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A person stands at the front of a room holding a small object, with a projected silhouette of an animal's head on the wall beside them. A group of children sits on the floor facing the front, some at a low table. A whiteboard hangs on the wall, and a white sheet is draped across part of the room near a window with striped curtains.
  • 12 took part
  • 2 facilitators

Saturday 7 November 2026

Shadows and stories

Facilitated by George P J and Sreena Swaminathan

What the work needed: people, time, money, space and materials.
What went in
We used three short storybooks, reused paper and card, scissors, glue, a torch and a white bedsheet for the shadow shows.
Time
2 hours

What was done with those inputs, step by step.

Shadow puppetry returned at the children's request, giving those who missed the earlier session a chance to try it.

After free play, we brought reading and puppet-making together. We formed three groups and gave each a short storybook to turn into a shadow show. Children read together, wrote simple scene plans and cut out characters and shapes from paper and card saved from previous activities.

We explained how shadows form when an object blocks light and how moving puppets between the light and screen changes their shadow's size.

Each group performed its story. One group cut out letters for a "Thank you" ending and worked out how to arrange them so the audience could read the message. We treated the shows as a first trial, with room to practise and improve.

We closed by asking what children enjoyed about recent sessions and what they wanted to explore next.

What the activity directly produced: sessions held, people reached, things made.
  • 3 Group shadow puppet shows

What changed for the people who took part, and what showed it.

Children turned the stories they read into three group performances. They returned to the books to decide scene order, characters and whether to include a moral, showing understanding of the stories and making decisions together.

Children also shared what they enjoyed and suggested activities for future sessions.

(We observed it)

What the team will keep or change next time.

Bringing reading and puppet-making together saved time and increased interest. Planning scenes and performing gave children a practical reason to reread and helped us check their understanding.

The "Thank you" letters showed the importance of checking a show from the audience's side. A short rehearsal would help groups test puppet positions, lettering and scene changes before performing.

Children were eager to share ideas for the club. Their feedback will help us plan activities around their interests.

EducationArt and cultureCuriosity ClubOlimalar FoundationGeorge P JSreena Swaminathanaikyam space

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