Due Feb 5

EMA303
The Role of Assessment in the Arts

Craig Edwards
CSU 11168546

Student's name

Naomi
Indigenous

Matt
Low Socio Economic

Bai
ESL
Ameen
Poor Hearing new hearing aides
Evaristo
Gifted

Floriano
Poor social skills

Likes to learn when...

Uncomfortable or struggles with...

Arts strengths and areas for improvement

include.....

Sitting with her

friends and away from
Matt, doing group
activities
When he receives
praise and when he
sees that he is making
progress
Time is provided to
clearly explain the
activity.
Fun and exciting and
Lego is involved,
colouring in.
When he is challenged
and pushed further
than the average
students with
extension activities
In the morning

Making eye contact with teacher as it is

a sign of disrespect. She has low literacy

Indigenous drawings and paintings

Extending himself if he sees that he isn't

making progress quick enough he will
give up. When Naomi performs better.

His strongest area is Drama as he likes to be the

centre of attention and enjoys performing

English language

English Literacy, very expressive when activities

have a Chinese link

Ameen is still ES1 and very low with

Literacy and Numeracy.

Drawing and colouring in, shares her stories

through drawing instead of writing.

Working with the slower students in the

class

Can already play the piano and violin and likes

to draw and sing about Barcelona Football Club.

Taking his time, rushes though the work

making a few mistakes. Group Work

Grasps art concepts easily he enjoys music and

has an exceptional voice.

DANCE-Early Stage 1
Date

Lesson title
Dance Introduction

Class/ Year
ES1

Learning Outcomes from Syllabus/Curriculum

Knowledge and Understanding Outcomes
DAS1.1 Performs dances demonstrating expressive qualities and control over a range of locomotor and
non-locomotors movement.
- uses movement with control, confidence, awareness of skilful techniques and a range of expressive
qualities, eg transferring weight to and from the floor, landing facing different directions, balancing as
if inside a balloon, gesturing repetitively and machine-like, twisting slowly and wickedly
Assessment Strategies
Observation
Anecdotal Notes
Work Samples
Interview/Conference
Checklist

Learning Log/Journal
Self-assessment
Peer-assessment
Rubric
Other

Presentation/Performance
Audio/Video/Technological Presentation
Project
Oral Reports

Details
I will observe and feedback to children continually.
Modifications: How will you change the lesson to meet the needs of individual students?
Increase time, space, amount
Scribe
Use manipulatives
Decrease
Oral explanation
Include visuals
Change
Peer tutor/Partner
Extend
Explain modifications
Provide more space in the MPC if students bump into one another, adjust the tempo of dance activities, demonstrate movement
required, encourage better students to demonstrate
Teacher Resources

Human resources

Student materials

Equipment

Assistants to support students

Lesson plan

Journal (back in class)

Appropriate foot wear

DRAMA-Early Stage 1

Cd player
Music cds

Safety
Date issues
Lesson title
No obstructions the room
Teddy Bear Drama
Point out potential danger (power cord)
Warm ups and cool downs appropriate
Learning Outcomes from Syllabus/Curriculum
Personal notes and reminders
Some of the students dont move as fluently as others

Class/ Year
ES1

Knowledge and Understanding Outcomes

(Include Indicators)

DAES1.1 Moves in response to various stimuli

DRAS1.2 Conveys story, depicts events and expresses feelings by using the elements of drama and the
expressive skills of movement and voice.
Time
the Scene to communicate the action of the drama with others. Materials/resources/class
DRAS1.3 Setting
Interacts collaboratively

Teaching and Learning Plan

organisation plan
As children arrive they are to place their toys on the stage and they are to
take off their shoes place them against the bottom of the stage floor.
Video snip
Observation
Presentation/Performance
Students are further instructedLearning
to thenLog/Journal
sit quietly on the crash matts and
wait
Anecdotal Notes
Self-assessment
Audio/Video/Technological Presentation
for the rest of the class.
Work Samples
Peer-assessment
Project
Dance of the Toys
Interview/Conference
Rubric
Oral Reports

Assessment Strategies

Checklist
Details

Other

Preparing the learner (i.e. warm-up)

Musical instruments

Ask children to sit in a space and explain before Dancing it is recommended

CD player

I will observe and feedback to children continually. I will take anecdotal notes throughout the lesson,
students will reflect upon their own and
Music
to warm up. Discuss the importance of warming up their bodies.
that of their peers.

