Grades: 	Middle School (6–8)
Subjects: 		Visual Arts, Theater	
Time Required:	Four 50-minute class periods
Author: 	J. Paul Getty Museum Education Staff

Lesson Overview
Students will examine and discuss an ancient Roman incense burner and an ancient Greek statuette, both depicting comic actors, and an ancient Roman lamp decorated with a comic theater mask. They will learn how to play the improvisational games “What Are You Doing?” and “Freeze.” They will then create costume props to develop a character. 

Learning Objectives
Students will be able to:
•	learn how stock characters in antiquity and the present day are portrayed by exaggerating mannerisms, clothing, gestures, and other characteristics. 
•	analyze the gestures, expressions, and details in ancient works of art depicting comic actors.
•	create theater masks for stock characters.
•	create costume props from recycled and everyday materials.
•	use gestures and voices to convey scenes with stock characters.

Featured Getty Artworks
Incense Burner Shaped as a Comic Actor Seated on an Altar by an unknown Roman artist
http://www.getty.edu/art/gettyguide/artObjectDetails?artobj=15001

Statuette of a Comic Actor by an unknown Greek artist
http://www.getty.edu/art/gettyguide/artObjectDetails?artobj=35623

Lamp in the Shape of a Comic Mask by an unknown Roman artist
http://www.getty.edu/art/gettyguide/artObjectDetails?artobj=35583

Materials
•	Reproduction of Incense Burner Shaped as a Comic Actor Seated on an Altar by an unknown Roman artist
•	Reproduction of Statuette of a Comic Actor by an unknown Greek artist
•	Reproduction of Lamp in the Shape of a Comic Mask by an unknown Roman artist
•	Background Information and Questions for Teaching about the incense burner, statuette, and lamp
•	Student Handout: “‘Freeze’ Rules”
•	Materials for making masks (see Materials list for Beginning-Level Lesson at http://www.getty.edu/education/teachers/classroom_resources/curricula/performing_arts/lesson01.html)
•	Information and activities in “Understanding Formal Analysis” section (optional) on the Getty website at http://www.getty.edu/education/teachers/building_lessons/formal_analysis.html
•	Pencils
•	Recycled cardboard or cereal boxes
•	Scissors
•	Aluminum foil 

Lesson Steps

Warm-up: Improvisation and Pantomime

1.	Ask students if they have ever played the improvisational game “What Are You Doing?” If anyone has, have her or him explain the rules of the game to the class. Further explain to students that they are going to play this warm-up theater game to help them explore pantomime and improvisation. 

Model how to play the game with student volunteers. First ask, “What are you doing?” The first person will pantomime an action like brushing teeth. As soon as it is clear what he or she is doing, a second person will approach and ask, “What are you doing?” The first person turns to the second person and, while continuing to perform the original action, answers the question with a new, unrelated action for the second person to pantomime. The second person must pantomime the action that the first figure has described as soon as the first person says it. If the second person hesitates or doesn’t mime the action described, that player is “out.” A third player joins the scene, and so on until each person in the group has a turn.
 
2.	After you model the game with volunteers, divide your class into three to six small groups and allow each group to play the game. 

3.	Explain to students that theatrical improvisation is creating dialogue and action without a script, rehearsal, or planning ahead. Because everything is from the actor’s imagination, improvisational scenes can go in many directions and can be very funny. 

Theatrical Characters in Antiquity and the Classroom

1.	Display a reproduction of Incense Burner Shaped as a Comic Actor Seated on an Altar. Have students take the time to look closely at the work of art with a partner and describe what they see to one another. Prompt students with the following questions:
•	What do you see here? (man, mask, silver eyes, costume, ribbon, animal feet, garland, toga, tunic, wig, etc.)

Invite students to share their observations. Let students know that the figure is sitting on an altar, and then continue prompting discussion with the following questions:
•	What is this character doing? (sitting, waiting, performing, speaking, etc.)
•	If we could unfreeze this figure, what might he say?
Again, invite students to share their observations.

2.	Point out that the figure is wearing a comic actor’s mask and wig, and discuss the following:
•	How would you describe the facial features on the mask? (exaggerated, dramatic, scary, etc.)
•	Describe what the character is wearing in detail. (toga, wig, sandals, mask)

3.	Explain to students that what they are looking at is Incense Burner Shaped as a Comic Actor Seated on an Altar. Theater was such an important part of ancient culture that it became a popular design motif for functional objects such as incense burners. Ask students when and where they may have seen an incense burner (a ceremony at a church or temple, a party at a relative’s home, etc.). Explain how the incense burner functions. (The altar that the character is seated on is hollow. The top of the altar pivots open to allow incense to be placed inside; the bottom has air holes to facilitate the burning of the incense. The smoke from the incense would have risen through the actor’s hollow body and issued from his mouth.)

