Masks in Performance

Lesson Overview

In this 60-minute lesson, students will showcase their masked performances, reflecting on the power of masks in drama. The lesson will culminate with a feedback session that enhances peer learning and encourages critical thinking. This lesson is designed for Year 9 students and aligns with the National Curriculum for Drama, assisting in the development of creativity, communication skills, and appreciation of performance arts.

Learning Objectives

By the end of this lesson, students will be able to:

1. Present a masked performance showcasing character and storytelling.
2. Reflect critically on their own and others' performances, specifically focusing on the use of masks.
3. Understand and articulate the impact of mask work on character portrayal.

Required Resources

• Variety of masks (pre-made or crafted by students in previous lessons)
• Space for performance (drama studio or classroom with sufficient movement area)
• Seating arrangement for an audience (students not performing)
• Feedback forms (templates for peer review)
• Timer or stopwatch
• Whiteboard and markers for summarising key points

Curriculum Links

The lesson aligns with the UK National Curriculum for Drama, particularly:

• KS3 Drama: Develops understanding of performance techniques and visual storytelling (Arts Council England).
• Students engage in expressive and exploratory activities that cultivate creativity and critical thinking.

Lesson Structure

1. Introduction (10 minutes)

• Warm-Up Activity (5 minutes):
  • Quick vocal and physical warm-up to 'unlock' the body and voice, focused on using movement to express emotions associated with the masks.
• Lesson Overview (5 minutes):
  • Explain the agenda for the hour. Emphasise the importance of focusing on how masks enhance character and storytelling.

2. Performance Showcase (35 minutes)

• Performances (30 minutes):

  • Divide students into groups of 2 or 3 (depending on class size) to present their masked performances. Each group should have 2 minutes to perform.
    • Performing: Remind students to be expressive, using physicality and voice to portray character.
    • Assign a timing signal to ensure fairness in performance duration.

• Quick Transition (5 minutes):

  • Allow students to change into their performance attire and masks. Encourage them to support each other in this transition.

3. Reflection and Feedback (15 minutes)

• Class Reflection (5 minutes):

  • After all performances, gather students in a circle. Discuss feelings and insights about the performances. Questions to prompt discussion might include:
    • How did the masks change the way you portrayed your character?
    • What emotions did the masks evoke for the audience?

• Peer Feedback (10 minutes):

  • Distribute feedback forms, structured to allow students to give constructive feedback to each group on areas such as:
    • Use of the mask.
    • Clarity of story.
    • Impact on character development.
  • Each group will choose one member to read the feedback aloud to foster a supportive growth environment.

4. Conclusion (5 minutes)

• Summarise key learnings from the showcase and reflection activity.
• Discuss the potential for masks in various forms of storytelling outside drama (e.g., film, art).
• Encourage students to think of new ways they can incorporate masks into their future performances.

Key Considerations

• Inclusivity: Ensure all students feel valued and supported in their performance. Consider students’ different comfort levels with performance.
• Feedback Quality: Guide students on how to provide constructive criticism. Ensure a positive atmosphere, reinforcing the idea that feedback is a tool for improvement.
• Timeliness: Keep track of time to ensure all groups have equal opportunity to perform and receive feedback.

Assessment

• Informal assessment will take place through observation of the performances and participation in reflections.
• Feedback forms from peers will also contribute to assessing understanding of character portrayal.

Extension Activity (Optional)

• Assign students to create a brief written reflection on what they learned about masking in drama, focusing on its effects in storytelling and characterisation.

By implementing this lesson, students will gain not only performance skills but also critical thinking and collaborative abilities essential in the realm of drama.