Lesson Name or Number
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Commedia Dell’arte
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Date
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March 31st 2014
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Name
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Michelle Koop
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Subject
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Theatre
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Grade(s)
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12
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Rationale: This lesson plan teaches the unique style and stock characters of
Commedia Dell’arte in a variety of different ways and with a large range of
flexibility. Many of Gardener’s different intelligences are implemented within
the lesson to ensure that every student is being taught in a way that they
especially understand. Kinesthetic learning, visual learning, intrapersonal
learning and interpersonal learning are all put into practice within this
lesson. This lesson is also very flexible depending on the various exceptionalities
found in the classroom. This lesson fits into my classroom because there is a
strong emphasis on the visual to accommodate hearing loss. Limited mobility is adapted
to through the use of upper body movement and voice to create a character. There
is also a lot of room for extra instruction if it is needed in particular
cases.
Prescribed Learning
Outcome(s): To learn the stock characters and
basics of Commedia Dell’arte theatre and then to present knowledge in the form
of group scenes.
Instructional Objective(s):
To use a variety of different mediums in order to
portray Commedia in an interesting way that is available to all leaners.
Prerequisite
Concepts and Skills: Students must have a basic
understanding of stage conduct and etiquette. There must be a willingness to
participate in activities and along with that students must behave respectfully
towards other students in the class. Regular attendance is also essential.
Materials and Resources:
Teacher
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Students
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Manila Tag – for making masks
Colored Markers – for making masks
Index
cards – labeled with modern day stereotypes
Power
point with information describing Commedia stock characters including
pictures
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Paper and pens – for taking notes during the lecture and for the
self-reflection
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Lesson Activities:
Teacher Activities
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Student Activities
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Time
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Step one: Initiate class with a warm
up game. Write out modern day stereotypes on index cards before your class begins
and hand them out as students enter the room (making sure that the
stereotypes are culturally inclusive). Then instruct students to line up on
the wall and explain the activity: they are to make their way to the opposing
wall acting as the stereotype written on their paper. Also make note that no
words should be used, this activity is strictly about movement.
Step two: Instruct class to take a
seat and discuss what just occurred. What did they experience as they were
acting or observing? Ask if any of the stereotypes were more obvious than
others.
Step three: This is the lecture
portion of the class. Bring up your powerpoint and go through all of the
stock characters that Commedia contains. Explain that characters are much
like our modern day stereotypes. These characters are always the same but put
together in different order into different situations which has the potential
to create some very humorous situations on stage. Also explain the use of mask
within Commedia and the term ‘lazzi’.
Step four: Now lead your class into
group learning. After learning about each of Commedia’s stock character
types, split your class into groups and assign each group with a character.
Instruct each group to create a general description of the character,
including personality, relationships, origin, plot function and status. Is
anybody that they know similar to this character, or is there a TV character
that is similar? Once group discussion seems to die down call upon each group
to give a mini presentation on their specific Commedia character. Make a
section on the white board for each stock character and have students write
their information down on the board.
Step five: Leave a bit of time for any
further class discussion. Once the questions have stopped move on to the next
class activity.
Step six: This next game will give the
class a further understanding of how Commedia works onstage. The game in an
improvisational game in which the students will be asked to act out the same
stereotype that they received at the beginning of class. The structure of the
game is ‘Freeze’. Two students will get up in front of the class and start
acting out a scene as their stereotypes, anyone in the class can shout ‘FREEZE’
at any time and when they do the actors are to freeze as the student who
yelled will go up on stage and tap out one of the actors. The scene will then
continue but with a new stereotype character.
Step seven: After the game has died
down have your class take a seat and discuss what they experienced and saw.
Which moments did they find funny? Did any of these modern day stereotypes
match up with the Commedia characters they had been studying earlier?
