Call number: LD2668 .T4 1964 M64 / Master of Science

Thesis (MDram (Drama))--University of Stellenbosch, 2009. / AFRIKAANSE OPSOMMING: In hierdie navorsing word gepoog om die betekenisdraende elemente van poppeteater, naamlik beweging, klank en ontwerp van naderby te ondersoek om vas te stel in watter mate al drie elemente onmisbaar is al dan nie en hoe hierdie elemente op mekaar inspeel. Die semiotiek van beide teater en poppeteater word as agtergrond en teoretiese basis vir die ondersoek bespreek. Binne hierdie elemente word verskillende kernaspekte ondersoek waaronder distorsie, oordrywing en die dubbele aard van die toneelpop as lewelose objek met ‘n verbeelde lewe. In hierdie deel van die studie word daar ook na verskillende soorte tekens gekyk, naamlik die indeks, die simbool en die ikoon. Daar word bevind dat hierdie tekens saam ‘n dubbele verskuiwing in doel kan ondergaan naamlik van teken na verwysde, en van verwysde na nuwe tekens. Hierdie verskuiwings vind in die teater, sowel as poppeteater plaas. Ontwerp, beweging en klank word afsonderlik bespreek om die aard, rol en moontlike dominansie van elkeen te bepaal. Poppeteater maak staat op die gehoor se verbeelding en gewilligheid om die toneelpop ‘n verbeelde vorm van lewe te gee. Díe siening van die toneelpop, as beide lewelose voorwerp en ‘n verbeelde vorm van lewe, staan bekend as dubbele visie. Dubbele visie kan egter nie alleen binne die poppeteater funksioneer nie, en die verskillende elemente moet saam met die gehoor se dubbele visie ingespan word om die boodskap van die poppespel oor te dra. Beweging verlewendig die toneelpop deurdat dit die illusie van lewe en die sogenaamde dubbele visie ondersteun. Verskillende toneelpoppe word verskillend beheer en geartikuleer, elk met sy eie betekenisse wat hy deur middel van beweging oordra. Daar is bevind dat klank die enigste element is waarmee weggedoen kan word in ‘n toneelpopproduksie. Terselfdertyd kan dit ook nie afsonderlik van beweging en ontwerp funksioneer nie. Wanneer klank wel gebruik word, funksioneer die hoofveranderlike kenmerke van klank soos toonhoogte, volume, tempo, infleksie, uitspraak en ritme in die oordraging van die boodskap. Die navorsing toon dat toneelpoppe nie gebonde aan realiteit is nie, en as gevolg hiervan kan die ontwerper die toneelpop maak sonder dat dit realisties hoef te wees. Ontwerp as ‘n element bepaal ook die kwaliteit en kwantiteit van toneelpoppe, sowel as die aanwending van ander ontwerp-elemente soos kleur, tekstuur, materiaal en die grootte van die toneelpop. Poppeteater is nooit ’n blote nabootsing van ’n mens of dier nie. Poppeteater kan daarom in nabootsende en konseptuele poppeteater verdeel word. Verwringing kom in beide nabootsende en konseptuele poppeteatervorme voor, hoewel tot ‘n mindere mate in nabootsende poppeteater. In konseptuele poppeteater word daar op die gehoor gesteun om die tekens wat dit ontvang korrek te interpreteer. Die betekenisdraende elemente werk saam om die boodskap suksesvol oor te dra. Klank en beweging werk saam om karakterisering te skep; so ook klank en ontwerp. Elemente kan wel afwisselend gebruik word. Die samewerking tussen beweging en ontwerp lei tot uitvoerbare beweging. Alhoewel daar met klank as ‘n element weggedoen kan word, is dit dikwels nie ideaal nie. / ENGLISH ABSTRACT: The aim of this study is to closely examine the meaning-bearing elements of puppet theatre, namely movement, sound and design to determine to what extent all three is indispensable to the puppet theatre or not, and how elements work together. The semiotics of both theatre and puppet theatre is discussed as a background and a theoretical basis for the study. Within these elements different key elements are examined, such as distortion, over-exaggeration and the double nature of the puppet as a lifeless object with an imagined life. In this part of the study different types of signs, namely the index, symbol and icon are looked at. It is found that these signs can undergo a double shift in purpose, namely from signs to referred and from referred back to signs. These shifts occur in both theatre and puppet theatre. Design, movement and sound are separately discussed to determine the nature, role and possible domination of each. Puppet theatre relies on the audience’s imagination and willingness to give the puppet an imagined form of life. Seeing the puppet as both a lifeless object and an imagined form of life is known as double vision. Double vision cannot function alone within the puppet theatre and the different elements have to work with the audience’s double vision to convey the message of the performance. Movement enlivens the puppet by supporting its illusion of life and so-called double vision. Different puppets are differently manipulated and articulated, each with its own meaning, conveyed by the movement. It is found that sound is the only element that can be disregarded in a puppetry production. At the same time it cannot function separately from design and movement. When sound is used, the main variables of sound like pitch, volume, speed, inflection, pronunciation and rhythm functions in conveying the message of the production. The research shows that puppets are not bound to reality and thus the designer can make the puppet without it having to be realistic. Design as an element also determines the quality and quantity of the puppets, as well as other design elements such as colour, texture, material and the size of the puppet. Puppetry is never a mere imitation of a human or an animal. Puppetry can therefore be divided into imitative and conceptual puppetry. Distortion is seen in both imitative and conceptual puppetry, although less so in imitative puppetry. In conceptual puppetry the audience is relied upon to interpret the signs that it receives correctly. The meaning-bearing elements work together to convey the message successfully. Sound and movement work together to create characterisation, as does sound and design. Elements can also be used alternatively. The co-operation between movement and design leads to practicable movement. Although sound as an element can be done away with, it is often not ideal.

Autour du shaman ou du montreur de marionnettes des liens se tissent pour faire face au désordre grâce à une parole en mouvement. A une représentation humaine ou animale, à un objet animé rituel ils insufflent une vie crédible car simulée et porteuse de l'énergie paradoxale des morts-vivants. La Chine porte la marque profonde de la culture des shamans : on amène un esprit dans la figure pour "jouer les dieux". Voyage initiatique en Thaïlande, Malaisie, Indonésie où l'on confortera cette idée. Mythes et rites se réduisent à des règles formelles... ou retrouvent vie et prise sur l'actualité. Le personnage de bois ou de terre apparaît, dans les mythes africains, comme un secret rapporté du monde des morts ou des esprits. Chez les Papous, en Afrique, en Europe, l'épouvantail, le mannequin, l'effigie permettent de contourner, symboliquement, la reproduction sexuée. Au Moyen Age, en Europe, le marmouset (marionnette, idole, fantôme, épouvantail) et son théâtre, se cachent derrière une chantefable, dans les fabliaux, aux origines de la farce et du castelet. Entre le shamanisme des origines grec et celui des Barbares se resitue l'apport de Platon dans sa définition de l'âme. Comment se définit le "je" chez les Papous, chez le poète Fernando Pessoa, dans le mythe moderne de Pinocchio, chez le marionnettiste qui vit "plusieurs vies" ? L'art dramatique du XIXe siècle se meurt, épuisé par l'ego des comédiens ou écrasés par le réalisme naïf des marionnettes et la Grande Guerre amène à découvrir la prothèse, la vie simulée, l'acteur mécanique, l'effigie. Entre l'absence de conscience du mannequin et la conscience infinie du dieu, dirait Kleist, on agit dans les règles du jeu / Around the shaman or the puppet master, links be forged to face up to disorder thanks to a speech in motion. They inspire a life, credible because simulated and bearing the living dead's paradoxal energy, to a human or animal representation, to a ritual-caracterized animated object. China keeps the deep mark of the shamans' culture : a spirit is brought into the character to "play the gods". In Thailand, Malaysia, Indonesia will strenghthen this idea : myths and rituals are reduced to formal rules... or recover life and have a hold over the current events again. The wooden or clay character appears, in African myths, like a secret brought back from the world of the dead or of the spirits. In New Guinea, in Africa, in Europe, the scarecrow, the dummy, the effigy allow bypassing sexed reproduction in a symbolic way. In the Middle Ages in Europe, maumet (for puppet, ghost, scarecrow) and its theater, deserve being looked for behind the "chantefable", in "fabliaux", in the origins of the farce. Platon would have fetched among barbarians relationships between the body and the soul. This search will lead us to numerous definitions of "I" among Papuans, with fernando Pessoa, in puppet masters' practice, in the modern myth of Pinocchio, with the puppet master who experiences "several lives". XIXth century drama is dying, worn out by actors ego or emptied of its meaning by a puppet in search of naive realism, the Great War brings about discovering the prosthesis, the simulated life, the mechanical actor, the effigy. Between the dummy's absence of consciousness and the god's infinite consciousness. The shaman-puppet master van decide to act according to his own game rules

