Concepts to explore: Status relationships, stock characters

Introduction: Explain that the group is going to investigate an improvised form of theatre on which much modern comedy is based. Group dynamics, improvisation skills and a knowledge of two of the commedia dell’arte characters and their relationship will be explored.

Activity 1: Walk Together. A complicity exercise to encourage group sensitivity. On a given signal, each person starts walking, so that the group uses all the space in the room. On a second signal, everybody stops. Now, that was easy. This time, without talking, everybody must decide to start walking at the same time - and then to stop together as a group. Practice this several times until the group makes it work.

Activity 2: Status Gap. In pairs, create two frozen images where one partner has a higher status than the other. In the first, the gap between each status should be exaggerated. In the second, it should be more subtle, but still visible. Show some examples and ask members of the group to guess which partner has the higher status, indicating ways in which posture and facial expressions are used by high and low status characters.

Activity 3: Master and servant. Explain that commedia dell'arte characters reflected the social structure of Italian society. One of the central relationships to explore is that of master and servant. Ask for two volunteers to play the roles. Give a situation, such as the servant bringing the master items of clothing to try on. Allow the players to explore this for a while. Ask the class if the roles are clear. Try two other students, asking them to make the status gap between the characters larger and two more to show a smaller gap. Finally, ask another pair to play the situation, but to give the servant the higher status. What is important is that the roles continue to be delineated, while the servant must find subtle ways to undermine the master.

Activity 4: Pantalone and Arlecchino. Introduce these two stock characters. Pantalone is the old, miserly master of the house, in control of the finances. He walks with a stooped back, taking small steps, while his hands are lively and expressive. His movements are often compared to a chicken or turkey. Arlecchino (Harlequin) is a servant with light and agile movements often compared to a cat or fox. Although he can only entertain one idea at a time he is also cunning and likes to mimic others. Walking in the space, give the students a chance to try out movements for both the characters.

Activity 5. Divide the students into pairs as the two characters and ask them to devise a theatrical moment – lasting a few seconds – which typifies the difference between the characters. Encourage exaggeration. Spotlight some examples.

Plenary session: Discuss the students’ understanding of the commedia characters. Explain that although improvisation was central to the performances, the actors followed a scenario and memorised comic routines and speeches (lazzi). What attributes do you think would have been important for commedia performers?