ARTS EDUCATION TEACHER HANDBOOK

THEATRE ARTS :: HIGH SCHOOL LESSON PLANS - COSTUME AND MAKE-UP SHAKESPEARE STYLE

HIGH SCHOOL LESSON PLANS - COSTUME AND MAKE-UP SHAKESPEARE STYLE

 

Submitted by Laurel Eury Johnson

Winston-Salem/Forsyth County Schools

 

Lesson Title:

Costume and Make-up Shakespeare Style
Grade Level or Course:

Theatre Arts III
Time Allotment:

One days (90 minute periods)
Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12:

1.02 Examine and use playwriting techniques used to develop characters, plot, and theme through asides, soliloquies, allegory, symbol, mood and metaphor.

1.03 Understand and use the functions of characters in plays such as foil, protagonist, antagonist, incidental and agent of fate.

1.06 Research playwrights' lives and/or work.

2.10 Explore and demonstrate non-western theatre practices.

3.01 Take an active role in the technical aspects of formal and informal productions.

2.12 Continue to evaluate strengths and weaknesses of self and others verbally and through writing entries in a journal.

3.03 Write critiques of the technical aspects of a formal or informal production.

3.04 Demonstrate, discuss and/or write about the components of technical theatre: scenery, costumes, makeup, lighting, sound and props.

6.02 Demonstrate an understanding of theatre as a collaborative art.
Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade Level Competencies, K-12 for other content areas:

English IV

1.02 Respond to texts so that the audience will:

Empathize with the voice of the text.

Make connections between the learner's life and the text.

Reflect on how cultural or historical perspectives may have influenced these responses.

Examine the learner's own response in light of peers' responses.

Recognize features of the author's use of language and how the learner relates these features to his/her own writing.
Alignment with NC High School Exit Exam:(check domain and write objective number(s):

_X_ Communication:

3. Learner will evaluate ideas and information to make informed decisions

5. Learner will evaluate information in order to recognize the author's purpose, raw conclusions, or make informed decisions.

_X_ Processing Information:

11. Learner will synthesize information from several sources to apply that information to a new situation.

____ Problem Solving

____Using Numbers and Data
Lesson Objective(s):

As part of their study of William Shakespeare and theatre history, students will create original costumes and make-up for a puppet presentation of a scene. Each student will clothe and make-up one puppet, as well as perform that part in the show. Students will use a rubric for self/group evaluation. Background information will be researched using traditional and technological methods. The puppet shows will be performed for various classes, and rubrics will be distributed to the class.

A journal/folder will be kept throughout this study.
Materials/Equipment Needed:

Script for a scene, access to computers/research materials, rubric for evaluation (developed in class with teacher guidance), materials for puppet-making (as simple or as extensive as the teacher chooses), journal/folder for reflection
Lesson Procedure:

Lesson 1:
  1. Inform students that they will be researching costumes and make-up from the Elizabethan era. They will be incorporating their new knowledge into a Shakespearean puppet show in which they will be responsible for costume and make-up design. Part of their evaluation will be performance-based.
  2. Create a rubric so students will know what the expectations are. Include historical accuracy as well as the basics of puppetry performance.
  3. Model expectations by showing a puppet being dressed and made-up for a show.
  4. Read and analyze the chosen scene for performance. Discuss why characters are different and what physical limitations, costumes and make-up may cause. Include questions about Shakespeare's use of language and how he provides clues to characterization through dialogue.
  5. Explore the WHY of costuming and make-up for particular characters. Record opinions of characters and ideas for costuming and make-up in journal/folder.
  6. Begin research of costumes and make-up for Shakespearean theatre.
Lesson 2:
  1. Students will complete research of costume and make-up.
  2. Have students create a drawn and written plan for costume and make-up using a blank worksheet, which shows a body and face. Cloth may be used as well as colored pencils or crayons/markers. Include in journal/folder.
  3. Have students write an explanation of why this plan for costume/make-up was chosen. Include details from research that support the plan.
Lesson 3:
  1. Provide students with materials for costuming puppets and coloring faces (make-up). Encourage quality and creativity.
  2. Allow time as needed. Puppet show rehearsals may begin with even pieces of puppets completed.
  3. Allow time for journal/folder reflections
Lesson 4:
  1. Provide time to finish puppets and rehearse.
  2. Discuss with the class whether the original plans worked and the reasons for change.
  3. Remind students of their rubrics to be filled out after the performance.
  4. Allow time for journal/folder reflections
Lesson 5:
  1. Perform puppet Shakespearean scene for other classes.
  2. Lead discussions with classes about costuming and make-up in Elizabethan era.
  3. Allow students to be the experts and add as needed.
  4. Within the class, distribute rubrics and have students fill out
  5. Encourage constructive criticism of performances and costuming/make-up
  6. Allow time for final journal/folder reflections
Assessment:

Assessment of group or individual work: Students will self and group assess using a rubric designed by the students and teacher. The rubric should incorporate students' ability to evaluate group work.

Assessment of individuals: the teacher will assess each student using the rubric with which the students have evaluated themselves and their groups. The teacher will have established an ongoing dialogue with the student through journal/folder.
Special Considerations:

This lesson should be completed after a basic study of Shakespeare and his theatre style, including his primary objective: entertainment. Pointing out to students the lack of stage direction and the reasons behind the language is essential.

When Theatre III is combined with other levels, several additions may be made to this lesson. Theatre IV could direct, V and VI could build a Globe puppet stage, a group could be responsible for researching and adding music or sound, etc.

The Shakespeare's Globe web site (www.shakespeares-globe.org) is a wonderful tool. Students may see period clothing and make-up, view a downloadable video of an actor preparing for stage (clothing and make-up), and interact with actors through online conferences. There is also a virtual tour of the theatre.

For those with limited resources, keep in mind that this project does not have to be expensive. The puppets may be as simple as dolls dressed up in simply stitched scraps and paper plate faces, or construction paper clothing on paper dolls. For the very brave with unlimited resources, the sewing classes, music classes, and art classes may be involved. In short, this project can range from the very basic to the very finished depending on your time limits.

 

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