The Mystery of Masks: To Reveal or Conceal

Transcription

1 Title: The Mystery of Masks: To Reveal or Conceal 5 Essential Question: How can we use 3 different masks as a starting point for exploring the mystery behind masks in drama? How can using a variety of drama strategies help us? Created By: Michelle Richter Grade: 5 Strand: Drama Outcome(s): CP5.3 CR5.2 CH5.3 *Template adapted from Living School School Division

2 Outcomes: CP5.3 demonstrate how various roles, strategies, and elements function within a drama CR5.2 Respond critically and creatively to a variety of (pop) culture expressions (music) CH5.3 Analyze and describe how arts expressions convey information about the time and place in which they were created Indicators: CP5.3 demonstrate sustained belief in each dramatic situation and a variety of own roles -respond to others in role in ways that aid the progress of the drama -demonstrate how symbols may serve specific functions in drama work(eg. masks) -discuss drama work in relation to own lives and communities. CP5.2 justify interpretations and opinions of music based on critical thinking and evidence in the work. -respond to music in two different ways (through a dramatic presentation and in written form) CH5.3 investigate how the arts sometimes reflect or question mainstream values. -explain how knowing more about the context in which the drama was created can help in understanding the work. Students Will Know: *how to work cooperatively in groups to compose a fictional story. *how to build upon other s ideas and offer ideas that make sense within the drama *how to use inquiry to solve fictional mysteries. *how music can contribute to the overall mood and feeling of a ceremony *the role masks play in our current pop culture and that of societies in the past. *ways to utilize a variety of drama strategies to better understand a topic. Students Will Do: *create a participation rubric as a class *offer ideas and listen to others carefully *explore a variety of drama strategies led by teacher *use contextual drama to explore the mystery of masks *create a history and context of a mask *recreate a fictional ritual that uses a mask as a way to conceal or reveal *reflect and respond to others creations. *create stories and make decisions in small groups

3 Questions for Deeper Understanding *how and why would societies or cultures use masks? *how can we use a variety of drama strategies to better understand the mystery of masks? *how can I work with others to come up with a fictional story that makes sense? *how can different types of music create a certain mood or effect? Formative Assessment: -observation -participation rubric (student created with teacher) -ancedotal notes -discussions Summative Assessment: -rubric for final ceremony/ritual -rating scale -drama journals -role play Resources/Materials *Structuring Drama Works by Jonothan Neelands and Tony Goode *Saskatchewan Arts Education Curriculum Drama Strategies List * 3 different masks, 3 pieces of different fabrics.(fur, velvet, satin) *various pieces of fabric/costume pieces *CD player, *Beats Antique CD *chart paper, markers *drama journals/pens*

4 Learning Plan Lesson 1: 1. Assessment: Students work with teacher to create a rubric for participation. what does being awesome in drama look and sound like? Students give answers and then it is turned into a rubric. At end of each class, students rank themselves based on their participation for that day. 2. Drama procedure 7-second circle. Students have 7 seconds to get into a circle. A circle is a great start for drama. We need to support one another. No one is more or less important that someone else. Everyone is equal and has an equal say in what we do and where the drama goes. Opening Set: 3 masks have been found by a young archeologist. This is amazing! (Objects of Character page 20) 1. Collective Character Strategy(pg.13) teacher is the interviewer, all the students are collectively one voice (in this case, the archeologist that found the masks). Students must listen to each other and build upon ideas as they answer the reporters questions about where the masks were found and what they could mean. 2.Role/Mantle of the Expert Strategies(pg.34) the archeologist could only tell us so much. An assembly of the world s finest scientists, historians and professors will be gathered for a summit to find out more about the significance of these masks. Each student gets a recipe card. The must make up a name of an expert, state what they are an expert in (relating to masks ) and how many years of experience they have. Once students have this, go around circle and students introduce each other to group. Teacher is in role as the summit leader. Formative Assessment: Drama Journals: In your journal, write down what expert you were (or staple in recipe card.). How do you think your expertise will help solve the mystery of the masks? Self Participation Rubric: Students give self participation grade at end of class. Lesson 2 1. Warm-up game: Suddenly. Students sit across from a partner. One student begins a story. When teacher says switch! the next person must continue but begin the story with suddenly. This is a great warm up for listening and building upon ideas while throwing in tension! 2. Role/Role on the Wall Strategy(pg.22) students are split into 3 groups by teacher (dispersing their expertise among 3 groups.) Each group is given a mask and the fabric to

5 examine. Each group is also given chart paper and markers to record answers. Students go through the following question guide to help them build their fictional story about the mask and its purpose. See questions below. Questions to Contemplate about the Mask Group: 1. Where exactly was the mask discovered exactly? What country? 2. Why was the mask wrapped in this piece of material or fabric? What significance does it have? 3. Who wore the mask? What language was spoken? What symbols were used to communicate? 4. What was the culture or tribe called that the mask came from? 5. When would a person have worn this mask in that society? Was it a special occasion, ritual or ceremony? 6. What happened when the mask was worn? What happened when it was removed? 7. Where was the mask stored? How often was it worn? 8. Was the mask to reveal something or conceal something about the person or idea or society? 9. Did the mask possess any powers? 10. What if someone wore the mask that was not supposed to? 11. Describe an important ritual or ceremony that greatly involved or revolved around this particular mask. 12. What was life like during the existence of this mask? What year are we talking? 13. How did the earth and locale materials contribute to the making of the mask? Are the materials expense? Do they have special meaning? 14. Is the mask made to represent someone or something or an idea? 15. Was the mask used in art, music, drama or dance about something? 16. Other information? 3. Collective Drawing Strategy(pg.14) students use diagrams, maps, chart paper, sticky notes. to reveal the importance and build context/believability about the masks.

