I've created a MONSTER!!!

STANDARD 9.1, J,K Production, Performance and Exhibition using traditional and

contemporary technologies.

SECONDARY LEVEL

Using "Raising the Drawbridge or Meanwhile Back at the Castle", students will experience Medieval Times through the creation of masks, incidental music and scenery leading to participation in a sustained improvisational exercise and reflective activity.

Student Objectives:

1.The student photographs will be taken using a digital camera.*

2.Using Adobe PhotoShop software, students distort the images from those photos.

3.From this image students create an usable "Monster" mask using traditional technology (cardboard, pariscraft, papier’ mache’).

4. Students find an example of architecture in the community, on a website or from a magazine to utilize in designing scenery.

5. Scenery will be designed using Magic Theatre or Super Home Suite software.* One group of students will design the castle, while the remaining groups design fantasy environments.

6. All students will participate in a sustained improvisation using recordings with the option of adding a Sound Beam for environmental enhancement. The recordings will also inspire the students’ to creatively invent movements that resemble the characteristics of their masks, and therefore be more powerfully engaging as they dance through the scene.

7. All students will evaluate their experience through discussion or reflective essays.

*Traditional technology can be used in place of suggested contemporary technology.  (Teachers should be aware that the material presented here may not be suitable for all grade levels.  Care should be taken in previewing possible choice.)

RAISING THE DRAWBRIDGE OR MEANWHILE, BACK AT THE CASTLE

Integrated Drama Activities on a Medieval Theme
O’Farrell, Professor, Queen’s University

Focus

Life in the Middle Ages is a popular theme among students and teachers alike.

Medieval history, literature, music, drama and folk customs can all contribute

to an enjoyable and integrated learning experience. This workshop uses drama

to engage participants in the various aspects of castle life. The methods used will 

concentrate on role-playing and movement.

Introduction

Play medieval music as students enter. Show them a castle picture and talk about 

the Romance of an era lost in time. The strangeness of a far-off time makes it

attractive (like an exotic part of the world, today). We feel that a visit to the

Middle Ages would really take us "out of ourselves" in a recreational experience.

At the same time, this strangeness tends to prevent us from seeing the people

of the Middle Ages as fully human – people we can really identify with and

understand (like the people in exotic parts of the world today with customs very

different from our own). And so, an imaginary trip into the Middle Ages can

help us find ways to appreciate the lives of other people who live in circum-

stances very different from our own. It can help us to "Raise the Drawbridge"

on a diversity of cultures – past and present. We can make this journey of dis-

covery without the risk of offending our neighbors of today, as we struggle to

come to grips with the elements of different cultures.

An Epitaph Here lieth under this marble stone

Rich Alan, the bald man

Whether he be safe or not,

I don’t care for he did not…

(original last lines:)

Whether he be safe or noght

I recke never for he ne noght

So, in our journey together into the Middle Ages, we will be looking at how people

Lived and felt – not who was king or who won what battle.

The Journey Back in Time

What do we already know?

How long ago was the Middle Ages? How long did this period last? (1050-1550+)

Where did it take place? (i.e. Middle Ages as a European concept. What kind of a 

world do we expect to be visiting? What would a guidebook tell us about the era? 

What places should we visit? What places should we avoid? Where should we sleep? 

What should we wear? What kind of food will we be eating? What kind of events 

might be happening-in a village, in a castle, in a monastery? What kinds of jobs 

would people have?

Traveling Music

We need to find a way of moving back in time. In the movies, the director usually

gives us some music to help us find the era. Let’s follow this example and learn some 

medieval music.

Rose, Rose Rose, Rose, Rose, Rose

Shall I never see thee wed?

Aye, marry that you will,

When I am dead.

Learn line by line. Then sing in a round. Then sing walking around as monks and nuns. (Sing through 3 times.) Then sing walking around as various medieval folk

Beginning their morning duties in the castle village. (Decide on roles first and a simple task for each.)

The Quest

Town Meeting

Move further into the role of a village person. Imaging –think of your name and where you live and who with, and your attitude to the lord and lady of the castle.

Then, discuss the strange activities that have been going on up at the castle during

the night. What can it mean? (State your name and occupation before speaking

The first time.)

Introduce message read by town crier. Announce object of quest and call for someone to go on it immediately – regardless of class.

Hear ye, hear ye. All people of the castle and the village. Let it be known that

the lord and lady of the castle desire that someone from this district should go

on a quest. We require that a small party of 3 or 4 travel to the far mountain

on the west and bring back a pail full of the whitest snow. To get to these

mountains the questers must pass through rugged country and endure terrible

hardships. The worst of these hardships will be an encounter with the

mysterious Harker or Cuayel. How you will overcome these dangers we do

not know. How you will keep the snow from melting. We cannot imagine.

but , if you succeed you will earn our generous thanks. On the other hand,

if none of our people is willing to go on this quest, the lord and lady will have

to take certain measures. If you have anything to say to us on this matter, we

will not listen. If you have anything to show us, however, we may be pleased

to watch. So say your superiors to whom you are forever indebted.

Discuss implications of this announcement in the light of what we have already

figured out. Should we try to convince the lord and lady not to send us or go

willingly. How can we convince them?

Imagining the Quest

We will have an opportunity to show the lord and lady of the castle why we wantto go or not go. Let us stay in these groups of three and decide on the kinds of obstacles we would expect to meet and the wonderful events that we might experience if we were to go on this quest.

Set up running three-part sculptures to demonstrate how the quest might go for different questers. Perform all together. Perform in half the class at a time.

Having seen these performances the lord of the castle is willing to talk with you.

This is your final chance to convince him of your position. (teacher in role.)

The Journey Home

The time has arrived when we must return to our own era. Each person should reflect and journalize about your experiences visiting the Middle Ages. Students should be prepared to share at the next class session.                                                          

PROFICIENCY LEVELS

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