Introduction:
The purpose of this lesson is to allow the student to experience the use of mark in exploratory drama.

Objectives:
- to become confident at creating a character through movement and gesture
- to represent character through mask work.
- to understand that theatre is a synthesis of the arts
- to follow classroom routines and procedures
- demonstrate poised, controlled posture

Resources:
Handout: "Mask Making Ideas and Materials" (Opus Framing PDF);
books on making masks; plaster bandages or papier mache, Vaseline, scissors, plasticine (or clay), plastic wrap,elastic ties, acrylic paint, brushes, a variety of mixed media as needed (such as feathers, wool, hair, glitter, buttons, fabric, etc.), glue (hot glue, silicon or latex).

An excellent video: Pierre Lefevre on Acting, (National Theatre School), National Film Board of Canada (39 minutes).

CELs:
C, CCT, IL, PSVS

Components:
Creative/Productive, Cultural/Historical

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Activities:

Masks can help create characters larger than life, and encourage greater physical expression (even with previously shy students).

Latex mask

Latex mask

Activity 1 - Looking at Masks:

Students should read the following information and be able to answer two questions:

1. What are masks made of?
2. What is the purpose of masks? (3 min.)

The purpose:

religious or spiritual (ceremony) to tell a story to show a transformation to record a family history (like a family emblem or crest) for aesthetic purpose (beauty)

"Dragon Helmut" Duncan Eagleson

Masks can be made from many different media:

"""Faerie Mask" Duncan Eagleson

paper leather tin clay latex plaster papier mache fabric

"Lunar Mask" Duncan Eagleson

Activity 2 - Making the Mask (4 class periods minimum)

Activity 3 - Learning about Interpretation (20 min.)

Activity 4 - Mask, Movement and Music:

Ask students to prepare a mask and movement piece, without speaking, to music of their choice. They are to select the music they think best reflects the character. The movement to the music may be interpreted a number of ways. Some students may feel most comfortable in dance like expression - while others will find it easier to express movement tied to a specific scene. They might be relaxing after a hard day at work, or making supper, or trying to find a lost item, or painting a room. Allow students to find their best method of expression and interpretation through the music selected. (20 min.)

Note: Following tradition, a mask must be treated with great respect. Students should be instructed to treat it carefully. Convention requires that they turn their backs from others when both putting it on and when taking it off. One must never play or fool around with a mask.

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Evaluation:
Students should design an evaluation for their own mask work. It should be out of 50, including at least 15 marks for interpretation, and at least 15 marks for mask construction. The mask to music scene should be performed for the class, and the teacher will mark the work based on the evaluation sheet the student has designed. Teachers may wish to set additional categories to be included in the evaluation such as: use of class time, difficulty of work attempted, lyricism, expression, or use of movement.

Alternative On-line Activity:
Students should follow the same steps for activity 1 and 2 . They should take several close-up digital photos of the mask from different directions and submit photos of the mask as e-mail attachments. They should also e-mail a written description of the interpretation and an evaluation form.

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