Puppetry arts activities embody socio-cultural values, both explicitly and implicitly. Preschoolers’ experiences in puppetry arts learning activities may vary depending on their identities. Malaysia’s diverse multicultural society features traditional puppetry arts such as shadow, glove, rod, and string puppets. Shadow puppets originated in the southern region of Indonesia and then spread to the east coast and northern region of Thailand. Chinese origins are attributed to glove puppets, rod puppets, and string puppets. Reconstructing traditional puppet art practices for educational purposes is an effective method to engage with preschoolers and diverse cultural traditions while conveying socio-cultural values. Puppetry arts are one of the most enjoyable educational activities that cater to different learning styles and experiences for preschoolers. As a drama technique, puppetry arts provide preschoolers with new skills and knowledge. The process of involving puppetry arts activities offers preschoolers new learning and performing experiences, allowing them to achieve a wide range of curriculum goals. Multicultural puppetry arts are a good strategy for role-playing, storytelling, and puppet shows about different cultures. Designing and implementing puppetry arts has the potential to represent many racial and cultural groups in Malaysia. Preschoolers may learn about many cultures while gaining a sense of identification, developing socio-cultural values, and fostering creativity. Puppetry arts activities must be based on preschoolers’ needs, desires, and abilities. This chapter consists of six puppetry arts activities: (i) puppet making, (ii) puppet stage setups, (iii) story development, (iv) puppet manipulation, (v) show rehearsals, and (vi) the actual puppet show presentation. An assessment of the puppetry arts activities was also conducted to identify the skills and effects of the show, which include (i) creativity and innovation in designing puppets and their staging; (ii) manipulation and positioning of puppet movements; (iii) use of puppet stage space; (iv) dialogue and vocal skills of the puppeteer; (v) group collaboration; and (vi) socio-cultural values. Fundamental socio-cultural principles like civics, meritorious service, and love are applied in puppetry arts activities. While preschoolers in the study received a commendation or reward for their dedication and commitment during puppetry arts activities with acquaintances from other cultures, races, and ethnicities, they all felt appreciated and cherished. Preschoolers learned the notion of duty towards family and societal communities after engaging in puppetry arts activities. Due to each Asian country’s different cultural identity, puppetry arts activities can be employed extensively and are suitable for preschool environments to convey socio-cultural values from an early age.

Multicultural Puppetry Arts for Malaysian Preschoolers: Promoting Socio-cultural Values

章节
发表日期：

2025年

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Chee Luen Loy

摘要

Puppetry arts activities embody socio-cultural values, both explicitly and implicitly. Preschoolers’ experiences in puppetry arts learning activities may vary depending on their identities. Malaysia’s diverse multicultural society features traditional puppetry arts such as shadow, glove, rod, and string puppets. Shadow puppets originated in the southern region of Indonesia and then spread to the east coast and northern region of Thailand. Chinese origins are attributed to glove puppets, rod puppets, and string puppets. Reconstructing traditional puppet art practices for educational purposes is an effective method to engage with preschoolers and diverse cultural traditions while conveying socio-cultural values. Puppetry arts are one of the most enjoyable educational activities that cater to different learning styles and experiences for preschoolers. As a drama technique, puppetry arts provide preschoolers with new skills and knowledge. The process of involving puppetry arts activities offers preschoolers new learning and performing experiences, allowing them to achieve a wide range of curriculum goals. Multicultural puppetry arts are a good strategy for role-playing, storytelling, and puppet shows about different cultures. Designing and implementing puppetry arts has the potential to represent many racial and cultural groups in Malaysia. Preschoolers may learn about many cultures while gaining a sense of identification, developing socio-cultural values, and fostering creativity. Puppetry arts activities must be based on preschoolers’ needs, desires, and abilities. This chapter consists of six puppetry arts activities: (i) puppet making, (ii) puppet stage setups, (iii) story development, (iv) puppet manipulation, (v) show rehearsals, and (vi) the actual puppet show presentation. An assessment of the puppetry arts activities was also conducted to identify the skills and effects of the show, which include (i) creativity and innovation in designing puppets and their staging; (ii) manipulation and positioning of puppet movements; (iii) use of puppet stage space; (iv) dialogue and vocal skills of the puppeteer; (v) group collaboration; and (vi) socio-cultural values. Fundamental socio-cultural principles like civics, meritorious service, and love are applied in puppetry arts activities. While preschoolers in the study received a commendation or reward for their dedication and commitment during puppetry arts activities with acquaintances from other cultures, races, and ethnicities, they all felt appreciated and cherished. Preschoolers learned the notion of duty towards family and societal communities after engaging in puppetry arts activities. Due to each Asian country’s different cultural identity, puppetry arts activities can be employed extensively and are suitable for preschool environments to convey socio-cultural values from an early age.