Vicki Minnix

Publication Date


Advisor(s) - Committee Chair

Vera Guthrie, Jefferson Caskey, Eugene Harryman


This thesis was prepared for the Department of Library Science which no longer exists.

Degree Program

Department of Educational Administration, Leadership and Research

Degree Type

Education Specialist Degree


The purpose of this study has been to determine the amount of utilization of puppetry including construction of the puppets and development and presentation of puppet programs and benefits derived from such programs in public elementary, junior high school, and middle school libraries, but excluding libraries which served schools with grades one through twelve, in First and Third Kentucky Educational Association School Districts. Data were collected through a questionnaire which was developed and mailed to 132 schools served by 107 librarians. Ninety-three of the librarians involved in the survey completed the questionnaire.

It was found that only a little over one-third (39.8 percent) of the librarians were using puppetry as part of their story hour program. The majority of respondents who utilized puppetry in story hour programs were elementary school media librarians. Only two middle school librarians and one sixth grade center librarian were represented in this group.

Of the librarians who utilized puppetry it was found that the greatest number of respondents used puppets obtained from a commercial source. The commercial source which was mentioned most frequently was the Society for Visual Education. A significant number used librarian and student produced puppets. The classroom teacher and parents were seldom involved in the production of puppets or as sources of assistance in student construction.

The majority of respondents used hand puppets with fabric being the most frequently mentioned item utilized in puppetry construction. Paper sack puppets were used by a significant number of respondents.

The greatest number of respondents used puppets to tell the story with a significant number using puppets to accompany the story, to introduce the story, and to produce puppet shows. The greatest number of respondents used table or desk top stages for their productions. Scripts taken from play books and extemporaneously produced during the performance were used by the greatest number of respondents with a significant number using scripts written by the students and the librarian.

First, second and third grades were most frequently involved as observers of puppetry performances. As participants in puppetry construction and production, fourth, fifth, and third grades, in rank order, were most frequently involved, but closely followed by librarians who reported utilizing second, sixth and first grades.

The majority of respondents reported that they utilized puppetry ten or fewer times during the school year, while librarians seldom reported using puppetry forty or more times during the school year.

The greatest number of respondents reported that puppetry added variety to the story hour. A significant number of respondents listed the following benefits: helped to develop better listening skills, helped to develop creativity, stimulated reading, introduced book characters and advertised books, and encouraged group-relatedness and cooperation.

In regard to puppetry workshop attendance, it was found that less than one-third of the respondents who utilized puppetry had attended some type of puppetry course or workshop.


Education | Elementary Education | Library and Information Science