignment 1
a)
Divide yourselves into groups and collect information on the following topics. You may
prepare a power point presentation and share it with the class.
l Master Mimes of the world
l Indian actors of silent movies
l Father of modern Mime
l Fascinating facts about mime
l Contemporary Mime artists
______________________
_____________________
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____________________________
Charlie Chaplin whose rags to riches story still inspires actors, is perhaps the best known
actor from the silent era. The Tramp which debuted in Kid Auto Races at Venice (1914) is the
famous character immortalized by him.
Silent films in India the first full-length motion picture in India was produced by
Dadasaheb Phalke, the pioneer of Indian film industry. He brought together elements from
Sanskrit epics to produce his Raja Harishchandra (1913), a silent film in Marathi. The female
roles in the film were played by male actors. Alam Aara released on 14 March 1931 was the
first Indian talking film.
Can you now guess why the theatres / cinema halls in India were called 'Talkies' after Alam
Aara?
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Let's try
Stage 1: Warming up to walking exercises: The class must utilise the entire available space freely, walk
for a few minutes in a pattern and stop at the sound of a whistle or word Freeze.
l Walk at your normal pace, while walking do not touch anyone.
l Walk as slow as possible, while walking have eye contact with as many of the group as possible.
l Walk at a brisk pace, making eye contact with those you come across, smile at While doing a
l Detective walk
l Don't slouch.
l Impulse walk
l Walking in fatigue
l On various surfaces like- desert, uphill, snow, embers etc.
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What are the different factors that influence the way a person walks? How was the walk of an
old man different from that of a street urchin? Do you think you walk differently in different
circumstances? Pen down your thoughts and observations.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Assignment 2
Let's design our walking patterns and try to mime in front of mirror.
l A woman carrying a pot full of water slips on the road
l You are going to a party and suddenly..
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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Reflect what you see and not what you think you see! Keep the mirror between you.
Mirror games call for spontaneous reflection and not imitation.
Practice at home in front of mirror: Think of a character from history, epics, films, fairy tales, TV
or real life and try to imitate the body language in front of the mirror. Remember, no words please.
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Note: Try out this exercise with the variation in size of people who are pulling you for the conversation,
they can be tall, short. The content of the conversation can be funny, sad or surprising. Vary your
facial expressions accordingly.
Note: Try out this exercise with different variations. You are walking the dog when suddenly the dog
starts 'walking you'! You feel the pull of the leash, the walk gets frantic and the leash is wrapped all
around you.
Mime it in front of the peer groups. Let them try to guess your sequence of actions.
No props in mime
No scenery or props are required with mime. Actions can depict a place, thing, an
event, a mood or a state of mind.
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Step 1: Go to the basketball court and practice the following things and play a game of basketball
The Grip
Shooting
Dribbling
Dunking
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Step 1: Divide the class in two groups and set up a tug of War
Step 2: Practice the game for a few minutes using the real rope
Step 3: Remove the rope and perform the same action. Remember: There has to be space in the closed
hands for the rope.
Challenge: It is expected that the teams, pulling or being pulled, winner or loser, happy or sad
whatever the expression reflected should be the same on the entire team in silent way.
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Our ears are busy all the time entertaining sounds, a variety of noise keeps pouring into our ears. Do we
acknowledge all the sounds?
Let's pay attention to each and every sound around us for a while.
The sound of silence. The sounds coming from nature. The chirping of birds. The sound of breeze. The
sound of rustling of the leaves. The sound of someone's footsteps.
Step 2: Your teacher / facilitator plays some pre-recorded sounds for a few seconds each, such as
l Various musical instruments played one by one.
l Sounds of nature.
l Sounds of machines.
l Prelude / tunes of some very familiar songs.
Step 2: Presentation
The groups one by one come forward and present their sounds. Other groups try to imitate.
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Selection of
theme
Creativity in
presentation
Facial
expressions
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Innovative use
of body language
Teamwork
CBSE-i
THEATRE CLASS VI
UNIT - III
40
1. LANGUAGE
Activity1: Creating dialogues
This exercise will help you create words to enact a situation.
What are these people doing? Write down what they are thinking or saying in a few lines and act
them out. Use suitable props.
