KS3 Topic Title: Greek theatre and mask

Duration of Unit: Autumn 1

Subject Specific Progress Assessment Objectives

Students will develop the following : AO1 Create and develop ideas to communicate meaning for
 Students will gain an understanding of Greek Theatre, its theatrical performance.
history and context.
 Students will explore and experiment with Greek theatre AO2 Apply theatrical skills to realise artistic intentions in live
conventions. Performance.
 Devise and perform in a scripted Greek play.
 Learn about a Greek play write. AO3 Demonstrate knowledge and understanding of how drama and
 Sit a written assessment demonstrating a secure and Theatre is developed and performed.
balanced analysis and evaluation of their personal
understanding of the process of the unit and their AO4 Analyse and evaluate their own work and the work of others.
contribution to the creation, development and refinement of
their scripted piece of theatre.
Literacy Progress (subject specific) Numeracy Progress
 Written feedback through peer assessment
 Time/ Timing
 Written assessment  Moving in unison
 Reading script / learning lines  Moving in chorus
 Counting
 Distance
Strategies for raising the attainment of vulnerable students: Key Vocabulary

 Variation of Visual, Auditory and Kinaesthetic tasks  Performance, Mime, Still Image, Audience, levels, space,
 Awareness of students learning plans. body language , facial expressions, freeze frames,
 Interventions in and out of the classroom environment. Movement, dialogue, communicate, Storytelling, gestures,
 Ensure students feel safe to perform and try out ideas in Greek theatre, protagonist, antagonist, narration, hot seating,
front of the whole class. unison, chorus, mask, Comedy ,Tragedy, exaggerated
 Baseline assessment to highlight those who need support or movement, Illusion, Major focus, Minor focus, Clocking,
those who might be G and T. ARCHETYPES, Sophocles, play writer
 G and T students to work with less able students.
 PLTS / Citizenship / SMSC: Homework

 Group work, working to deadlines, managing and leading  Set homework tasks each week to meet the needs of your
others. students.
 Positive feedback.
 Knowledge of theatrical styles that are used in modern and
historical theatre culture.

L/O Introduction to Greek theatre Resources

Week1
https://www.yo
Objective: To DO NOW : Stand in a circle and students will take part in utube.com/watc
identify elements of Pass the Rhythm! (Which will be facilitated by the Teacher) h?
Greek Theatre and v=aSRLK7Sog
its history. (AO2) Group discussion: Do you know what Greek theatre is? Have you heard of a Greek vE
festival? https://www.youtube.com/watch?v=aSRLK7SogvE
Success Criteria:
Learning development activity 1
LEVEL 2 - My performance
demonstrates sound
In groups of four create 3 still images showing your understanding of Greek theatre so
understanding of style,
far! ( Miss Brown will choose your groups)
genre, and theatrical
conventions. When moving from image to image remain in character and apply movement and
sound.
LEVEL 3- My
Characterisation is well SHOW BACK.
developed and shows a Select two groups, to show work back to the rest of the group.
range of mood and
 (In Pairs)Think, pair and share.
emotions.
 What is a protagonist?
LEVEL 4- My performance
is secure and shows  What is an antagonist?
sustained protagonist and
antagonist characters
Learning development task 2
throughout using physical
control, gesture, stillness
Create an improvised scene using movement and mime demonstrating your
and stance.
understanding of what a protagonist and antagonist is in a piece of theatre.

In your groups for your next task you will apply the elements of Greek theatre using a
protagonist and antagonist within a scene.

Create an improvised scene of theatre showing a clear protagonist and antagonist.

ALL actors in the scene must narrate the action.

(THINK OUTSIDE THE BOX REGUARDING HOW NARRATION IS USED IN YOUR

SCENE!!!)
Learning Review

 What is a protagonist and antagonist?

 How effective was the use of narration in your piece of theatre?