6 Students then present their findings to their colleagues. Colleagues may ask questions as well. Drama Journal students come up with 3 big questions they still want to know about their mask. *Self participation rubric. *********************************************************************** Lesson 3: Critical/Responsive Music 1. Word Challenge: In their mask groups, students have 120 seconds to write down as many words as they can that describe music (adjectives). Their challenge is not only to come up with as many as they can but try to come up with words they don t think the other groups would have. 2. Word Challenge 2: In the same groups, have the students come up with words that describe their mask or usage of their mask. Is it a birth mask? A death mask? Etc? 3. Listening to Music: Using 6-7 songs from the Beats Antique CD, have students use active listening to respond to each song. Students can refer to their list of describing words. Explain that music is often used in movies and cartoons, tv shows and commercials to get the audience or consumer to think or feel a certain way. Usually the music will enhance the mood that the dramatic scene is trying to create. Eg. Scary music can be used to build suspense in a horror movie. Students will listen to clips of each song and answer the following in their arts ed journals: Song: Words that best describe this song: This song reminds me of: This song would be good to use for our mask ceremony: yes no maybe 4. Discussion: As a class and in small groups, review the songs and have students verbally tell what they thought, what it reminded them of and if it would be a good song for next class to use as part of their mask ceremony. (students will be recreating the mask ceremony/ritual they conceived of using a piece of music from today)

7 Drama Journals: Each group must decide on what song they will use. In drama journals, have students write down one-two reasons why this song choice would make sense for their mask ceremony. Lesson 4 Role/Parallel Play (curriculum) - teach gives various times of a clock(eg. 6am, 9am, noon.). Students use mime to create a character from the society/culture that existed during the time of their mask story. Students may choose to be a hunter, a sister, a daughter, a King, a princess, a healer.. As teacher speaks different times, students must use mime and facial expressions/body language to show what the character would be doing at that certain time of day. At end of activity, have some students share who they were and what they were doing at different times. This strategy builds believability and helps define how the ceremony/ritual of the mask fits into that society. Ceremony/Ritual/Mime (pg. 52, 63,69) (cultural/historical) - Talk about Ceremony in our own society and culture. What are ceremonies we celebrate? Then talk about rituals.as something that is repeated over and over in a special way that creates deep meaning. In Regina Catholic, talk about religious ceremonies and the rituals we do every week at Mass. (great integration piece here for religion). Students could research or write about a ceremony and ritual they celebrate in their own homes. Once students have a good understanding of ceremony and ritual, they will recreate the ceremony and ritual of their group s mask using mime and music. No words for this one. Students must include the mask and the fabric that came with the mask. Students must have a definite beginning, middle and end. Students must use one of the songs from the Beats Antique CD that best suits the mood and feeling of their ceremony. Students may use basic props and fabric that is provided only if suits their characters. Teacher can help with this. Students must convey the ceremony and ritual without words so actions and characters must be conveyed clearly. Summative Assessment: (see attached rubric and go through with students) Formative Assessment: Student will have 1-3 classes to work on and refine their ritual. Teacher uses formative assessment and provides verbal feedback and suggestions to students as they problem solve together and work through the creative process as a group. ************************************************************************

8 Lesson 5 Perform/share Mask Ceremonies Students give a little synopsis of their mask ceremony and ritual before hand. Student perform mimed ceremony. Critical/Responsive audience members respond to what they saw. 2 things they really liked about an aspect of the performance and one helpful hint they could improve upon. Teacher uses rubric for each student. Teacher may want to video record each performance in order to assess each student individually. Teachers can also use drama journals and self assessments as part of assessment. If Walls had Ears(pg.93) Reflection. Students stand to make 4 walls. Students take turns starting with some people say as they reflect upon the ceremony and ritual of their masks. Students could predict where the mask is now (up until it was discovered by the young archeologist) or talk about its role throughout history. Students can give their opinion about their groups mask being something that ultimately concealed or revealed. Summative Assessment: Rubric Extensions dig deeper into masks of various cultures. Do they reveal or conceal? What social masks do we where in society? Curriculum Connections: Religion ceremony and ritual Social Studies masks, ceremonies, rituals as part of culture and society.

9 Assessment Criteria Excels Meets Beginning Not Yet Structure Dramatic beginning, middle and end. Beginning and End very impactful. Definite beginning, middle and end is evident. Structure is there but not defined clearly. Not sure when it ends. Structure is not apparent. Audience has little sense of flow and beginning and end. Middle is not logical. Use of Music Drama Strategies(mime, ritual, ceremony) Belief in the Fiction Commitment and Creativity Comments: Elements of music and details of music matched elements of ritual incredibly well and created desired mood effortlessly. Excellent knowledge of drama strategies. Miming created space, ritual and ceremony reflected qualities of real ceremonies and rituals. Student embodied character the whole time and changed expressions and body language often to match events. Student worked well as a team. Listened to others and gave ideas. Lots of compromise yet stayed focused and created a very believable story without words. Choice of music suited the mask ceremony very well. Created the intended mood. Successfully demonstrated mime, ritual and ceremony drama strategies on own and with the group. Student was focused and stayed in respective role the entire time. Student worked well with others to create a fictional ceremony that was interesting and believable and told a story without words. Parts of the music matched the mood of the ceremony well. Student demonstrates understanding of some elements of the strategies but not fully and completely. Student focused most of the time and role was mostly believable. Student worked well with others at times but struggled with compromising or giving/accepting ideas of others. Story not completely believable. The music distracted from or did not match the mood of the ceremony. Student struggles with elements of these drama strategies in context. Student struggled with staying in character and making that character believable. Student struggled working with others in group. Was either domineering or passive. Story had many holes in it.