Step eight: Now you will explain to
the class the unit project. Break the class up into groups and ask each of
them to pick a character. Encourage them to try and not double up on
characters within groups. Explain that they are now going to be creating masks
for their specific Commedia character. These masks are to portray the
character in general and can be silly and over-the-top. After the masks have
been created the groups are to come up with a scene together. Because much of
Commedia is improvised no concrete script needs to be submitted but the
scenes are to be between ten and fifteen minutes and contain at least two
lazzis. Enough class time will be given for practice up until the performance
date. During the students practice time you can go around to the different
groups and teach more individually, guiding them as needed.
Step nine: Give your students some
time to reflect on their own journey through Commedia. This will give them an
opportunity for self-reflection and allow them to further realize what they enjoyed
or struggled with. This will also give you as a teacher a better idea about
where they are at individually.
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Step one: Get to class on time and take
an index card with a modern day stereotype written on it. Listen to the
activity being explained by your teacher and line up on the wall. When it is your
turn make your way to the opposite wall acting like the stereotype written on
your card. No talking will occur during this activity, it is focusing on movement.
Step two: Take a seat and discuss with
your fellow classmates what you experienced or what you saw.
Step three: Take out your pen and
paper if you are a note taker and listen to the teacher’s explain Commedia
Dell’arte and stock characters.
Step four: Get into your assigned
groups and bounce ideas off of each other about the character you have been
given. From the lecture information, come up with a general description of
the character to present to the class later. Ask someone in your group to be
a scribe and write down all of the groups ideas. Assign who is going to speak
about what points when it is your groups turn to present. When your peers are
presenting, listen intently and write the points down. When you are
presenting, go over what you discussed as a group and share it with the rest
of the class.
Step five: Ask any questions that you
may have and then quiet down as your teacher explains the next activity.
Step six: Listen to your teacher’s
instruction and then participate in the next activity: ‘Freeze’ with a twist.
Step seven: After the game is over
take your seat and discuss with your peers what you experienced and saw
during the game. How did it relate to the Commedia characters you just
studied?
Step eight: Listen to your teacher’s
explanation of the unit project, get into your assigned group and choose
which Commedia character you would like to be. Make sure that there are no
doubles in your group, if possible. Get the supplies that you need to make
your Commedia mask and create a facial expression that you think would suit
your particular character. After you have completed your mask combine ideas
with your group members about your future scene. Ask one of your peers to be
the scribe for your group and write down the ideas that you come up with so
that they are not forgotten. No formal script needs to be submitted, but the
scene needs to portray accurate Commedia characters and use of Commedia style
on stage like the use of a lazzi. Come up with the rough outline of your
scene and begin improvising with your group mates. Class time will be given
to practice up until the performance date.
Step nine: Write out a journal entry
on your journey through Commedia. What parts about it did you really enjoy?
What did you struggle with? Did you learn anything particularly new or
interesting? How did you relate to your peers?
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It is likely that this lesson plan will exceed the length of one
class period. It is okay to break it up into separate sections if needed.
Students should be given at least a week’s worth of class time to practice
their final scenes.
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Universal Design for
Learning (UDL) and Differentiated Instruction (DI): UDL is applied within this lesson plan through the use of various
mediums to display the information being taught. This lesson plan includes
kinesthetic learning (the acting activities), visual learning (the use of
pictures and visuals within the powerpoint and the masks), interpersonal
learning (group discussion and projects) and intrapersonal learning (the self-reflection).
It showcases information through acting, group discussion, group activities,
lecture, media and art. UDL is also used within the group discussions as this
gives each student the opportunity to speak their own opinions, understandings
or confusion. The stereotypes used throughout the lesson are made to be
understood by all of the cultures represented within the specific classroom.
Using a stereotype from another culture (First Nations in this case) and
explaining it before you begin the first exercise is a great way to include various
cultures within the class. DI is used when it comes to any exceptionalities in
the classroom (hearing loss, low mobility and a learning disability in this
case). Because of the extensive group work found within this lesson the teacher
has the power to choose groups that will benefit particular students. The group
work also gives the teacher more time to differentiate instruction for each group.