 Why is Greek theatre important? And can you identify any similarities used in
today’s arts and culture compared to Greek theatre.
Week 2 Greek Chorus
https://www.yo
Objective: To utube.com/watc
explore features of DO NOW : In pairs students will take part in the mirror exercise h?
Greek Theatre and v=nCmWK1VR
how Greek Chorus: https://www.youtube.com/watch?v=nCmWK1VRFyg Fyg
chorus is used
within Greek  After watching the video, what do you think Greek chorus is?
Theatre (AO2)
 How do the actors in a chorus tell their story?

Success Criteria:  Instead of one actor telling a story, a group of actors known as a chorus work
together.
LEVEL 2 - You have sound
ability to create roles that  Chorus worked in movement and voice so that stories could be heard and
support the communication movements seen.
of creative intent to an
audience with adequate
 A chorus consisted between 5 and 50 actors.
focus, energy and
confidence.
 All the actors were men.

 They wore large masks that exaggerated facial features and emotions. The mouth
LEVEL 3- To experiment in
hole was large to help amplify the voices.
groups around the idea of
chorus, focusing on
 They were the narrators of the play.
gestures, facial
expressions and levels.
Learning development activity 1
LEVEL 4- You are able to
 In groups of 5 you will create a chorus performance with the title “the worst day
include specific facts about of my life” apply all the information you have learnt about Greek chorus using
Greek Chorus within a emotions, facial expressions, movements and gestures to tell your story.
performance. Thinking
about dramatic techniques.  Perform your piece of theatre in a line, semi-circle or triangle?

Discussion

What is unison?

Think pair and share

Learning development activity

In your groups you will devise a short piece of theatre
Using the following titles:
 Unison in McDonalds
Unison on the bus
Unison on the Voice.

YOU MUST display unison throughout your piece of theatre!

NO SOUND TO BE USED.
Learning Review

What is the purpose of unison in Greek Chorus?

Can you explain how unison is used in Greek Chorus?

Can you give examples of where you have seen any elements of Greek Chorus used in
modern performances today?
week 3 Comedy and Tragedy
Objective: To
DO NOW: Think, pair and share
understand the key
features of comedy
and tragedy in What does genre mean?
Greek Theatre.
(AO2) Re- cap of learning
Success Criteria: The chorus was one of the most important components of the play.
LEVEL 2 – You have sound
ability to create roles that
supports the
They narrated and reflected on the action.
communication of creative
intent to an audience with
adequate focus, energy and Without them, the audience would have no background information, and the play
confidence.
would be more confusing.
LEVEL 3- To use some
body language, levels,
gestures and facial
expressions to portray
Originally the chorus had twelve members.
different characters in
comedy or tragedy
performance. They moved and spoken as one
 LEVEL 4- Your
performance demonstrates
secure understanding of
the comic or tragic genre,
They sang, or sometimes said, basic information.
with the ability to sustain
your character throughout
a piece of theatre. They were the narrators of the play.

What do these images represent?

Images of a happy and sad mask will be on the power point slide. ( Group
discussion)

What does comedy and tragedy mean? ( Group discussion)

Learning activity 1

In groups of three create a still image showing comedy or tragedy.

Think about:
Body language
Your characters status in the scene
Gestures
Exaggerated movement
Facial expression

Food for thought!

Tragedies focus upon members of high status.

Comedy will involve the lower classes.

Commedia dell’Arte

Means the Comedy of Art

Developed in the 16th and 17th Century within Italy.
A form of Improvised theatre.
Mostly concerned with; love interests, clever tricks to get money or outwit someone.
 Witty dialogue
 Music
 Dance
 Masks
 Signature stunts, gags and pranks
 Mime

Based around a number of Stock Characters

Performed outside
Accessible to all social classes
Actors would agree on a rough outline of a plot, and then would improvise their way
through the performance.
Role play

Devise an improvised scene, with Greek theatre features of comedy or tragedy.

Your scene must be based on one of these titles:

You have blood on your shirt!

You’re fired!
Have you seen my glasses?
I guess it’s my lucky day!

