[This unit, based on Bloom's taxonomy, was planned for a Year 9 drama class.]

Choose at least one question/activity from each section. In addition, choose one further question/activity from at least two sections.

Knowledge

• Make a list of different varieties of mask.
• Make a time-line of the history of masks.
• Make a list of different substances that masks are made of.
• How have masks been used throughout history? For what purposes?
• Describe the rules and conventions for working with mask in the theatre.
• Explain who each of the following characters in commedia del' Arte were representing: Pantalone; Il Dottore; Il Capitano; Arlecchino; Colombine.

  Comprehension

• Give reasons why masks were used in rituals.
• Talk about why commedia del' Arte characters were so popular in Italy in the 16th and 17th centuries.
• Describe, in detail, the looks of a masked character that you know about or are interested in and draw a picture of the mask.
• Talk about why the rules for working with a mask are important.
• Define the terms: Zanni; Burles; Lazzi.
• What skills did the commedia del' Arte actors need to perform commedia successfully?

  Application

• Classify the commedia del' Arte characters as good or bad, interesting or dull, sensible or foolish, etc. Give reasons for your answer.
• Create a mask out of a substance that you would find at home, for example, cardboard, paper bag, foil.
• Write a haiku for each of the commedia masks.
• Write a short script using characters in any mask that you imagine.
• Devise ten questions that you would ask a character in neutral mask.
• Imagine that you are an Italian audience member of 16th century commedia del' Arte. Describe or draw a picture of the market place or street in which you are observing the performance.
• Draw a set of masks that you would use in a ritual of your choice.

  Analysis

• Talk about what you think an audience would get from watching a commedia performance in the 16th century.
• Discuss how masks are useful in actor training work.
• Explain the motives behind the actions of four commedia characters and give evidence for your ideas.
• Write a short scene in which two neutral mask characters are involved. Write the scene twice, once from each character's point of view.
• Discuss what ways Marcel Marceau's character in the video used body language and what the body language tells you about the character.
• Discuss what you see the modern day concept of mask to be.

  Synthesis

• Create a role play based around the issue of pet care, using masked characters. (Using improvisation is a good starting point.)
• Design a set for a play that focuses on commedia being presented in a Roman marketplace.
• Write an interview that you held with Il Dottore or Brighella.
• Bring any one of the commedia characters into Australia in the 1990s and describe his/her reaction to the new world.
• Write an article about Lefevre and why he sees using mask as a useful actor training method.
• Create a ritual based on one of your family's rituals (eg, getting out of bed, family dinner, family Christmas). Discuss what the ritual represents to you and design (on paper) masks that all the participants would wear, with an explanation for your choice.

  Evaluation

• Create a list of criteria that you think are needed in order to judge the standard of a masked performance. Evaluate the benefits for each of these criteria.
• Discuss and evaluate the effects of commedia performance on a 16th century audience.
• Do a five-minute masked improvisation, with up to three other members of the class, that deals with a moral dilemma. Organise a class discussion around this dilemma.
• Do a five-minute masked improvisation, with up to three other members of the class, using a situation of your choice. Conduct a feedback and evaluation session with the rest of the class, focusing on how mask was used to enhance or interfere with the performance.
• Discuss and evaluate LeCouq's view of working with masks.
• Hold a mock trial to judge the misdeeds of Brighella. [Janine Bendit was a Graduate Diploma in Education student at UNE in 1998.]

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This page updated: 23 January 2006 Webmaker: Howard Smith. hsmith4@une.edu.au