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Learn through laughter with Kamishibai


A didactic guide to using Kamishibai as a pedagogical tool.
The guide proposes activities to think up and to create your own story and includes activities to work with the three Kamishibais:

Didactical proposal

How to make a Kamishibai with children: the story

This activity is divided in three sessions in which the story for a Kamishibai is going to be created.
In the first one “Dona & Dino” story is read, to analyze the Kamishibai technique, from the structure to the elements that take part in the story. The next phase consists in the adaptation of a story dividing it in 12 sequences, adapting it to the Kamishibai and analyzing each sequence to finish reading it. Finally, in the third one, another Kamishibai is created but this time based on a mythological story.

How to make a Kamishibai with children: the illustrations

This activity is divided in two sessions in which the ilustrations for a Kamishibai are going to be created.
In the first one the ilustrations are created using the desired drawing technique and at the same time the story must be transcribed onto a computer and printed and in the second one the ilustrations and the text are joined together, the result are checked and the story is narrated in groups of two.

How to make a Kamishibai with children: the stage

This activity consists in a unique session in which the stage for a Kamishibai must be created. If you don’t have one at your school you can borrow one for ALBOAN resources centre.

How to make a Kamishibai with children: narration and staging

This activity is divided in two sessions in which we are going to work with the narration and the staging of the Kamishibai.
In the first one advices are given to children to make narration more attractive, the staging is rehearsed in couples, suggestions to improve are given in case of necesity, invitations are designed and the space is decorated and in the second one is introduced to general public.

Mum my tummy hurts!

The activity consists in making a little performance in which a father, a mother, a daughter and a doctor take part. First, a script in which everybody plays according to society-role is chosen and then the performance is repeated but changing the roles of each character.

My favourite colour

Start a discussion about Dona and Dino’s colour preferences. Once this aspect of the story is analysed, the pupils are asked to choose a colouring pencil in their favourite colour and to write a short written composition to finish the activity hanging all of them up on the blackboard.

Dona and Dino's professions

Lay out cards with all sorts of professions, trying to also include some atypical professions, such as pianist, journalist or lifeguard. Divide the blackboard into two halves, one for Dino and one for Dona. The pupils can get up spontaneously, take a card and place it on whichever side of the blackboard they consider appropriate according to the gender to finish with a collective conclusion.

Assembling a machine

The activity consists of creating a machine with your body. Each person is a fundamental part of the machine and together they make it work, emitting its characteristic sound.
In groups of four to eight students a machine is created without being seen by the other groups and once it is created, it will be presented to the other groups saying each one the piece that represents and where does it come from. Once the machine is ready the other teams will have to guess what it is.

Painting with music

Each person is given a blank paper sheet and different coloured markers. Play a selection of pre-recorded music from different cultures, alternating different rhythms. The idea is for the participants to follow the music with their marker and change the colour whenever they consider appropriate. In the end they come together and show their drawings and feelings.

Mother Hen

All students close their eyes. The activity leader must whisper into one of the children’s ears: “You’re mother hen”. Now everyone shuffles around, with their eyes closed and their hands out. When they come in contact with another person, they must squeeze their hand and say “Cluck-cluck?”. If the other person answers the same, they let go of their hand and keep looking and asking. Only the mother/father remains silent. When someone doesn’t answer they have found the mother/father hen and they remain trapped by the hand, in silence. If anyone comes across that situation, they can enter the group. The game continues until everyone has been trapped. Lastly, ask them to open their eyes.

The imaginary journey to the house of emotions

The participants get ready to go on an imaginary journey. They remain in their seats with their eyes closed. Soft music is played and they are guided through a journey to the planet of the emotions where there are several houses. Houses are visited and different emotions are dealt with them. At the end we come back to the classroom and discuss the journey.

The Distorted Telephone

Request five volunteers from the group and ask them to leave the classroom. The remaining participants are shown a short story through mime and then the story is read to them. The first volunteer is then asked to enter and they are shown the mime. The second volunteer is brought in and the first volunteer has to mime the story for them and so on. When there are no volunteers left outside the classroom, the last person is asked to explain what they understood and they are read the original story. The group reflects on what has happened during the activity and the difficulties they had understanding the other person.

The chairs of solidarity

The children move around a group of chairs to the rhythm of the music. When we stop the music, they have to sit on the chairs. Each time we stop the music we will remove a chair, but we will not eliminate any of the participants, so they will have to find a way to all sit down without falling off the remaining chairs.

© 2011 ALBOAN - Padre Lojendio, 2, 2º 48008 – Bilbao - Teléfono: 944 151 135 CC Licencia de Creative Commons