4.	Let students know that the figure is based on a fictional stock character from ancient Greek and Roman theater. These fictional stock characters are based on stereotypes, and when actors perform these characters, they exaggerate their mannerisms, clothing, gestures, and other characteristics. Props, as well as exaggerated characteristics, would help identify the character for ancient audiences. For example, a shepherd or peasant would carry a crook, while a king would carry a scepter. Ask students what they think a fisherman or soldier might carry. Tell students that the costume and mask of the character on the incense burner would have signaled to ancient audiences that he is a Greek New Comedy slave. His rolled hairstyle, snub nose, and wide-open mouth were typical of these characters.

5.	Let students know that they are going to play a second theater game called “Freeze.” Distribute the student handout “‘Freeze’ Rules” and/or post the information on the board for all students to see during the activity. Invite two volunteers to the front of the class. The first player will mimic the pose seen in the artwork and state what he or she thinks the character would say. The second player will respond to this line with a lot of exaggerated gestures and dialogue. Both will freeze when another student from the class calls out “Freeze!” and taps one of the players on the shoulder. That player will be replaced by the other student, who will assume the exact gesture of the player being replaced.

6.	After the game runs its course, have the class brainstorm a list of contemporary stock characters from popular TV and film. For example, you could refer to villains, princes, and princesses in animated Disney movies. Ask students to share the common attributes of these characters or the props or costumes with which they are often depicted.

Improvising Stock Characters Using Props and Masks

1.	Refer to the Beginning-Level Lesson at http://www.getty.edu/education/teachers/classroom_resources/curricula/performing_arts/lesson01.html so students can identify lines and shapes in art and create theater masks for their stock characters. In particular, use steps 5–6 in "Day 1: Introduction to Pantomime," and adapt the steps in “Day 3: Expressions and Shapes in Stock Characters” and "Days 4–5: Theatrical Masks for a Pantomime."  (See Materials list for Beginning-Level Lesson.) Display the reproductions of Statuette of a Comic Actor and Lamp in the Shape of a Comic Mask and discuss the attributes of the characters depicted in these works of art.

2.	Explain to students that they will continue to explore improvisational theater and that they will have an opportunity to create props to develop a character. Instruct students to create a preliminary drawing with organic shapes as a design for their own prop. Distribute pencils, recycled cardboard or cereal boxes, and scissors to your students. Ask them to draw and cut out the prop that will help identify their character. They can embellish the cardboard accessory with aluminum foil, recycled materials, or whatever supplies are available.

3.	Tell students that they are going to play “Freeze” again. This time they will work with masks, props, and suggested scenarios. Tell students to write a scenario on a scrap piece of paper. Provide a few examples, like “visiting the dentist’s office,” “robbing a bank,” or “waiting for the bus.” Collect scenarios and place them in a container for the actors. The first student will select a scenario and create a gesture and dialogue for his or her stock character to begin the scene. The second person will respond to the lines with exaggerated gestures and dialogue. This time, students should rely more on voice and gesture since their faces are covered by masks. Both will freeze when another student from the class calls out “Freeze!” and taps one of the characters on the shoulder. The player who was tapped will be replaced by the new player, who will assume the exact gesture of the player being replaced. This new player will respond to what was previously performed with new gestures and dialogue.

4.	Ask your students to share observations about playing “Freeze” with and without specific character props.

Assessment
Students’ ability to analyze the subject matter depicted in a work of art will be assessed based on their participation in class discussions. Students will also be assessed on the following:
•	ability to create a mask for a stock character and a prop of their choice 
•	ability to follow written instructions through the “Freeze” game
•	use of exaggerated gestures and altered voices to convey scenes with stock characters in improvisational theater

Standards Addressed

Common Core Standards for English Language Arts

Grades 6–8

SPEAKING AND LISTENING 
Comprehension and Collaboration 
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 				

Visual Arts Content Standards for California Public Schools

Grade 6
4.0 Aesthetic Valuing
	4.1 Construct and describe plausible interpretations of what they perceive in works of art.

Grade 7
2.0 Creative Expression
	2.1 Develop increasing skill in the use of at least three different media.

4.0 Aesthetic Valuing
4.2 Analyze the form (how a work of art looks) and content (what a work of art communicates) of works of art.

Grade 8
4.0 Aesthetic Valuing
	4.3 Construct an interpretation of a work of art based on the form and content of the work.

Theatre Content Standards for California Public Schools

Grade 6
2.0 Creative Expression 
2.1 Participate in improvisational activities, demonstrating an understanding of text, subtext, and context.

Grade 7
2.0 Creative Expression 
	2.1 Use improvisation in rehearsal to discover character and motivation.

Grade 8
2.0 Creative Expression 
2.2 Perform character-based improvisations, pantomimes, or monologues, using voice, blocking, and gesture to enhance meaning.