Children walk around the room following the teacher who moves in different

Modifications:
How will
you change
lesson
meetcopy
the needs
of individual
pathways,
dancing
withthe
their
feet.toThey
the teacher
whostudents?
sometimes
Increase time, space, amount
Scribe
Use manipulatives
touches a wall or other things around the room with a body part. Children
Decrease
Oral explanation
Include visuals
the room themselves, touching Extend
things
Changerepeat this activity but dance around
Peer tutor/Partner

with different parts of their body but making sure they do not bump into
anyone.
Explain modifications

Depending on the engagement of the students, more or less time will be provided for each section of the lesson, speaking in clear concise voice
I will pair students and ask that the student with limited skills follows and shadows another student

CRAIG EDWARDS

I will create small groups so that outstanding students can help less advanced

Lesson Content (include

skill acquisition and skill development
when
Human resources
Student materials

Teacher Resources

teaching physical skills) Assistants to support students

Musical instruments

Appropriate foot wear CD player

Lesson plan

Explain that in this lesson we will be thinking about using space and using it
safely. Ask children to stand, stretch out their arms and turn around slowly.
Safety issues
Emphasise that they are in a space if they can do this without touching
No obstructions the room
anyone. Inform the students that this is the toy box space.

Equipment

Music
-short tracks for movement
Hoops

Point out potential danger (power cord)

Warm upsAsk
and children
cool downs
to appropriate
travel around the room making patterns with their feet - curly

lines, straight lines, zig zag lines etc. Tell them that when you call 'stop' they
Personal notes
mustand
stopreminders
in a space and check by stretching out their arms and turning

around slowly. As a toy they need to move their feet

Some students may not have had toys before
Tellallow
children
tostudents
run in and
of eachand
other
all the
spacethe
in the
room
This activity
quiet
toout
articulate,
allusing
students
to hear
ideas
of others.
(pretending to have escaped the toy box). Encourage them to change
direction but they must ensure they do not bump into each other. On 'stop'
children stand quite still just like a toy in a box so the toy maker doesnt see
them. Repeat this a few times asking children to 'stop' in a wide shape,
narrow shape, spiky shape etc.

Teaching and Learning Plan

Time Setting the Scene

5min

5min

Tell children to sit down in a space, reminding them to hold out their arms
Present the students with an old teddy bear and tell them that you found it
and gently move them around their bodies to check they are in a space of
outside the class this morning with a note. It has seen better days and has
their own. Explain that they are going to run in and out of all the spaces again
some
mud
onon
it and
torn hair.
a note
attached
to the
bear
that
but this
time
stopsome
they must
makeThere
theirisbody
as small
as they
can,
pulling
says:
everything in tightly. Repeat this activity but this time ask children to stop
and make their body as big as they can. Encourage them to stretch out as far
as they can, right
the tips of
theirwarm-up)
fingers and toes so they feel really big.
Preparing
thetolearner
(i.e.

Materials/resources/class
organisation plan

Teddy bear and note

'I found this bear on my walk this morning. I didn't know what to do with it so
I havechild
left it
outside
your
classand
room;
findofout
where
Each
should
take
a hoop
sit maybe
inside ityou
in acan
space
their
own.itAsk
belongs
howdifferent
it got here?'
children and
to find
ways of moving around their hoop, moving like their
Encourage
students
to speculate:
toy would. the
On 'stop'
children
should jump inside their hoop and curl up small.
Repeathappened
this by moving
What
to thearound
bear? the hoop in a different way. Ask children to
find
ways
to from?
the other side of the hoop. Tell them they can land inside
Where
didtoit get
come
the
hoop
to
cross
to
the other side or challenge them to reach the other side
When did this happen?