(a) __________________________________________________________________
__________________________________________________________________
(b) __________________________________________________________________
__________________________________________________________________
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(c) __________________________________________________________________
__________________________________________________________________
(d) __________________________________________________________________
__________________________________________________________________
(e) __________________________________________________________________
__________________________________________________________________
(f)
__________________________________________________________________
__________________________________________________________________
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Dramatic use of
dialogue(5)
Effective use of
space(5)
Interesting
presentation(5)
Acting
Skills(5)
Total(20)
1
2
3
4
5
Rehearsal Props: Props used in rehearsals.The actual prop could be under construction. It
might also show wear and tear if used through out rehearsal.
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Activity 3:
Create the following personalities and play them out by creating a few lines to be spoken by each
character.
Contrasting Characters:
l A serious person, who never jokes and does not enjoy life
l A happy person, cheerful at all times, smiles through the dull and bright moments.
l A Couch Potato.
l A Sportsman.
l An old man, weary and anxious
l A young man, enjoying life.
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Two tourists take his cab.While one passenger is a tourist who is very happy to see the city, another
is on a fault finding mission. Let the grumpy tourist and the happy tourist have a conversation with
the cab driver listening to the conversation. The cab driver must pretend to be driving quietly
unconcerned about the conversation, but his thoughts are running through his head. Have an off
stage voice speak his thoughts. For example: (On hearing his city criticized) Where do you think
you come from, Mr Nose Up- in the Air.
To perform this role play you need a group of 4 students:
1. The happy tourist
2. The grumpy tourist
3. The cab driver
4. A voice for thought tracking the cab driver
b)
The cab driver drops off the two tourists and picks up two more passengers who are friends, a
shopkeeper and a painter. Let the two have a conversation on the importance of money
(Shopkeeper) and the importance of art (the painter). Let them have an argument that gets more
and more heated. Do the thought tracking for the cab driver.
To perform this role play you need a group of 4 students:
1. A Cab driver
2. The Shopkeeper (Passenger)
3. The Painter(Passenger)
4. The Voice for thought tracking of the cab driver
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Activity 5: Characterization
Group activity
In groups of four do the following exercise which will help you to understand how a play is written.
Characterisation
(a)
(d)
(b)
(c)
(e)
(f)
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B.Setting
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Characters of the story & the setting introduced in the beginning (Exposition)
All the doves were happy to find the food and happily descended to the ground. As soon as they began to
eat the grains, they felt a huge dragnet cover them and all of them got trapped. The doves fluttered their
wings desperately trying to come out, but it was of no avail. Just then, they saw the hunter coming towards
them menacingly. He rubbed his hands in excitement on seeing such a rich haul. The whole flock
quivered in terror on seeing the hunter stride determinedly towards them
Dialogue brings out the personality and character of the King Dove
Thus spurred on by the king, each dove picked up a portion of the huge net and they flew up together,
carrying the net with them which was quite heavy but did not feel so much of a burden as every bird was
sharing the weight. The hunter was surprised to see the birds flying, along with the huge net. He ran
after the birds, shouting madly, but could not catch them. Soon, they flew high over hills and valleys and
were soon out of the hunter's reach
"What are we to do now? said the birds This is a catch-22 situation, we have saved ourselves from the
hunter but we are trapped in this dragnet.
The King replied,There is a solution to every problem.When the going get's tough the tough get going.
I have a little friend, the mouse who lives on a hill. Let's all fly to his hole and ask for help. So the birds all
flew to the mouse's dwelling. "
The mouse was in the middle of a delicious meal of a piece of cheese it had picked up from a nearby
cottage. He heard a strange noise of what seemed like something a strong gust of wind. Peering
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In the middle of the story the action becomes intense. This is the climax.
The mouse set to task immediately. He wanted to free the King first but the noble leader asked that his
flock be freed first. Praising the king for being true and selfless the mouse immediately set to task
gnawing away the net bit by bit till all the birds were free.
The falling action is that part of the story in which the main part (the climax)
is over.
The birds were jubilant at their escape and praised the king for taking the right decision and the mouse
for his kindness and help.
They thanked the mouse for his effort and flew away together happily to their destination.
