Arts in Society: Lesson Plan

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Week Twelve: Commedia dell 'Arte

Student Outcome Statement: Arts in Society - Level Four – Understands the contributions that the arts and artists make to societies, cultures and times and uses this understanding in own arts works.

Specific Areas:

Valuing the arts: Students understand how drama enriches the life of people in societies and recognise ways in which drama represents human experience. They use drama to explore and communicate their own experiences. They identify the widespread use of drama elements in non-theatrical activities and recognise their application: for example, spectacle and audience interaction in sporting events.

Contexts: Students identify features and traditions of drama from another times and cultures, such as the Aboriginal storytelling tradition or the Wayang Kulit (shadow puppets) of Indonesia. They understand the role of drama in those cultures.

Further Outcome:

- Arts Response – Level Four

Evaluating: Students identify successful and unsuccessful use of the elements of drama in own and others’ drama presentations, using given frameworks and specific terminology. They evaluate their drama experiences in an informed way. With guidance, they identify the values, underlying knowledge and ideas in drama works and are aware of the effect of their own values and attitudes on their responses. They critique drama works in terms of relevance to themselves and others.

Teaching/Learning Purposes/Objectives: To enable the student to:

* Identify the importance and use of Commedia dell ‘Arte characters

* Discuss and create a character with a detailed history

* Enhance an understanding of character development and profiling

Background planning and requirements[1]

Major Purpose: Analyse the difference between Commedia dell ‘Arte characters

Key Questions: How might you create a character that would interact with Commedia dell ‘Arte characters?

The Hook: Imagine you’re rewriting the script for ‘Cats’ the musical

- What’s happening? You’re trying to create a new character

- Who’s it happening to? Yourself as a playwright

- Where is it happening? In your private office

- When is it happening? Three months before opening night

- What’s at stake? Your new character must appeal to the viewing audience by appearing unique, yet must also seem part of the production itself

Resources:

* Commedia dell ‘Arte video examples

* Commedia dell ‘Arte Mask examples

Lesson descriptions

- Warm-up – Focus on pair work, and then individual characterisation. As students will be looking into Commedia dell ‘Arte, mime or movement focused activities would be very appropriate.

- Class Discussion – Introduce the ‘Hook’. Change discussion to the topic of Commedia dell ‘Arte, identify different characters, history and style. Use video examples and the tactility of masks in the class environment.

- Pair Activity – Ask students to create a character that could interact with other Commedia dell ‘Arte characters. Students will need to research other characters to define differences and similarities. Students will also be asked to design a mask that connotes their character’s persona.

- Individual Assessment – Students will be asked to complete an assessment sheet. This sheet will ask them to detail their choices in creating and designing their character and mask. Students will be asked to identify aspects of their character with that of other Commedia dell ‘Arte characters to reflect upon:

- Similarities to other Commedia dell ‘Arte characters

- Differences to other Commedia dell ‘Arte characters

- Their choices in their mask’s design (what is their emotion?)

- How will their character communicate with the audience?

Lesson Evaluation:

Written questions:

In researching and designing your mask, can you tell me the reasons for particular colour choices? (2 marks)

2 marks –The student provides specific research and design ideas to support their choices in colour (e.g. a comparison of a specific Commedia dell ‘Arte character and how this effected their choices)

1 mark –The student only provides research or design ideas to support their choices in colour (e.g. a comparison of a Commedia dell ‘Arte character or a vague comparison and how they approached the design)

0 marks –The student provides vague or irrelevant information (e.g. it is my favourite colour)

What different types of meaning (symbolic codes) can your mask communicate to your audience? (2 marks)

2 marks –The student discusses aspects of symbolic codes, types of colours, gestures and/or clothing. The students express connections to multiple meanings such as emotions and representation

1 mark –The student discusses single aspects of symbolic codes, types of colours, gestures or clothing. The students express connections to one meaning such as emotions or representation

0 marks –The student provides vague or irrelevant information

What Commedia dell ‘Arte character do you find your created character is closely related to? What different meaning could both of these characters communicate to their audience? (2 marks)

2 marks –The student is able to compare their character with a researched one (e.g. both Pierrot and my character constantly appear sad). The student is able to identify meaning expressed through a Commedia dell ‘Arte character and their own creation (e.g. Pierrot communicates loss and sorrow, where my created character is sinister and untrustworthy in style)

1 mark –The student is able to compare their character with a researched one (e.g. both Pierrot and my character constantly appear sad). The student is able to identify meaning expressed through a Commedia dell ‘Arte character or their own creation (e.g. My created character is sinister and untrustworthy)

0 marks –The student provides vague, irrelevant or incomplete information (e.g. Pierrot)

Are you pleased with your created character? Discuss the positive and negative aspects of your character. How will you improve your character, assuming you are given more time? (4 marks)

4 marks –The student is able to create a simple evaluation of their own work. They discuss both the positive and negative elements of their created character, and can also express possible improvements

3 marks –The student is able to create a simple evaluation of their own work. They discuss the positive or negative elements of their created character, and can also express possible improvements

2 marks –The student is able to create a simple evaluation of their own work. They discuss only the positive (or negative) elements of their created character, or express possible improvements

1 mark –The student is unable to create a simple evaluation of their own work. They only discuss possible improvements

0 marks –The student provides vague, irrelevant or incomplete information. Student may also provide impractical improvements that are not viable

[1] Some parts modelled upon ‘The Giant who threw Tantrums’ in John O’Toole and Julie Dunn (2002) Pretending to Learn: Helping Children learn through Drama, Longman French’s Forrest.

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