CRAIG EDWARDS

Who
by
notdoes
letting
it belong
any part
to?of their body go inside the hoop. Give children plenty
of timeshould
to findwe
different
What
do? ways.
25min

Look out for some different ways and ask these children if they would be
willing
demonstrate
whatskill
theyacquisition
are doing. and skill development when
LessontoContent
(include
teaching
physical
Stop the class
and skills)
ask some volunteers to show the rest of the class the ways
they
have
found
to
across
the
hoop.
the to
shapes
that
theirpark.
bodies
Ask the students to get
think
about
how
the Discuss
bear came
be lost
in the
made as they crossed to the other side. Discuss with the students if it is
easier
being
a toy to
crossand
to walk
the other
sidethe
or space;
as themselves.
Have the
students
stand
around
on a signal they are to
pause
and speak
to bodies
the person
closest
toWere
them.the
They
will whisper
to or
thefast?
What parts
of their
did they
use?
movements
slow
other
studentahow
the toy
camemovements
to be lost inthat
theother
park. children
The
Give children
fewthey
morethink
minutes
to copy
have
made
and
improve
the
quality
and
control
of
their
own
work.
sentence starts 'The bear was in the park because ...'
Once they have both whispered their story, they move on and again stop on
signal, whispering to someone new.

Cool Down

Ask
to stand
inside
their
hoops
and see
stretch
their
as high
Afterchildren
about three
or four
goes,
check
in and
what
theybodies
have all
beenas
they
can then slowly sink into the hoop in a curled shape. Ask them to lie
hearing.
beside their hoop and tense all their muscles so that their bodies feel tight
and
In
a whole
then gradually
of class discussion,
relax them.pool
Tell the
children
ideasto
and
laysuggestions
still and remind
that they
themheard.
of
things they have done in the lesson. Ask if anyone has noticed change in their
Explain
to the
class why
that this
theyis.will
be working
to make
puppet plays
to share
bodies and
discuss
Walk
around the
class touching
children.
On
with
the class,
the quietly
first step
is their
the shaping
and structuring
of thestill in the
the touch
they but
should
put
hoop away
and stand quite
narrative.
line, ready to go back to class.
Have students decide, in their groups, what they think happened to the bear

Closure

and then draw pictures of the story on butcher's paper. Remind students to
Tell the person next to you what you thought was easier, moving as a toy or
respond
to the questions what, when, where, who, how, why to create the
as themselves.
narrative.
It mayononly
three
drawings,
but
press
fordoing
a beginning,
Tell the person
thebe
other
side
what you
saw
them
that wasa problem
really
interesting
and a solution for the lost bear.

Reflections

CRAIG EDWARDS

Have each group decide on the puppets and objects they will need to create
their puppet play. (Students may use existing objects, toys or puppets or
create these in visual art if, for example, they want a tree or park bench.)
Let the group decide who plays the parts, but ensure that all students have a
part in the puppet play. The group can also decide if there will be one
narrator or if all will contribute to the story.
Rehearsal
Have students in groups allocate puppets and actions to each member and
rehearse the sequence they have devised together.
Press each group to ensure that we find out where the bear has come from
and what has happened before the bear has been found. Do they want to
add sound effects?
Remind students to practise their story out aloud so that it can be heard by
all.
Performance
Have students in their groups present their puppet plays to the class. At the
start, set up the space and remind the students about listening carefully to
each performance.

5min

Cool Down
After each group has presented their play, elicit and discuss the students'
responses to the performances. Ask how they might have been improved.
Was it clear what each puppet was doing? Could the story be heard?

CRAIG EDWARDS

5min

Closure
Ask the students to think about any lost bears or toys they have found. What
did they do with them? What happens to all the lost and abandoned toys in
the world?
As a class have the students create some solutions. What should happen to
all the lost toys? What in fact will they do with this lost bear?
List their ideas and suggest they write an advertisement for the school in case
any more lost toys turn up. Have the class as a whole create the text for the
advertisement which you write up

Reflections

CRAIG EDWARDS

MUSIC-Early Stage 1
Date

Lesson title Caterpillar

Music Introduction

Class/ Year
ES1

Learning Outcomes from Syllabus/Curriculum

Knowledge and Understanding Outcomes
MUES1.1 Participates in simple speech, singing, playing and moving activities, demonstrating an
awareness of musical concepts.
MUES1.2 Creates own rhymes, games, songs and simple compositions.
MUS1.4 Responds to a range of music, expressing likes and dislikes and the reasons for these
choices.
identifies simple musical features of the music that is performed and listened to, eg the tempo, pitch,
structure, dynamics, tone colour

Assessment Strategies
Observation
Anecdotal Notes
Work Samples
Interview/Conference
Checklist

Learning Log/Journal
Self-assessment
Peer-assessment
Rubric
Other

Presentation/Performance
Audio/Video/Technological Presentation
Project
Oral Reports

