Malay Wayang Kulit

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Malay Wayang Kulit
Malaysian Schools Link Project

• Small Group Research Project on Malaysian Myth
  Traditions

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Project Aims

• To support language development in line with the
  National Literacy Framework and the National
  Curriculum guidelines.
• To provide enrichment and challenge in an
  independent learning environment.
• To incorporate multiple intelligences pedagogy.
• To integrate the use of ICT to facilitate
  communication and learning.
• To develop knowledge and respect of other
  cultures.

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Objectives

• Students will learn to
• Develop their research reading skills.
• Skim and scan texts effectively.
• Keep notes in different ways.
• Adopt appropriate language, form and structure
  for writing to inform and explain.
• Use images and presentation tools to enhance
  meaning.
• Select appropriate media and technology for
  communication.
• Use different applications of Community Zero Site
  to discuss their research with Malaysian
  counterparts.
• Appreciate a selection of Malaysian myths and
  legends.
• Analyse the genre of mythology.
• How to create Wayang Kulit puppets and theatres.
• Explore their understanding through a range of
  intelligences. Develop their ability to work and
  plan as a group
• Reflect on how they learn as individuals and as
  part of a group.

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Preparation

• Scheme of Work written.
• Coventry Schools Library Service provide books on
  Malaysia and the Waylang Kulit tradition.
• Ron Clarke of the Herbert Art Gallery invited to
  talk about Wayang Kulit and to bring his
  collection of puppets.
• Artist Malcolm Wray engaged to run Art workshop.
• Relevant Internet sites identified.
• Students invited to participate.
• Students given a floppy disk and a sketch book.
• Invited to do preliminary research of Wayang
  Kulit during the Christmas break.

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Lesson One
Introduction to the project - aims and objectives.
In groups students brainstorm questions they
need to know the answer to and how they will
focus their work.
Students prioritise relevant and irrelevant
questions - finally deciding on 5/6 questions
they want to pursue in their research.
Students then decide whether they prefer to read
electronic or printed text for the research
exercise.
Share findings in plenary.
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Lesson Two

• Reading a range of nonfiction texts giving
  background to shadow theatre tradition.
• A choice of e-text or print using internet sites
  and/or library books
• Transformation tasks for completing in pairs eg.
  Summary writing, p-point presentation, role play,
  hot seating, news report

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Lesson Three
Ron Clarke from The Herbert Art Gallery brought
along his collection of Shadow Puppets and
Gamelan music. He explained how the puppets are
made and the differences between Western and
Malay music. An OHP created a light source to
project the puppet shadow images onto the walls.
Students questioned and discussed with Ron the
stories and techniques of the puppet master.
Javanese Puppet
Shadow puppets brought from Malaysia by Mrs
Young were compared to those bought in Java by
Ron.
Malaysian Puppet
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Lesson Four
Students given sections of the traditional
Wayang Kulit stories taken from the Ramayana and
asked to select one scene that they think
presents most scope for a dramatic performance.
Devise a play script or improvised performance
for their selected scene.
Transform the scene into another genre of
performance eg Soap - opera , rap.
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Lesson Five

• Students prepare for art workshop day.
• Using sketch books to record ideas.
• They draw from images taken from library books,
  the internet and from the real puppets left by
  Ron Clarke.
• They look at colours and textures in Malaysian
  textiles.
• Consider ways to incorporate ICT into their art
  work.
• Consider division of labour, setting deadlines,
  working in groups

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Stage One
Students begin by deciding to work in three
groups to produce three large wall
hangings. Using ideas taken from their sketch
books each student draws large images in charcoal
onto the canvas. Stage Two Once the images have
been drawn and linked a layer of coloured inks is
laid down. Fabric paints and then acrylic paints
provide the next layers of colour.
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Stage Three
The strong outlines of the charcoal images start
to disappear. Oil pastels are used to bring back
elements of the image. The aim is not to make
copies of the real images but to produce
something different and new.
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Stage Four and Stage Five
In order to reflect the richness and depth of
Malaysian textiles parts of some images were
highlighted by gluing on braids, sequins, tissue
paper. To link the paintings with Wayang Kulit,
text from the Ramayana in words and phrases are
added.
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Stage Six
Throughout the day students keep a digital record
of their progress so that they can perhaps, e
mail photographs to their project partners in
Malaysia
They also photograph slices of their work so that
they can use Art software to further abstract or
change the image.
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Lesson Six

• Students prepare an exhibition in the library.

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What Next ?
Ideas to take the project further might include
Making shadow puppets and theatre.
Writing a script and performing to pupils in our
partner primary schools.
Sharing this learning with Malaysian partner
students.
Visiting the Pitt-Rivers Museum in Oxford to
research other aspects of Malaysian culture
especially that of the ethnic peoples.
Using digital images of wall hangings and art
software to create new images.