{"id":5237,"date":"2007-09-08T20:48:00","date_gmt":"2007-09-08T18:48:00","guid":{"rendered":""},"modified":"2020-09-06T19:08:03","modified_gmt":"2020-09-06T17:08:03","slug":"introduccio","status":"publish","type":"post","link":"https:\/\/www.teiamoner.net\/en\/introduccio\/","title":{"rendered":"Introduction"},"content":{"rendered":"
\n
\nPuppets are special. <\/span><\/div>\n

Introduction
\n<\/span><\/div>\n

\n
\n\u201cJust like the sun, the air or
\nthe energy resources we use to heat our homes,
\npuppets contain certain elements that make them unique and are one
\nimportant educational resource. These elements are combined by converting them
\nin a very powerful material. And used correctly, efficiency
\nof the resource increases. \u201d<\/i> (Communication elements of the puppet. Jeffrey L. Peyto). <\/b><\/span><\/div>\n
\n<\/div>\n
\nThis study shows the great
\nrange of possibilities that the use of puppets in school has. Is
\n it is necessary to make this element known to the educational community
\ntraining in all its aspects: technical, historical, manipulation, de
\n construction and therapeutic use. The ignorance of some of these
\naspects can make it difficult to use and therefore not take advantage of
\nthis resource in all its pedagogical extension.<\/div>\n
\n<\/div>\n
\nA puppet is an instrument of
\ndifferent communication from a book or any other tool
\nof learning. The puppet is personally connected to the user.
\nThis quality explains its effectiveness in teaching.<\/div>\n
\n<\/div>\n
\nGiven the ignorance
\nwidespread, puppets often enter the classroom as fun
\nmore, like a misused game tool. Sometimes they are resorted to by
\nspending time, when you don\u2019t really know what to do or how to fill a space
\ncurricular, thus wasting the great didactic wealth they can
\noriginate. <\/div>\n
\n<\/div>\n
\nPuppets are generators of multiple learning, not just involving knowledge (concepts, the purely cognitive)<\/i>, but also involve know-how (procedures, methods, techniques, strategies\u2026)<\/i> and learning to be (norms, values, attitudes\u2026).<\/i><\/div>\n
\n<\/div>\n
\nThanks to this research
\nyou will know its origin and evolution in the world, the different techniques
\n and its current therapeutic use. Fieldwork has allowed me to be contacted
\n with the teachers of Catalonia who have used or are
\nusing puppets in their regular classes and in classrooms
\nof special education. Communication with some of them has been a lot
\nprofitable and has facilitated the exchange of activities, consultations and
\nknowledges.<\/div>\n
\n<\/div>\n
\nIn this work one is detailed
\n collection of quite interesting experiences, not only in the field
\nschool but also in other places where the therapeutic strength of the puppet
\nit is necessary: general hospitals, psychiatric hospitals, playgrounds,
\nplaces where they have suffered natural disasters, orphanages, geriatrics, centers
\nhost\u2026<\/div>\n
\n<\/div>\n
\nIf the teacher has to work at
\nclasses with puppets is basic to know what experiences have been
\nperformed everywhere, to be able to start from them and develop new techniques
\n and applications.<\/div>\n
\nI was invited to participate
\n at the Charleville-M\u00e9zi\u00e8res World Puppet Festival.
\nFrance, where I performed and attended the Congress of \u201cMarionnette et
\nTherapy \u201d2006 : \u201cForbidden - Forbidden\u201d<\/i> organized by the international association of "Marionnette et Th\u00e9rapie".<\/div>\n
\n<\/div>\n
\nI got in touch with
\nthe director of this association, Madeleine Lions and later I go
\nvisit its headquarters in Paris. There I collected documentation on
\ntherapeutic experiences with puppets in the world, and I found out
\nof the recent creation of FIMS, \u201cInternational Puppet Federation for Health\u201d.<\/i>
\n I explained to them the work I was doing, they showed a lot
\ninterested in the results and offered me to be a member of it
\nfederation as a Spanish representative. Almost all the material I go
\nget was in other languages (French and English), so I go
\ntranslate the texts to have the information.<\/div>\n
\n<\/div>\n
\nOften in this work is
\nspeaks of "handicaps", since outside Spain this word is used for
\ncall the maladaptations. Etymologically, the term \u201chandicap\u201d comes from
\n England. To the. XVII, there was a game of chance that consisted of
\ncompete for personal items between three players. Each put in
\na hat the same amount of pennies \u201chand in cap\u201d: \u201cthe hand inside the hat \u201d<\/i>.
\n The referee counted the amount that was there, and checked what it was
\nthe most valuable object that had been bet. He took the pennies who
\nhad placed this object.<\/div>\n
\n<\/div>\n
\nTowards the end of the s. XVIII enters the vocabulary of horse racing.<\/div>\n
\n<\/div>\n
\nThis word is linked to
\nconcept of competition. In the 19th century he arrived in France with the idea of
\nput on a weight or run a greater distance to the horses they were
\nbetter, to equalize the conditions. During the nineteenth century it extends to
\nof other sports. And, by metonymy, it is designated at a disadvantage
\nimposed in a test on a contestant of superior quality. From here it comes to
\nearly twentieth century, figuratively the meaning of lock,
\nannoyance, inferiority. And that word replaced maladaptation.<\/div>\n
\n<\/div>\n
\nOnce I had everything ready
\nthe theoretical part came the time to perform the practical part.
\nMany times the special education teacher is orphaned of resources
\nto work in their classes. That is why the theoretical work
\nI have complemented it with a practical section. A pedagogical suitcase
\nnamed: "Puppets are special"<\/i>, which includes a series
\nof tasks to be able to work in class on the learnings of the students
\nchildren with special educational needs.<\/div>\n
\n<\/div>\n
\nThese activities are also
\nthey can perform with the rest of the students in ordinary classes, performing
\nsome small modifications.<\/div>\n
\n<\/div>\n
\nSome of the proposed work has been tested by teachers in the classroom. <\/div>\n
\n<\/div>\n
\nPuppet theater is an art
\n complete where the visual arts are combined (shape, color, light,
\ntextures), music (sound, rhythms, silences), movement
\n(weight, muscle tone, displacements), theater (characters, roles,
\nconflict, action, space, time), dance, literature, technology,
\n mathematics (know how to measure, calculate, divide materials), history,
\nscience and values. All disciplines can be present in one
\nglobalizing and interdisciplinary project carried out with puppets.<\/div>\n
\n<\/div>\n
\nWe have in our hands one
\nmillennial art, which is gaining more and more momentum every day
\nthey discover new educational, therapeutic and expressive functions.
\nLet's take advantage of it!<\/div>\n
\n<\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"

Puppets are special. Introduction \u201cLike the sun, the air <\/p>\n

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