Your performance must include:

Body language
Your characters status in the scene.
Gestures
Exaggerated movement
Facial expression
 Peer assessment/ Show back

What movements or gestures do you think worked well in the performance you just
watched?

How were the features of comedy or tragedy used to tell the story?

Why was the use of exaggerated movement important?

week 4 Mask

Objective: To DO NOW:
develop physical Post it notes
awareness when Get students to find a space in the room and act and react to the emotion given. Get
performing using students to walk around the space in different directions, then shout freeze and shout Masks
mask. (AO2) out the emotion.

Success Criteria: HAPPY, SAD ,ANGRY ,EXCITED ,TIRED , BORED ,PROUD ,NERVOUS , JEALOUS

LEVEL 2 – To apply at least Re- cap of learning

one key term to your
character with adequate Group discussion
focus, energy and
confidence.
How does mask link to Greek theatre?

LEVEL 3- To use some

Mask golden rules:
body language, levels,
gestures and facial
You must turn your back to the audience to put your Mask on, or take it off.
expressions to portray a
character when wearing
You must pull your hair/fringe over the top of the Mask once it is on.
mask.

You must never talk when acting in a full Mask.

LEVEL 4- To develop your
own role with secure
understanding of the key
You must not touch the Mask with your hands when wearing it.
terms and rules of
performing wearing a mask You must not let the audience see the side or back of your head when wearing the
with confidence.
Mask.

Treat the Mask with respect.

Illusion

Illusion is the most important thing in Mask work.

The performer must try to make the audience forget the actor through the creation of a
convincing character.

Hot seating/ Learning activity ( In pairs)

You will now devise a scene in which a character is asked questions.

Only one character must wear a mask!

Examples of where you can set your scene :
Police station, doctors surgery, restaurant or school …….

Show back

Introduce students to key terms

Major focus
Minor focus
Clocking
What is an essence machine?

An essence machine is when you repeat an action, word or phrase over and over,
getting louder, quicker, slower or quieter, which ever one suits your performance.
What is stylised movement?
A stylised performance is very simple. It is a piece of drama that is very down to earth
and realistic with very little props used and movements and speech are exaggerated.
This could be robotic movement, slow motion or choreographed moves.
 Learning development activity 2
Now swap with your partner the actor who did not perform with a mask In the first
performance will now wear the mask.
You will devise a new scene in which a character is asked questions.
Choose a different scenario from your first scene.
Examples of where you can set your scene:
Police station, doctors surgery, restaurant or school.

Make sure you think about:

Major focus
Minor focus
Clocking
Make sure you apply :

Essence machine Stylised movement

Self-assessments
On a post it notes can you write at least of three of the rules you must apply to your
character when wearing a mask!
Week 5 Mask
Masks
Objective: To DO NOW : Post it notes
explore
ARCHETYPES On the post it note given write down 5 things you learnt in the previous lesson!
characters when
performing wearing
a Mask (AO2) Golden rules

You must turn your back to the audience to put your Mask on, or take it off.
You must pull your hair/fringe over the top of the Mask once it is on.
Success Criteria: You must never talk when acting in a full Mask.
You must not touch the Mask with your hands when wearing it.
LEVEL 2 – To apply at least You must not let the audience see the side or back of your head when wearing the
one key term to your
character with adequate Mask.
focus, energy and Treat the Mask with respect.
confidence.
LEVEL 3 - To use some
body language, levels, Learning development
gestures and facial
expressions to portray a
character when wearing What does the word ARCHETYPES mean?
mask.

LEVEL 4- To develop your EXAMPLES OF ARCHETYPES characters The Fool/ The Hero/ The trickster
own role with secure
understanding of the key
terms and rules of mask Learning development task
and applying archetype
characters to your scenes.
 Devise a scene in which each of the three archetypes (Hero, Trickster, and Fool)
is clearly performed.
 One person must be the narrator who is unmasked.
 In groups of four.
 Your scene must be set in a fairground in which a child is robbed of their balloon.