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play? (For example the hunter wants to catch the birds while the birds want to eat the grain and
seeds in peace.)
l Tension: Build up the pressure on the characters to act (For example: The birds must quickly fly
away in order to escape capture at the hands of the hunter.What will they do after that? They are
still trapped in the net? Will they die or will a miracle happen?
l Falling Action: After the climax things return to normal.
l Resolution: Conflict resolved, release of tension
l Dialogue: Bring out the character traits through dialogues. Let the actions of the characters
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My Song
The wind goes a singing',
Like an angel softly whispering-
I dream of tomorrow,
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Articulation- Clear
pronunciation of words.
Clarity- Clearness of voice
Emphasis- stress on a word or a
phrase
Fluency- Natural flowing speech
Intonation- Rising and falling of
voice in speech
Pace- The right speed of speech
for audience understanding
{Poems by BindiaRajpal}
Voice Exercises:
To help you develop a stage voice these exercises will come in handy. They will get the circulation going
in your jaw, throat and facial muscles. Your voice is like a musical instrument. You need to tune this
instrument before you start saying your dialogues. Breathe properly as you say these lines and say each
word clearly.
Sir Ben Kinsley (born Krishna Pandit Bhanji)An English Actor who won the Oscar for the
film Gandhi has worked on stagein Musicals.
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harsher, have rugged terrain and therefore, little level land is available for agriculture.
l Many mountains and mountain ranges throughout the world have been left in their natural state,
and are today primarily used for recreation, while others are used for logging, mining, grazing etc.
Mountains that support heavy recreational use (especially downhill skiing) are often the locations
of mountain resorts.
l Tall mountains are consequently subject to glaciation, and erosion through frost action. Such
processes produce peak like shape. Mountains can be eroded and weathered, altering their
characteristics over time.
l Mountains are generally colder than their surrounding lowlands due to the way that the sun heats
altitudinal zonation of ecosystems. At the highest elevations, trees cannot grow, and whatever
life may be present will be of the alpine type, resembling tundra. Just below the tree line, one may
find subalpine forests of needle leaf trees, which can withstand cold, dry conditions. In regions
with dry climates, the tendency of mountains to have higher precipitation as well as lower
temperatures also provides for varying conditions, which in turn leads to differing flora and fauna.
Some plants and animals found
in these zones tend to become
isolated since the conditions
above and below a particular
zone will be inhospitable and
thus constrain their movements
or dispersal. On the other hand,
birds, being capable of flight,
may take advantage of mountain
habitats and migrate into a
region that would otherwise not
provide appropriate habitat.
T hese isolated ecological
systems, or microclimates, are
known as sky islands.
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CBSE-i
THEATRE CLASS VI
UNIT - IV
60
A puppet is an animated toy that performs for an audience. Puppetry is a unique art, which imbibes
elements of visual, performing and literary art forms such as painting, sculpture, music, dance, drama
and literature and enables students to cultivate their creative abilities. Undoubtedly, puppetry is an
inexpensive and trusted medium of entertainment while transmitting knowledge and education as well.
According to folklore, Lord Shiva and his wife Goddess Parvati are known to be the patron
gods of puppets. One day, Lord Shiva and Goddess Parvati visited a toymakers shop. Upon
catching sight of the dolls, Parvati was so fascinated that she requested Lord, please make
them alive. I want to see them dance.
The toymaker, who had been watching the entire scene, could not believe his eyes, he felt as if
he was dreaming. This inspired him to make the dolls dance again. He tied strings to limbs of
the wooden toys and thus string puppets were born.
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Someone is pulling your string up upup. Gradually, you lift your heels
up and get taller and taller till you are standing on your toes.
You feel your whole body is being stretched right - up to the sky!
Suddenly, the puppeteer drops the strings and LO!!! You fall on the
earth..
You get hurt and cry in pain, shout for help
Before help pours in, you become lifeless.
The spell ends here and you are back to your normal self.
Discussion
l What is the manipulator called in a puppet show?
l Have you ever been to a puppet show?
l What do you like and dislike about puppets?
l Do you remember the largest puppet you have ever seen?
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Puppet is an inanimate doll whose movements are controlled by someone through strings,
rods, or hand, to give it an appearance of life.
The term puppet comes from the French Poupee or the Latin Pupa: both meaning dolls. In
Sanskrit puppets are termed as Putraka, Putrika or Puttalika, all are derived from the root
Putta equivalent of Putra or son.
