FUN FINGER PUPPETS – Storytelling, Colour, Detail

Students use Model Magic to create small finger puppets and use them to tell stories.

Required Time

60 Minutes

Grade Level

Grade 1 to Grade 8


Language Arts
Visual Arts



Crayola Model Magic - Assorted Colours Crayola Scissors Masking Tape Coverstock Paper - 4 cm x 9 cm (2" x 4") - 1 per student Googly Eyes (optional)

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FUN FINGER PUPPETS – Storytelling, Colour, Detail - Step One

Step One

  1. Stick a small piece of masking tape to the short end of the coverstock paper.
  2. Make sure half of the tape is on the paper and half is hanging off the end like a tail.
FUN FINGER PUPPETS – Storytelling, Colour, Detail - Step Two

Step Two

  1. Wrap the paper around your index finger and secure it with the tape.
  2. Make sure it is loose enough to slide up and down your finger, but not so loose that it will flick off.
FUN FINGER PUPPETS – Storytelling, Colour, Detail - Step Three

Step Three

  1. Flatten a small amount of Model Magic and wrap it around the paper cylinder.
  2. Cover the entire cylinder and make sure it goes over the tip of your finger. 
FUN FINGER PUPPETS – Storytelling, Colour, Detail - Step Four

Step Four

  1. Roll a small ball of Model Magic for the head.
  2. Gently place it at the top of the cylinder.
  3. It will stick in place without glue.
FUN FINGER PUPPETS – Storytelling, Colour, Detail - Step Five

Step Five

  1. Use more Model Magic to form the puppet details.
  2. You may want to add googly eyes and/or other embellishments.
  3. Set the puppet aside to dry for 24 hours.

Learning Goals

Students will be able to:

  • create a finger puppet with details that show its personality;
  • mix a variety of colours;
  • respond to the work of their peers;
  • support their ideas with evidence found in the artworks.


Have students:

  • work in small groups to write a story worth telling;
  • create the characters for their story using the I Have a Story to Tell lesson plan available on this website;
  • create sets and props for their story;
  • practise telling their story with the puppets;
  • present their story to their peers.


  1. Create a sample finger puppet to show students.
  2. Place desks in groups of about 6.
  3. Pre-cut the small pieces of coverstock paper 4 cm x 9 cm - one per student.
  4. Download and display the Colour Wheel poster available on this site. 


  1. Introduce your puppet to the class taking on the role of its personality.
  2. Chat with the students and the puppet for a few minutes asking and answering questions.
  3. Talk about your puppet's personality. Discuss how the details help to show the puppet's personality.
  4. Review/introduce the colour wheel and demonstrate how to mix Model Magic to create new colours.
  5. Introduce the challenge.


The Challenge

  1. Create a finger puppet with enough details that the viewer will have some ideas about its personality just by looking at it.
  2. Mix Model Magic to make new colours.
  3. Demonstrate technical accomplishment and creativity.
  4. Respond to the work of others.
  5. Support your ideas with evidence found in the works.

The Process

  1. Make sure everyone understands the challenge.
  2. Establish success criteria with your students, for example,
    I know I am successful when I:
    - use visual details that communicate information about the puppet's personality
    - mix new colours 
    - make sure the finished puppet is in good condition
  3. Guide students through the steps outlined in this lesson plan.
  4. Observe students as they work. 
  5. Provide individual assistance and encouragement.


  1. Place students into pairs.
  2. Ask them to take on the role of their puppet. Ask them to take turns introducing themselves in role and learning as much as they can about each other. Remind them that they should be working the puppet while they do this as if the puppet is doing the talking.
  3. Then ask students to remain in role and introduce their partner’s puppet to the rest of the class, providing 3 details about the puppet as part of the introduction. For example, “I’d like to introduce Freeby. He is 2 years old, loves to fetch a ball and visit seniors.”
  4. Discuss:
    How did the information about the puppet fit with the way it looked?
    - How did the action of the puppet contribute to the effectiveness of the introduction?
    - How did the puppet’s voice affect the introduction?
    - How well could you hear what was being said?
  5. Ask students to sort their puppets into groups of 4 or 5.
  6. Discuss:
    How did you decide which puppets to place together?
    - What interests you about this group of puppets?
    - How do the details in the puppets contribute to their personalities?
  7. Invite students to use their groups of puppets to make an impromptu puppet play and present it to the class.


  1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
  2. Observe students as they discuss their puppets – speaks with a clear voice, looks at audience while speaking, points to areas in the puppet, provides accurate information, answers questions from the audience effectively.
  3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
  4. Use a checklist to track progress. (Downloads – FingerPuppet_tracking.pdf)
  5. Have students use the self-assessment form to evaluate their work. (Downloads – FingerPuppet_self-assessment.pdf or FingerPuppetPrimary_self-assessment.pdf)