Elements of Greek theatre

Your performance must include:
 Body language
 Your characters status in the scene.
 Gestures
 Exaggerated movement
 Facial expression
Re- cap

The Hero
The Hero is tough, strong and dependable – a total poser. If The Hero wants something,
The Hero goes and gets it. His movements are large, powerful and purposeful.
The Trickster
The Trickster is intelligent enough to know he can push The Fool around, but stupid
enough to think he/she is the most intelligent person ever. The Trickster walks with
confidence, lurking around, always looking for trouble. His movements are faster, more
jerky and large.

The Fool
The Fool is very stupid. The Fool is a total couch potato. He wanders aimlessly and
slowly, dragging his feet and gawping at anything and everything. His movements are
 slow, uncoordinated and simple.
Learning development

 In your groups you will devise a performance using the following scenarios and
archetype characters.

 Your story can only be told through the use of still images.

 No one is allowed to speak.

 You need to think about levels, movement gestures and exaggerated movements.

 The childminder / The blind date /The bank robbery

 The school exam
Has the group applied the Golden rules to their performance?

Peer assessment

 Did the group follow the rules of masked performance? Give examples of your
point
 Did the group demonstrate an understanding of mask archetypes?
 Did they use performance skills effectively
 Which characters used the mask effectively?
 Explain how this was achieved in the performance.

Week 6 OEDIPUS THE KING / Rehearsal 1 https://www.yo

utube.com/watc
Objective: To DO NOW: h?
demonstrates a In pairs create a conversation where you need a use exaggerated movements and v=dxG9vCyKS
clear interpretation gestures explaining everything you did after you woke up this morning. Once (A) has w8
of the text in finished explaining you can swap over!
performance using
elements of Greek History
theatre (AO2) Theatre was a big deal in Greece and started in approx. 550 BC Scripts
Theatre performances were in honour of an ancient Greek God – Dionysus
They had big festivals and theatre competitions Masks
Success Criteria: There were three types – comedy, tragedy and satire (making fun of leaders)
Actors used masks and gestures to tell the story and the chorus (singers) told the story
LEVEL 2 – Attempt to use
a limited range of Greek
like narrators
theatre skills in the Sophocles
creation of a piece of
scripted theatre
Sophocles was one of the most famous Greek playwrights.
LEVEL 3- Applying an
exaggerated acting style in
He regularly won the competitions at the theatre festivals.
a basic way showing
understanding of your role
using language, physical
He wrote a very famous tragedy called ‘King Oedipus’ or ‘Oedipus Rex.
movement and mask OEDIPUS THE KING
LEVEL 4-.To develop a
 The play we will be studying is Oedipus Rex and it was written by Sophocles.
role with appropriate  It was written in about 430 B.C. and performed in Athens. It won second place in
content. Demonstrating
good characterization in a
the drama competition that year.
rehearsal. Perform chorus  It is the first play in a trilogy
work in unison with
confidence.
 Oedipus Rex is a tragedy
 People Die
 The main Character has a tragic flaw… often Hubris
 There are plagues in ‘Oedipus Rex’ that are responsible
 for the deaths of thousands of the people of Thebes
https://www.youtube.com/watch?v=dxG9vCyKSw8
Characters in Oedipus
 Oedipus – King of Thebes
 Jocasta – Queen of Thebes (Oedipus’ mother)
 Laius – Original King of Thebes (Oedipus’ father)
 Creon – Jocasta’s brother
 Teiresias – Blind prophet
 Shepherd – Messenger
What do you know?
What are the key events of the story?
What type of story is it? How do you know this?
What makes a tragedy a tragedy?
Tragedy means a play where the protagonist character dies.
Characters in Oedipus!
Oedipus – King of Thebes
Jocasta – Queen of Thebes (Oedipus’ mother)
Laius – Original King of Thebes (Oedipus’ father)
 Creon – Jocasta’s brother-in-Law
Teiresias – Blind prophet
Shepherd – Messenger
First Messenger
Second Messenger
Priest
A Herdsman
Group reading!
Students will need to read their scenes in their groups and allocate roles.
Scripted and devised work
You will now devise a piece of theatre from Oedipus using the script given.
Elements of Greek theatre
Your performance must include:
 levels
 Characters status in the scene.
 Gestures
 Exaggerated movement
 Facial expression
 Unison / Chorus work
 Freeze Frame
 Narration
 Mask
Re- cap of learning