Details

Modifications: How will you change the lesson to meet the needs of individual students?
Increase time, space, amount
Scribe
Use manipulatives
Decrease
Oral explanation
Include visuals
Change
Peer tutor/Partner
Extend

Explain modifications
Visual poster, teacher prompting students whilst reading book.
Teacher Resources
Lesson plan,

Human resources
Assistants to support students

Student materials
Journal (back in class)
Appropriate foot wear

Equipment
SMART BOARD,
Big Book version of the Hungry Catelpillar

Safety issues:
No obstructions the room
Personal notes and reminders:
Read slowly, hold book to ensure everyone can see

Teaching and Learning Plan

Time Setting the Scene
5min

Pass the Hungry Caterpillar toys to groups of students.

Inform the students as lunch is 40 minutes away, we need to feed
the Hungry Caterpillar with music so it can become a butterfly.

Materials/resources/class
organisation plan
YouTube Clip:
https://www.youtube.com/watch?v=vkYmvxP0AJI
Caterpillar toy

Preparing the learner (i.e. warm-up)

10min

CRAIG EDWARDS

Use students own voices to warm up vocal cords

Allow children to demonstrate loud and quiet with up and
down and stretch and relax.
Remind students to be standing up straight to allow good
breathing
Ensure adequate space to place instrument

Lesson Content (include skill acquisition and skill development when

teaching physical skills)

20min

Musical instruments

Read the class the story 'The Very Hungry Caterpillar'.

Explain that we are going to use the instruments to make the story
more interesting. Go through the story page by page, asking for
sound suggestions for the various components.
The first instrument or sound selected needs to be one that could
make a 'popping sound' to illustrate the caterpillar emerging from
the egg. Next ask for suggestions for the caterpillar walking along. As
he's very hungry, and looking for food, is he going to be walking fast
or slowly? Now sounds need to be selected to illustrate the different
days, with perhaps one beat per item of food eaten that day.
As he gets towards the end of the week ask the children if they think
he is still moving and eating so quickly. How can we show that in
sound? What instrument or sound would show that the caterpillar
had a tummy ache and didn't feel very well? How can we show that
he's gone to sleep? The final sounds selected are of him emerging
from the cocoon and being transformed into a beautiful butterfly.
Once the sounds have been explored, read the story through again
with the sound effects and ask the children if they think there is
anything that needs to be improved or changed.

5min

Cool Down:
Put all instruments away.

Closure
Question the students if they feel the Caterpillar is full of music and
ready to become a butterfly?
CRAIG EDWARDS

Question the students if they think they could make music up to

other stories they read?

Reflections
Can children use sound expressively to illustrate a story?
Can children will be able to select and play instruments to reflect a
mood?
Can children will be able to produce and follow a musical score?

CRAIG EDWARDS

Visual Arts Stage 1

Date: Today

Lesson title Creating Your Fraggle Rock Hand Puppet

Dance Introduction

Class/ Year
ES1

Learning Outcomes from Syllabus/Curriculum

Knowledge and Understanding Outcomes
VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things.
- Talks about significant features and relationships within their artworks, referring to such things as size,
scale, proportion, colour.
VAS1.2 Uses the forms to make artworks according to varying requirements.
- thinks about how they can interpret the teachers or others requirements for art making (eg use of
materials, investigation of subject matter, scale and purpose of the work)
Assessment Strategies
Observation
Anecdotal Notes
Work Samples
Interview/Conference
Checklist

Learning Log/Journal
Self-assessment
Peer-assessment
Rubric
Other

Presentation/Performance
Audio/Video/Technological Presentation
Project
Oral Reports

Details
Observation will be carried out throughout the lesson. Half way through the lesson and at the conclusion the students will peer
reflect on two others piece of work, utilising the How can I improve sheet (Appendix 1).
Modifications: How will you change the lesson to meet the needs of individual students?
Increase time, space, amount

Scribe

Use manipulatives

Decrease

Oral explanation

Include visuals

Change

Peer tutor/Partner

Extend

Explain modifications:
Additional time will be provide to ensure all students have completed puppets. Clear explanations with whilst creating sample with
students. Students whilst seated at desks to create, will have the opportunity to move and assist students. The Smart board will
play episodes of Fraggle Rock whilst they create. Feedback sheet to include other language for ESL student, printed in large print.
Teacher Resources:

Human resources:

Lesson plan

Student materials:

Equipment:

Socks

Examples of completed
Fraggles.
Fraggle Rock Puppets,
Camera
Lots of Socks

Safety issues:
Use of scissors , moving around the room
Ensure no one eats glu
Personal notes and reminders:
Many students may require assistance with fine motor skills, limit not stop - students moving around room
Teaching and Learning Plan
Time

Setting the Scene

5 Minutes

Walking students into classroom have them sit at the front of Smart Board.
Once all students seated, talk to the class about what they will be doing.

Materials/resources/class
organisation plan:

Students will:
Continue to learn to appraise others work through peer assessment
Look at ability to create and discuss pieces of work
Explain to the students that they will be making a Fraggle puppet out of the
supplies found in the classroom, remind them of yesterdays episode, briefly
talk about how toys have change over time.
Several examples to be displayed at the front of the room.

CRAIG EDWARDS

5 Minutes

Preparing the learner (i.e. warm-up)

Play Fraggle Rock Intro https://www.youtube.com/watch?v=NT1tZmGvFfY
Hold a brief discussion about the students favourite, Take a Tally on the white
board.
Question students why each is their favourite?

30

Lesson Content (include skill acquisition and skill development when teaching
physical skills):
Teacher:

Craft supplies
Different Coloured Adult Socks

Instruct students to choose the sock. Try and find some that would come up to
your knee, so that when you wear them as puppets it doesn't look as if half the
puppet is your arm.

Celophane

Inform students to choose colours that match your character's personality.

Stripy socks make the character seem bright and happy, while plain black makes
them look mysterious or criminal.

Crete paper
pipe cleaners

Using photos on the wall, students are to look at their favourite Fraggle and
collect materials required to make their Puppet Fraggle. Once collected build.

Students to consider possible changes to their favourite Puppet

Fraggle, eg Different coloured body/hair/eyes

Cardboard

Small/largish boxes
Typical craft supplies found in S1
classroom.
Assortment of paint

Students are encouraged to discuss ideas with their classmates

Googly eyes

Remind students about 15 minutes in to complete a Peer Assessment.

Felt

Cool Down: Students pack away materials, wipe desks. Students to carefully
place Puppets in specially marked tray.

5-10

Closure: Students works sitting on their tables while their peers complete the
Peer Assessment sheet, handing to teacher.
Reflections:

CRAIG EDWARDS

3. Developing Recording instruments

Develop an observation assessment recording instrument checklist for 6 of your students for one aspect of this unit.

Name

Follows
Instructions

Can perform
actions
rhythmically

Can
incorporate
sound,
rhythm,
movement
and objects
in a sequence

Reflects on
the variety of
ways that
dance
sequences
can
incorporate
rhythm,
actions and
objects.

Demonstrates Comments / Difficulties overcome / Unexpected

a willingness
Expectations
to learn and
share
experience

Naomi
Matt
Bai
Ameen
Evaristo
Floriano

Colour hasnt been implemented into the table as this for only the teacher, therefore, it is not necessary to use symbols or colour to highlight ability.

4. Providing feedback
How often will you provide feedback to students (and /or parents) during this unit? Can you think of creative ways to do this?
Provide samples of typical feedback you might provide for each of your unique learners at two different stages of the unit of 4 lesson plans. (12 samples)
Providing feedback to all students depends on the method of assessment. Through observations positive comments should be provided when appropriate.
When providing written feedback to students that they may take home to parents, one needs to ensure that they language used is appropriate. Utilising a
star reward system, whereas the students improve their skills they are provided with a star that is stuck on a skills board. A student may be required to
demonstrate these skills 5 times successfully to be declared skill obtained, whilst every other attempt is classed as working towards.

CRAIG EDWARDS

CRAIG EDWARDS

CRAIG EDWARDS

Appendix One:

Student Observed:

Your Name:

Partial / Final

Reflection on Puppet Colour the Suns

Question
Do you like their Puppet

Does the person like their Puppet

Does the person have all materials to build puppet?

Is the person having fun?

