• A collection of everyday items.
• Some traditional puppets for show.

• I usually begin the discussion by mentioning some things everyone knows are puppets--the Muppets, "Lamb Chop," etc.  I bring out some of my own puppets (I am an avid puppet maker and collector) and show them in action.  I usually allow the students to handle some of the less fragile puppets themselves.   So far we're all in agreement about what is a puppet.
• But then I put the puppets away and bring out a collection of everyday items--for example, a pair of sunglasses, a small square cardboard box, a paper-punch, a shoe, a ruler.  I lay these items in front of the students and say, "Are these puppets?"
• Of course at first the children all say, "no," and laugh at the question.  But then I pick up one of the items--say, the sunglasses--and begin to manipulate it so it becomes a character.
 
Note:  If you have not been a puppeteer it is a good idea to practice this ahead of time, and to deliberately select objects you know you can manipulte successfully.  This is a very individual thing, but I'll give you some hints.  Sunglasses, with their bows spread wide, become a very convincing ant's head, complete with reflective eyes and two antennae, if the manipulator is skilled enough.  A shoe has a tongue and can talk, or it can use its laces like tentacles.  The paper-punch can obviously become a baracuda.  If it has a hinged lid, a cardboard box becomes a big-mouthed character with a ferocious appetite.  (Mine is named "Stocky," because he used to contain a stock pot, and his schtick is box-related humor:  "Hey, Stocky--what's your favorite food?"  "Box lunch."  "Who's your favorite actor?"  "Bruce Boxleitner.")  A ruler behind a notebook becomes a shy character who keeps peeking out and darting back out of sight.
 
• Children are normally delighted with the characters I create, and I often let them suggest other objects and try to "stump" me.  (Don't make this offer unless you feel confident that they won't stump you, though.)  I lead the conversation to the idea that anything can be a puppet if a person manipulates it, and creates a character from it.  With older students I give them--or guide them to discover for themselves--the following definition:  "A puppet is an inanimate object that is manipulated so as to appear animate."  Obviously these big words won't work with younger students.

• Once the concept of creating puppet characters from everyday objects has been explored, I challenge each student to find an object and create a puppet from it.  I discourage them from altering the objects in any way.  (It is not necessary to paint eyes on a chair to make a character of it.)  Depending on the age of the students and on the timing, I will either have them use objects they can find in my room, or I'll assign the project as "homework."

• It is important when doing a project like this not to skimp on the actual manipulation of the puppets.  I usually spend a whole class period working with my students on character and story, on manipulating their invented characters and interacting with others.  I suggest that they allow the nature of the chosen object to help them determine the personality of the puppet.  (Which is lazier--an old bedroom slipper or a high-heeled shoe?  How is the attitude of a pair of pliers different from the attitude of an oven mitt?)  You will want to experiment with this project, to see what works for you.

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