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published_or_final_version / Journalism and Media Studies Centre / Master / Master of Journalism

Thesis (Ph. D.)--Columbia University, 1945. / Without thesis note. Bibliographical references included in "Notes" (p. [170]-180) Bibliography: p. [181]-185.

Thesis (Ph. D.)--University of California, Los Angeles, 1980. / Includes vita. "Plays from the Toone Marionette Theater": leaves 313-409. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 410-421).

This paper centers around an experience a class of twenty-one fifth grade children and their teacher had with puppetry. The art teacher worked cooperatively with the classroom teacher and children throughout the experiment. The purpose of this paper is to describe ways in which she worked with the classroom teacher and her pupils and helped to meet pupils' need to make wise choices and decisions. The paper will include a description and analysis of three decisions: first, the decision by the group to make puppets; second, decisions made by a boy in making his hand puppet; and third, decisions made by a girl in making her string puppet. On the basis of these findings, recommendations for ways in which an art teacher can work with classroom teachers and children will be made. / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Julia Schwartz, Professor Directing Paper. / "Jan. 15, 1952." / Includes bibliographical references (leaf 47).

Multi-sensory nutrition education interventions aimed at promoting children’s preferences for vegetables have the potential to positively impact children’s intake of essential micronutrients and phytochemicals. We implemented our intervention in Western Massachusetts Head Start preschool classrooms, as part of Massachusetts Farm Fresh research project. Social cognitive theory, early childhood developmental milestones, and the play approach to learning provided the framework. During the 4-week intervention, eight vegetables were matched by appearance and growing process to create vegetable pairs (green bean-sugar snap pea, broccoli-cauliflower, beet-radish, and carrot-parsnip). Each week, two animal puppets introduced the children in the classroom to the vegetable pairs by highlighting the vegetable’s color, shape, texture, and growth process. Complete baseline and follow-up consumption data were available for 60 three to five year old children. Total mean consumption (g) increased pre-post intervention (pre: 14.75 + 1.38 vs. post: 17.83 + 2.05 g) (p= 0.06). Specifically, mean consumption (g) increased for peas (pre: 1.32 + 0.26 vs. post: 2.03 + 0.36 g) (p=0.04), parsnips (pre: 1.31 + 0.24 vs. post: 2.06 + 0.35 g) (p=0.04), and for the high-sugar content vegetables (pre: 7.41 + 0.82 vs. post: 9.75 +1.14 g) (p=0.02). Mean consumption of the red and white colored vegetables respectively were (pre: 2.66 + 0.41 vs. post: 3.68 + 0.54 g) (p=0.07) and (pre: 2.81 + 0.46 vs. post: 3.93 + 0.61) (p=0.08). Findings suggest that a puppet based nutrition education intervention highlighting the sensory attributes has the potential to increase young children’s consumption of vegetables.

No description available.