CRAIG EDWARDS

Appendix Two:

Fraggle Rock Theme - Lyrics

Dance your cares away
Worry's for another day
Let the music play
Down at Fraggle Rock
Work your cares away
Dancing's for another day
Let the Fraggles play
We're Gobo Mokey Wembley Boober Red
Dance your cares away
Worry's for another day
Let the music play
Down at Fraggle Rock

CRAIG EDWARDS

CRAIG EDWARDS

Appendix Three:
Multiple
Intelligences
Verbal
I enjoy reading, writing &
speaking

Mathematical
I enjoy working with numbers
& science

Visual/Spatial
I enjoy painting, drawing &
visualising

Blooms Taxonomy:
Knowing

Brainstorm all the

different toys from around
the world.

Who owns a puppet?

Survey and graph the
children in the school.

Using the internet find

pictures of various
puppets from around the
world. Cut and paste them
into a Word doc.

Understanding
Why do we have TV shows
with puppets?
Are Puppets toys?

Using the information from

the survey and graph answer
questions about the data you
have found.

Under each picture of the

puppets in the Word doc,
write a caption stating the
type of puppet and a brief
description of how it works.

Applying

Analysing

Using TAP brainstorm what

you would need to put on a
puppet performance.

Discuss how different

performances of the same
play can differ.

Creating
RAT:

In a group:
How many people in the
audience? Using TREC find
out how many people came
to see the Dont Move
Puppet Performance. Find
out and collate the
information. Calculate the
cost.

Using PSDR find out how

a puppet works.

Create a poster for the

puppet show your group
will be performing as your
RAT.

Using a Venn compare 2

different types of puppets
or compare a puppet to a
robot.

Use the VELS Puppet Show

Plan to guide the planning
of the puppet shows.

1) Decide on an audience in
a younger class to perform
to.

Evaluating
Review and discuss the
puppet show performances
seen on our incursion and
excursion.
Group the children into
groups to create a rubric for
the evaluation of their plays.
See topics for Rubric below.

Using Rubric evaluate

puppet performance.

Rubric should consider:

2) Write a play to perform.
1) Story line

Kinaesthetic
I enjoy doing hands-on
activities, sports & dance

Musical
I enjoy making & listening to
music

Mime a type of puppet for

the class to guess.

Mood music: Listen to a

variety of music and match
a mood to the music.

Explore a range of puppets

and how they operate using
different mechanisms such as
pulleys and leavers. Explain
how they move using these.

Explain why the mood

matches the music.

Use the VELS design brief

to design and make a
puppet that moves.

Using a variety of musical

instruments, create short
excerpts of music to match
a mood. Evaluate
performance using LDC

Test your puppet and

make changes to improve
it. Document it in the
design brief.

Record your performance

and analyse what it
sounds like and use this
information to improve
your final performance.

3) Make puppets and

prompts to be used in the
performance.

2) Voice projection and

expression
3) Puppet design
4) Stage design

4) Create sound effects and

music to go with the
performance.

Present music excerpts to

the class without telling
them what the mood is.
Class will guess the mood.
Evaluate using Rubric.

Interpersonal
I enjoy working with others

Intrapersonal
I enjoy working by myself

Naturalist
I enjoy caring for plants &
animals

CRAIG EDWARDS

Using TPS children tell the

class about their ideas for
their puppet shows.

Describe what it is like to be a

co-operative learner when
putting on a puppet
performance.

With a partner do a
ventriloquist performance
for the class.

Using an X-Chart
interview a puppet.

Discuss a puppet
performance you have
seen. Pick a section of it
and discuss how it made
you feel.

Using a RAKE visualise

yourself as a puppet.

Using a situation from the

Punch and Judy
performance describe how
you reacted. Use A&R to
explain this.

Using a CM or MM
arrange your own puppet
performance.

Using an ARC describe how

you could change the
puppet show if you were to
perform it for an older
audience.

Evaluate your own

performance.

When observing a range of

puppets in a T-Chart list
the manmade and natural
materials found on the
puppet.

Use what you know about

nature, design a back drop in
a puppet show.

How could a puppet show

be used to educate
people about how to care
for the environment?

How do we dispose of
puppets? Come up with a
way for throwing
irreparable puppets away.

Using and SOWC evaluate

how environmentally
friendly your puppet show
was.

Design and create a puppet

made out of recycled
rubbish.
(Homework)

Evaluate how co-operatively

your puppet show team
worked together. What did
each person contribute?

Write an LDC on own

performance.