Teacher - Commedia

Unit 2 - Theatre History
Module 2: Jesters, Tricksters and Fools
Lesson 2 - Commedia del Arte

Introduction:
The purpose of this lesson is to become familiar with (and experiment with) the commedia style.

Objectives:
- share responses with other students
- listen to the ideas of others
- work cooperatively in groups of all sizes to plan and participate in drama experiences
- practice leadership of small and large groups
- accept the leadership of others in small and large groups

Resource:
(pdf) Background notes for theatre history unit

CELs:
C, CCT

Components:
Creative/Productive, Cultural/Historical

Ask your students the following questions as an anticipatory set:
Who are some of your favorite comedians? What is it that makes them funny - physical stuff, social commentary, risqué material? In laughing at them, are we also laughing at ourselves and others we know?

Activities:

Activity 1- Warm Up:

"Everybody's It"
This is a good energy boosting game of tag. Everybody is it all at the same time. You yell 'go' and then the students try to tag others while not being tagged themselves. Tagging can only happen on the back. It works best in a fairly large, yet contained area.
* Variation: when tagging call out the name of an animal, the person tagged must stand and make the animal noise until "freed" by a hug. (5 min.)

"Yes, Let's"
This game encourages students to listen and accept suggestions. Students begin by walking about the room in a random pattern. At any point, anyone can call out an instruction -"Let's all crow like roosters", and everyone must respond "Yes, Let's!" and then must continue crowing until a new instruction is called. Let the game continue with lots of suggestions. Often it will end after much movement and silliness when someone gets the bright idea to say, "Let's all lay down and go to sleep!". (5 -8 min.)

Activity 2 - Mask Monologue:

Read the background information on the masks and the notes page on Commedia dell 'Arte. Form groups of 3 to 5 people and have the students work together to prepare a summary of the notes and write a description of one of the masks as seen on the related sites (below).

Using the mask as an inspiration for the character, the groups improvise scenes suitable for the characters. Each scene must set up an opportunity for a monologue (perhaps in the form of an aside to the audience). After students have completed the improv, they should summarize the scene in writing and turn it in with the mask description and summary of notes. (30-40 min.).

This image shows two examples of the reconstructed masks, a Slave and a Young Man. These are typical characters from Menander's plays.

"The reconstructions are based on the appearance of the original masks as shown by artifacts, mainly small models or masks used as motifs in the decoration of pottery or sculpture. There are no known surviving examples of the original masks used in (Commedia del Arte) performances. The aims of the project are to show what the original masks might have looked like and to produce a set of masks that can be used in performances of plays by Menander, the only New Comedy playwright whose works survive. "

This image shows a mask designed to be suitable for a female character from Menander, possibly a hetaera.

View the web site: Chris Vervain - "Mask Theatre"

Activity 3 - Commedia Scene:

Have students create their own Commedia type scenes using the characters in modern settings. Use masks (if available), or a simple costume piece to denote characters. Use the same small groups of three to five from the previous assignment. Select from the table below to choose characters and improvisational scenarios (20 min.):

Characters

Scenarios

Masters:
Pantalone (old, crude, greedy, paranoid and of limited intelligence)
Gratiano (usually a miserly lawyer, called vecchi)

Capitano (a blustering Spanish captain who is afraid of his own shadow)

Servants:
Pedrolino and Arlecchino (Harlequin) are clever, quick and always looking to trick the master (they are called zanni)
1st Zany (a male servant who was a clever rogue often plotting against the masters)
2nd Zany (a stupid male servant caught up in the 1st Zany's plans and ends up a victim of his pranks)
3rd Zany (a female servant who would participate in schemes and provide a romantic story among the servants)

Lovers:
(in love, called amarosi)

i) A local restaurant, customers and employees, trying to place an order - no one has any brains at all.

ii) At the scene of an minor auto accident, arguing over who is to blame, the police arrive.

iii) A scene about love and mistaken identity.

iv) A scene about greed and trickery.

v) At a work site on a highway project, in which no work ever seems to get accomplished.

vi) At a political rally, trying to win votes and gather donations for the party.

vii) Try a scene with a lazzo - a piece of stage business with juggling, singing or acrobatics - which was once a regular part of an actor's repertoire. (See Lesson 4 in this module for juggling instruction.)

Instructional Strategies:
Role play, assigned questions, games

Evaluation:
You are evaluated based on your group's interpretation of the comedy style. Read the evaluation sheet before beginning the assignments.

Alternative On-line Activity:
Have students complete only Activities 2 and 3. Have the students complete the same activate in home schools with only a partner, then e-mail the responses to you or send video clips. You may also chose to have a teacher in the remote location evaluate the student work.

Next Lesson / Student Lesson / Previous Lesson