Self- assessment

 What stage of the rehearsal process are you and your group?
 Name at least two elements of Greek Theatre you and your group have applied to
your scripted performance.
 Who is Sophocles?
 Explain the protagonist role in a tragedy
Week 7 OEDIPUS THE KING / Rehearsal 2 Masks

Objective: To Do Now scripts

demonstrates a Guess who’s changing the movement?
clear interpretation
of text in a
performance using In today’s lesson
elements of Greek
theatre (AO2) You will rehearse your ideas for a piece of scripted theatre for your assessment.
.
Success Criteria: COMPONENT TWO Assessment Criteria
LEVEL 2 –Be able to apply
elements of Greek theatre Rehearsal process
to a piece of scripted
theatre
LEVEL 3- Use elements of
You have 20 minutes only to rehears your scripted scene.
Greek theatre in a scripted Use your time wisely
performance using
exaggerated acting, chorus
and unison with Show us what you have done so far!
confidence.

LEVEL 4- To work Each group will perform what they have achieved so far!
effectively with others to
devise a scripted
performance with Each group will need to write down 3 things that you like about the piece and 3 things
appropriate content using they need to improve, when watching.
elements of Greek theatre.
.
After each performance you will be given feedback from your peers.

Read and apply feedback

You have 15 minutes only to rehears your scripted scene.

Apply feedback to your scene to improve it!

Week 8 OEDIPUS THE KING / Rehearsal 3 Scripts

Objective: To Do Now Mask

demonstrates a
clear interpretation Find a space in the room and act out everything you did this morning as soon as you
of text in rehearsals got out of bed. ONLY use movement and mime!
using elements of
Greek theatre
(AO2) In today’s lesson
 You will rehearse your ideas for a piece of scripted theatre for your assessment.
Success Criteria: You will apply component two assessment criteria to your rehearsal process.
Miss Brown will give each group feedback!
Level – 2 Be able to apply
elements of Greek theatre Rehearsal process
to a piece of scripted
theatre

Level- 3 - Use elements of

You have 30 minutes only to rehears your scripted scene.
Greek theatre in a scripted
performance using Feedback from Miss Brown
exaggerated acting, chorus
and unison with
confidence. During the rehearsal Miss Brown will give each group feedback
Level – 4 To work
effectively with others to
devise a scripted
performance with
appropriate content using
elements of Greek theatre.

Week 9 Assessment! Scripted PERFORMANCE Script

Masks
Objective: To Do Now Props
demonstrates a
clear interpretation In your groups re-create the story of Oedipus the king in your own way. Using freeze
of text in a frames and narration!
performance using Rehearse your scene
elements of Greek
theatre (AO2) In your groups rehearse your scene ready for your assessment today!
Success Criteria:
Time to shine!!!!!
Level – 2 Be able to apply
elements of Greek theatre
to a piece of scripted Perform you scripted scene to your peers; it’s up to the teacher how they would like
theatre their students to perform their scenes.
Level- 3 - Use elements of
Greek theatre in a scripted Self – assessment
performance using
exaggerated acting, chorus Do you feel you that your performance today had elements of Greek theatre? Explain
and unison with why and how did?
confidence. Did your performance contain sustained characters throughout?
Level – 4 To work Give examples of how you used exaggerated movements, mask and gestures to tell
effectively with others to your story.
devise a scripted
performance with
appropriate content using
elements of Greek theatre.

Week 10 Written Exam

Objective: Key Students will sit a written assessment, which is attached with a feedback sheet. Assessment
Stage 3 Greek sheets
theatre drama
written
assessment
Success Criteria: