Topic 5:

Technical skills and knowledge for

producing materials

Selection of raw materials

Assembling of raw materials
Appropriacy
Evaluation

Selection of raw materials

Raw material:
Noun:

The basic material from which a

product is made.

Help the teachers to teach with ease

and the learners to learn without stress.

These materials appeal to the senses of

seeing, touching, smelling, feeling and

hearing.

Examples of raw material:

Human-made resources:
Paper (newspaper, magazines, paper
box, paper bag), plastic (straw, reusable
plastic bag), computer (softwares),
string/thread
Natural resources:
Soil, small rocks, tree (cotton, leaves),
animal (feathers, shells)

Display
BOARD

Selection of raw
materials
Assembling of
raw materials
Appropriacy
Evaluation

DISPLAY BOARD
A display board is any kind of

board on which visual and

written materials can be
pinned or glued.
It can be used to
display students work,
give information about a new
development activity
It can be
free-standing,
hung from a ceiling or tree.

Selection and assembling of raw materials

How to make a display board
You will need

something for the surface of

the board [e.g. cork, cloth
(felt), line, wood (plywood,
chipboard)]
something to make the frame
[e.g. bamboo or strips of wood
Pins and tacks for attaching it
to the board

Appropriacy
It is especially appropriate for use in teaching or

training situations where there are no solid walls

to display material.
Can be

made of the students work (e.g. art and crafts, or maps and
charts).
used project work when they have been working in-groups:
students of different abilities can work together.
builds the confidence of less able students.
challenges the more able students.

Remember not to leave a display up for too long,

or it will stop attracting attention.

Evaluation of using boards

Strengths;

assisting instructors to effectively communicate with

learners.
pictures and diagrams reduces abstract and make
learning concrete
stimulate learner interest
permit numerous and varied arrangements of visual
materials
enable learners to comprehend what is being taught
students get motivated in an area of study

 Weaknesses;

transportation and storing of boards and materials is a

problem
a complete story it often takes either too much board
space
smaller designs cannot be seen well
more interested in paying attention to what's on the
board than listening to the teacher
board that is full of information can become confusing
to students

BIG BOOK

Selection of raw
materials
Assembling of
raw materials
Appropriacy
Evaluation

Selection and assembling of raw materials

Tools and materials:

Ruler or measuring tape

Cardboard
Drawing paper
Scissors
Water-based glue and
cellophane tape
Colour pencil
Markers and crayons
Finger paints
Glitter
Magazines with photos
String or yarn
Sewing Kits: There are lots of
small bits and pieces when you
sew books together.

 Making a Big Book:

Step
1

Determine an approximate size for your big book (at least the size of
your child's torso).

Step
2

Rough out the basic letters or words for the story.

Lots of words on really big pages mean shorter books. Fewer words on
each page mean a longer big book.

Step
3

Sketch the basic book design on paper, using a separate piece of

paper for each page of your big book.
Big books need big graphics. Fill the page with the image and pencil in
letters at least 2 inches tall for young readers.

Step
4

Collect materials for use in making the book. Old cardboard boxes,
discarded magazines and mail advertisements all make excellent
book-building materials.

Step
5

Sketch the text and rough out the images for one page in the big book.

 Break out the craft supplies. Basic big book builders need only
markers and crayons, but advanced toddler crafters require more
Step 6 supplies, including finger paints and some child-safe glitter.

Fill in the drawings with crayons or paint, or paste color pieces on the
Step 7 page from magazines.

Complete the rest of the book following the same steps -- sketch,
Step 8 finalize and add color and interpretive flourishes.

Place the pages in order and drill holes in the size to bind the book
Step 9 using your scissors or even a sturdy screwdriver.
Make holes in the cover, insert your book pages behind the covers
and bind the book together drawing the string or yarn through each
Step
set of holes.
10

Ideas for design:

Cut or Torn Paper:

Cut or tear paper into

shapes. Try not to draw first.
Use scrap paper and cover
the entire back of the pieces
with glue.
Keep a collage box of
interesting papers so you'll
always
have
a
handy
source.

Simple Printmaking:

Make potato prints by

cutting a potato in half and
carving a shape into it. Cut
away the rest and the shape
will print.
Cut other vegetables and
fruits and use their natural
shapes to create images.
Use poster paint, block
printing ink, food coloring,
or acrylic paint.

 Stencils:

Purchase stencils or make

stencils from poster board
or cardboard.
Draw your own designs or
trace and transfer them to
the poster board.

Photographs:

Use whole photos or cut

them up.
Attach them with glue or
double-sided tape.
If the book will be handled
by young children, cover the
pages with clear contact
paper for protection.

Appropriacy
Big Books are produced for pedagogical reasons,

and using them in the classroom makes good

teaching sense.
Why do we use Big Books?
Provides a basis for reading and writing activities.
Can be used with and seen by a whole class.
Develops shared reading and understanding by promoting
student's attention and involvement.
Provides
opportunities for demonstration of writing
models (genre).
Can be a stimulus for investigations.
Can help to raise questions and issues.
Encourages talking and sharing of work.
Motivate learners.

Evaluation of using Big Book

Strength;

allows students to enjoy a non-threatening reading

environment
begin to recognize words and phrases unconsciously
students ask questions
benefit from the adult's superior knowledge
excellent way to introduce book

Weaknesses;

students being left behind

simply mentally "checks out" by daydreaming if do not
understand what is going on
uneffective for a large class
time constraint

MAS
K

Selection of raw
materials
Assembling of
raw materials
Appropriacy
Evaluation

Mask
Amaskis an object normally

worn on theface, typically

for protection,disguise,
performanceorentertainme
nt.
Masks have been used since

antiquity for bothceremonial

andpracticalpurposes.
They may also be positioned

for effect elsewhere on the

wearer's body.

Paper mask

Fold

Flat

Selecting and assembling

raw materials for paper mask
making.
Craft supplies for making paper masks dont have to be

fancy. Masks can be made of items on hand and recycled

materials.
Paper plates
Cardboard boxes
String or yarn
Popsicle sticks or tongue depressors
Markers/crayons/stickers/paint
Glitter or glitter glue
Tape and feathers.
*Use any or all of these craft supplies to make paper
masks.
How to create your own bug mask with recycled materials! - YouTube.
flv
How to Make a Monkey Maskmov - YouTube.mp4

craft in teaching and

learning process
Use to convey an idea more effectively.
Students

can understand the concept

of learning better.
Act as visual aid: better serve when
the teaching and learning process
have elements that a piece of text or
classroom notes can't fully convey,
such as charts, graphs and images.
Example: Animal
Help increase a student's interest in a

subject.

Appropriacy of using mask craft in language

classroom

Who is
your
student?

What
resource
s do you
have?

Before you
decide how
to teach
your
student,
you need
to know:
What kind
of setting
do you
have for
your

When do
you plan
to teach
your
student
?

Appearance
:
Colour/shap
e/size/

Learning
content

Evaluation:
What a teacher can do to make sure
mask craft can be an effective material
to be used in a classroom?

Timeconsumed:
To wear?/To
make?

PUPPET

Selection of raw
materials
Assembling of
raw materials
Appropriacy
Evaluation

A puppet is an inanimate object or

representational figure animated
or manipulated by an entertainer,
who is called a puppeteer. It is
used in puppetry, which is a very
ancient form of theatre.

Types of puppet
1) Finger
puppet

Is an extremely simple puppet variant

which fits onto a single finger.

Finger puppets normally have no
moving parts, and consist primarily of a
hollow cylinder shape to cover the
finger.

2) Sock puppet
A puppet formed from a sock and

operated by inserting ones hand inside

the sock. One then moves his hand up
and down to give the impression of
speaking.
Eyes and other factors are added to the
sock in order to make the puppet more
realistic.

Marionett
e
Marionettes, or "string puppets, are suspended

and controlled by a number of strings, plus

sometimes a central rod attached to a control
bar held from above by the puppeteer.
Basic strings for operation are usually attached
to the head, back, hands (to control the arms)
and just above the knee (to control the legs).
This form of puppetry is complex and
sophisticated to operate, requiring greater
manipulative control than a finger, glove or rod
puppet.

BASICS OF PUPPETS DESIGN AND

BUILDING
1. Decide what the puppet has to
do

This may involve consulting a script - some

puppeteers use storyboards, as it helps

clarify movements and imagery - for any
kind of movements, etc.
Consider whether or not the puppet must
speak, what limbs are necessary and what
other things they must do.
Consider whether the puppet will need to
walk, pick things up, eat, etc

2. Decide what type of puppet suits you the

most

There are many types of puppets that

will suit your design.

There are rod puppets, marionettes,
glove puppets, finger puppets, etc.

3. Consider the mechanics of the

puppet

In order to make the puppet do things,

it has to have some sort of operating

mechanism - whether its by rods,
strings, or other forms.
You will need to make sure that the
mechanics are suitable to not only
performance but also the puppeteer.

4. Decide what materials you would like to

use

This will of course be affected by the

type of puppet you would like to use,

plus the following points.
In general though, you must consider
the weight of the materials (too heavy
and the puppeteers arm will fall off),
texture, look and feel (ie. dark colours,
halloween, neon colours, something for
kids, something more esoteric, the
character, age, gender etc.).

5. Consider
durability
A puppet needs to last a certain number of

performances. Depending on what you design

and build, you will need to make it as durable
as possible; of course, there are situations
when durability needs to be less than normal.
You will need materials that will not fade or
deteriorate after use. Consider also whether
your performance will be outdoors or not,
and how the weather will affect the puppet.
An outdoors puppet will need to be more
durable than an indoors one.

References
Al-Hooqani, A. M. (n.d.). A Survey of Teachers Attitudes Towards Big Books . Retrieved from
http://www.moe.gov.om/Portal/sitebuilder/sites/EPS/English/MOE/baproject/Ch15.pdf
Australian Capital Territory. (1997, November). Language for Understanding Across the
Curriculum. Retrieved from
http://www.det.act.gov.au/__data/assets/pdf_file/0004/17338/LUAChandbook.pdf
Gaylord, S. K. (n.d.). Families. Retrieved from makingbooks.com:
http://www.makingbooks.com/families.shtml
Hudu, Z. (2012). Instructional Technology in Extension TeachingThe case of AudioVisuals.
Retrieved from Academia.edu:
http://academia.edu/2474080/Instructional_Technology_in_Extension_Teaching_The_
case_of_Audio-Visuals
Kalyani, A. (n.d.). What Are Advantages and Disadvantages of Shared Reading? Retrieved
from eHow: http://www.ehow.com/info_8452224_advantages-disadvantages- sharedreading.html
Lynch, P. (1996). A Guide for Using Big Books in the Classroom. Canada: Scholastic Canada
Ltd.
Sheahan, K. (n.d.). The Disadvantages of Bulletin Board. Retrieved from eHow:
http://www.ehow.com/info_8694803_disadvantages-bulletin-boards.html
http://www.medwelljournals.com/fulltext/?doi=ajit.2010.107.110
http://www.thornburyscott.com/tu/MET1rawmaterials.htm
https://en.wikipedia.org/wiki/Chart
http://agcj.tamu.edu/howto/GraphicsAdDisad.htm
http://en.wikipedia.org/wiki/Mask