Focus

In pairs, students create a still image showing an emotion. The notions of clocking the audience and passing the focus and their importance in mask work are introduced. The class work on clocking the audience and on passing the focus with different emotions. The lesson ends with a whole class discussion.

Objectives

• To understand how the body can be a tool for expression.
• To understand and use clocking the audience and passing the focus.
• To work in a variety of groupings.

Starter

Discuss different emotions and how they could be shown with the body.

Which parts of the body can be used? How?

Ask the students to form pairs. They should create a still image showing an emotion, but using only their bodies, not their faces. Explain that their faces should be neutral, since they will eventually be hidden by a mask. One partner could mould the other into position. You may wish to use the following cards to help choose an emotion. These should be copied or printed onto card and cut out. They could also be laminated for future use, and for this exercise they could be chosen at random:

Commedia: Emotion cards

Ask the pairs to create still images several times, and show a selection to the class. As a class, discuss how the emotion could be recognised, and in each pair’s piece, what was clear and what needed work.

Why are facial expressions not being used?

Response

Ask students to work on their own. Explain that each person should rehearse one emotion, slowing it down and making all the movements large. If there is time, show one or two to the rest of the class and see if there are any developments once movement is added to the emotion. The emotion cards above could be used again.

Introduce the notion of clocking the audience, and its importance in mask work.

Everyone in the class should choose an emotion (perhaps from the selection on the emotion cards). Divide the class into two groups, A and B. Those in group A step forward and clock the audience (B). Remind students to look at the audience, making sure they have their attention, before continuing. They should then show the audience their emotion physically. When group A has finished, they reverse roles with group B, and become the audience. In this way, everyone has a chance to perform.

What did you think of this exercise? Was it too quick? How do you slow it down?

Development

Organise the class into a circle. Introduce the notion of passing the focus. Ask students to rehearse an emotion again, but this time, when they have finished, they should pass the focus to another student next to them in the circle. Explain that there should be only one focal point in the movements, so that the audience is only given one area to focus on at a time. The focus is held and then transferred to another character. This can be done by stopping, looking and passing. The movement should be clear and slow.

How does this benefit the audience? How does it make you feel to participate in this exercise?

Extension task

Plenary

End the lesson with a whole class discussion:

What is clocking the audience? How do you pass the focus? What difference does the speed make?

Homework

Ask students to review the lesson by completing the following handout:

Commedia: Diary