REFLECTIVE REPORT

For arts in education, we are required to produce a performance kit and then perform a role
play using the kit that has been produced. Thus, this report is about the performance kit, the
role play performance and the theories that have been learnt and implemented throughout the
whole process of finishing the coursework.

I have chosen to work on the novel Gulliver’s Travel by Jonathan Swift. For my
performance kit (image 1.0) and manual kit (image 1.1, image 1.2) I have chosen to produce
these kit using cardboards and boxes.

Image1.0

Performance kit and Role play report

 Image 1.1 Image 1.2

The performance kit was made based on the fifth and final chapter in the Gulliver’s
Travel graphic novel. It was specifically made to cater to that chapter for the students to get
a deeper understanding of the chapter. This method is a Play-based pedagogy. Many
experts emphasize the importance of play-based and interactive learning pedagogy foster
interactive, child-centred learning experiences. Hence, the production focuses on how to
emphasize the effectiveness of the play. The puppets are made so it can be seen clearly. It
is printed using vibrant and bright colors. And they are made to be easily seen as they are
big and the one that represents the giant is 4 times bigger than normal puppets to make it
look much bigger.

The puppet comes with a big manual kit which I call the Manual Book of Magic Box.
The name Magic box was given because of two reasons. One, the puppets are placed inside
a box. And the next reason is to attract the students’ attention when they see the word
magic. The manual kit gives clear and direct directions on how to use the kit, yet it gives the
freedom of imagination and creativity on how the students want to use it.

Performance kit and Role play report

 A role play was carried out in our class to see how the performance kit is used and its
effectiveness in teaching. On using the Gulliver’s puppet, I pretended that I am Gulliver and I
made manly voices to show he is on a ship and I made small tiny voice when he is stranded
on the land of giants to show the difference between his size in the story. I also acted as one
of the giants when I performed the role play. In the role play, I found it to be very easy to
deliver my points and give a clear and better understanding to my audience using the
puppets rather than to just use the method of telling them without the aid of any puppets.

In my experience of producing and implementing the performance kit in the role play,
I have learnt to use a learning theory and applied it in my performance which was Lev
Vygotsky’s theory of Zone of Proximal Development. Vygotsky's research suggested the idea
that children learn by observing how others do things, and when the child is ready he/she is
able to apply what they have learnt into completing the task with an adult helping (Braunger &
Lewis, 1997). When students read this book, there are some concepts that they cannot grasp
such as how do giants speak and interact or how does Gulliver even learn a new language in
such a place. It is the job of the teacher to cater to the student’s Zone of Proximal Development
and also to teach them how to understand and grasp new information so that in the future they
too can use the knowledge on their own.

In conclusion, the production and implementation of my performance kit in my role play

was a success. The use of puppetry in a play-based pedagogy in my play has helped me to
enhance my performance. It is not just fun, but also educational as it also focuses on the Zone
of Proximal Development of the students in learning. Learning for the students is made more
effective and less boring through a method that is simple and creative. I have learned many
things in producing the performance kit and I am sure that this method will bring more benefit
in the future.

Performance kit and Role play report

REFERENCES

Appleby, E. (2005). Mrs. Blue Gum, some puppets and a remnant forest: towards sustainability
education through drama pedagogy. Australian Journal of Environmental Education, 21, 1-10.

Braunger, J. & Lewis, J. P. (1 997). Acquiring language: Basis Understanding. In Baker, M.

W. (Ed.), Preparing Reading Professionals: A Collection from the International Reading
Association (pp. 207-2 1 6). Newark, DE: International Reading Association.

Fisler, B. (2003). Quantifiable evidence, reading pedagogy, and puppets. Research in Drama
Education, 8(1 ), 25-3 8.

Performance kit and Role play report