Puppetry is a unique and exciting form of performing art. A puppeteer can breathe life into a
puppet through improvised action and expression. Through a puppet, intangible ideas can
be presented in a tangible form. Puppetry is the most trusted medium of entertainment for
children, transporting them to a world hitherto unknown. Puppetry is mostly about the clever
art of story-telling. With a little skill, imagination, practice and art, we all can become great
puppeteers!
http://www.youtube.com/watch?v=6vsHxJ160Fk
l Puppet Show, Paava Natakam, Folk art Kerala:
http://www.youtube.com/watch?v=OeoaB29bsJg
l Recall songs shot in the form of puppet shows in various Indian films like-
Discussion
When was the last time you watched a live puppet show and where?
What kind of puppets have you seen?
How is a puppet show different from a stage show of any other form of performing arts?
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Let's observe
Brainstorming
l Can you identify the difference between the puppets shown in the above pictures?
l Who moves the puppets?
l How do you think these various puppets are manipulated?
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Writing Task: Find out about a Puppet Theatre Group/Centre in your area and write a letter to your
principal requesting him/her to arrange a live puppet show in your school.
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Rod puppets come in various shapes and sizes. These puppets are
made to act by the support of attached rods held by the puppeteer.
One end of the rod is attached to hands of the puppeteer; the main rod
of the puppet is concealed in its costume. This form of puppetry is
found mostly in West Bengal and Orissa.
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Puppet Name
Uttar Pradesh
Bihar
Rajasthan
Kathaputli
West Bengal
Andhra Pradesh Bommalatta
Karnataka
Gombeyatta
Assam
Orissa
Ravanchaya
Kerala
Gombeyatta
Bommalattam
Ravanachhaya
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Putul Nautch
Stage1: Preparation
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Discussion
l What roles can a puppet play?
Puppets
Puppets
Look at the puppets and make Look at the puppets and make
a list of material used.
a list of material used.
Let's create puppets
from waste
l Old greeting cards,
small paper bags.
l Left out pieces:
wool, cloth, laces,
card board and
colored sheet
l Used material: Ice
cream sticks, paper
cups, Paper plates,
Aluminum
Foil,
buttons, gloves
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Step 1:
l Be in a small group and make sure you have all the necessary material to create desired puppets.
l Discuss and make a list of puppets that you would like to see in your puppet treasure box.
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show.
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Step 1: Draw
Here's what you need
Step 2: Colour
Colour the patterns drawn by you (optional) and cut according to
the size.
Alternately, you may colour directly on the paper bag.
You can also use a combination of cut-outs and colouring, like use
cut-out eyes and a drawn nose.
l Scissors
l Glue
l Crayons, coloured
pencils or markers
l Optional: Coloured
Step 3: Cut
Prepare the puppet cut-outs.
Step 4: Glue
Glue the cut-outs onto the bag. For the nose to have a 3D look, fold it in half and fold the glue tabs in. Apply
glue on tabs.
Step 5: Finish
Add any additional decorations with yarn or fake fur and cloth.
Step 6: Operate
To operate a puppet, slip your hand into the bag and put four fingers in the flap. Open and close your
hand to move the flap.
Tip: Some paper bag puppets are designed to open their mouth and others are designed to open and
close their eyes.
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Step 8: Compose a few lines on your puppets and write in the lines given below.
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Personality Sketch
Like people, puppets possess certain elements in their character. Some of these elements slowly
emerge through use and interaction; others, like the puppets' name, are given to them immediately and
constitute an important part of their total character. The teacher can inspire the students to imagine
characters from real life, mythology, fiction, and fairy tales or even from their text book to create puppets
for their show.
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Nakhrili Naani
Look at the sample template given above and create a personality sketch for your puppet the way
you want to see them walk talk giggle or act.
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Step 2: Pick a poem, a dialogue from any story or a short story you have read and enact with peer
puppets.
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Rehearsal time!!!
Step 3: Preparation for the show
l Divide yourselves into groups of six.
l Create lines in the form of a poem or dialogue to present a short puppet show.
l Weave a story around the puppets already created by your group members.
l Make sure that you give a name and distinctive characteristics to each of your puppet character.
l Remember that the same puppet can play different characters in the same show after a slight
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My Drama Diary
Keep a record of the poems and scripts written for your puppet shows in your drama diary.
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