The
Neutral Mask and the body.
Learning Outcomes
To take risks and challenge their creativity.
Developing knowledge and understanding in
controlling, applying and analysing the elements, skill, forms, style and
techniques of drama to engage the audience and create meaning.
Exploring and playing roles, imagining
situations actions and ideas as drama makers and audience.
(Sited in association with The Australian
Curriculum; The Arts - Drama, Year 9-10 Rational and aims p4)
Key knowledge and skills to
achieve.
Better understanding of the key learning
topic area 'The Mask' in association with group devised improvisational
performance.
Introduction
Quickly - What protocol is there when working
with a Mask?
(Reinforce throughout the class)
Respect it
Don't touch it when performing -It breaks the
illusion
Don't put it on when facing an
audience.
When you put it down place it face up.
Assuming Physical Expression
Warm up - (With eyes closed as much as
possible)
All in a circle, lead stretches that end in a
neutral body.
Beginning with stance - back straight, chest
lifted but not stuck out, feet hip width apart, back of the neck feeling a
slight stretch.
Masks on.
Focus - Standing meditation, an examination
of physical self.
Begin with the slowing of breath, focus on
breathing, to feel the air come in and out of the body. What space does it
fill? When breathing, what muscles do you notice at work (this will help for
later work on the voice)?
Questions
How am I standing?
Are my hands moving?
Does my head tilt to one side?
Am I putting more weight on one foot than the
other?
Encourage the students to balance any
discrepancies.
Task - wearing Masks: Create a scene, the
sea, a rain forest or the Australian bush. Using a director / conductor to
inform the performance, another student to create a sound scape and the
remainder to perform. The performers can either interpreted as trees, the
elements and or animals.
Task 1 Lead in - The Sea
Introduction -
Introduce the elements of the task; the
director the performers and the sound scape.
Questions -
What is a sound scape?
What could be the role of each of the
mentioned elements in the performance?
Break the class into two.
Group 1 will be the performers
Group 2 the sound scape or orchestra.
Explain the Task
Step 1
Establish performance edict.
To the Performers
Performers stand in a straight line at the
back of the space facing away from the audience in neutral body.
Wait for silence before beginning.
The director/ teacher then asks for masks
on.
The performers turn slowly maintaining
neutral body and to slowly enter the space.
(Teachers suggestions to the players; explore
the space, try not to stand in straight lines, think about levels, remain in
neutral body until you reach your desired destination.)
The performers then take up the role of sea
weed.
Step 2
Turn your attention to group 2. Briefly
brainstorm ideas of what may be heard under the sea. Start with one sound
effect and build up adding more and more. (Teacher suggestions; Try not cover
the sound of another, use different rhythms and timing think about
duration).
Step 3
Add the two elements together. Directing the
happenings of the scene.
(Teacher Suggestions; a light calm current,
stronger now a typhoon tarring the sea up, calmer now etc. and freeze).
Step 4
Swap the groups over and repeat.
Step 5
Break the class into smaller groups
consisting of 4-5 in each.
The students now devise their own
performances.
Outline.
Select one scene: Australian Bush or Rain
Forest.
Decide on cast: 1 director, sound effects and
performers.
Perform the Group devised pieces.
Resources
Block to create levels.
Safety Concerns
Slipping, falling from blocks, high speed
collision in a relatively small space.
Action: always promote slow precise movement
with intensity and purpose.