This lesson is inclusive to students with hearing loss because it is a very
visual lesson and there are many opportunities for the teacher to give extended
instruction if necessary. For students who have low or limited mobility the
Commedia characters can easily be differentiated to accommodate them. Whether
their actions be through facial expression, upper body movement or voice, this
lesson can flexibly suit the need of any mobility issue that a student may
have.
Organizational Strategies:
This lesson requires a great amount of organization
on the teacher’s part and they need to be prepared (with the index cards,
material for masks, lecture information and activity information). If each step
is followed, the flow of the lesson provides students with multiple ways to
learn about Commedia. Not allowing activities to run longer than they need to
and facilitating class discussion will be things that the teacher will need to
be in control of at all times. The large amount of group time increases the
number of students that a teacher can help at once, but making sure that groups
are on task will be very important throughout this lesson.
Behavioural Management
Strategies: One of the largest challenges in a
theatre classroom is students who are not willing to participate. In this
lesson, students who are not participating not only harm themselves but the
group that they are working in. Because Commedia is very improvisational you
can encourage groups with an absentee member to create a scene in which a
character is easily removed. This teaches those students flexibility and gives
their group room to move on if a particular student continues to not
participate. Theatre is so strongly based on participation that when a student
misses regular class or is unwilling to engage in activities, the whole class
suffers. Communication with these students is essential. Finding out what is
causing them to not participate or to miss class regularly is not only
beneficial to them, but to the groups who are missing them. Keeping open and encouraging
communication with them may be what they need to commit to coming regularly. In
extreme situations questioning whether theatre class is a good choice for them
may be necessary. To do all of these communications in a gentle way, so as not
to make them feel guilty or singled out is crucial.
Assessment and Evaluation:
Assessment during this lesson will be found in observing
how students are participating within their groups as well as in group
discussions and activities. Participation is a large part of theatrical work
and thus is essential for students to learn within a theatre classroom. After
teaching the stock characters and the unique style of Commedia to your class look
for the way that your students are portraying the different characters.
Evaluation will occur after the final scenes have been presented based on
participation, group work ethic and an accurate representation of the
information that was taught. Peer evaluations will also be given out within the final scene groups after the scenes have been presented.
Extensions:
Reflections (if necessary,
continue on separate sheet): As the students are
reflecting about their own experiences with Commedia, take some time to make a
self-reflection for yourself. Take time to reflect on how the unit went for you
and how you think it went for the students. Be specific. This will aid you as
you are reading your student’s reflections
ADAPT:
Hearing loss
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Limited mobility
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Learning disability
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Account of the student’s strengths and
needs
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Highly extroverted and energetic, works
great with people.
Hearing loss takes away from ability
to understand class instruction and participate in classroom discussion.
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Very positive and willing student,
loves to try new things.
Limited mobility makes it more
difficult to participate in high mobility exercises.
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Hard worker, a strong desire to
understand concepts. Learning disability causes a barrier in understanding
certain concepts.
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Demands of the classroom on students
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Very noisy classroom causes added
confusion and stress.
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Lots of full body movement involved in
Commedia.
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A more complicated style of theatre
calls for a deeper level of understanding on stage.
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Adaptations
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A visual emphasis with a quiet
activity to begin the class. Students group may work in the hall for a
quieter atmosphere when working on scenes. Clear communication from teacher
during class discussions.
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Will show student and include examples
in explanations of how to express character in the upper body and voice
specifically which the student can do.
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Will give student extra/differentiated
instruction as well as access to notes. Placement in a more patent and
helpful group.
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Perspectives and consequences
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Students may want to collaborate with
other students in the classroom where hearing is more of a challenge. Group
members may not know how to properly and respectfully communicate.
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Students may not want to include the
character ‘variations’ into their scenes. Student may feel left out by the
other highly mobile examples that the other students come up with.
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Group members may feel held back or
frustrated.
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Teach and assess the match
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Original Lesson Plan
Brigham Young
University , . "Characters of Commedia."Theatre Education Database (2006): Web. 27 Mar 2014.
<http://tedb.byu.edu/lesson/show?id=267>.
