LESSON MODULE on ANCIENT GREECE

By Nicholas Dollak

Dr. Jack Pesda

“The Glory of Greece”/Ancient Greece

October 18, 2000

LESSON:  Art: Ancient Greek-style theatrical mask

GRADE LEVEL:  Middle school (6^th – 8^th grades), but can be adapted for younger or older students.

OBJECTIVE:  Students will each make an Ancient Greek-style theatrical mask out of papier-mâché.  In the course of this, they will learn a little bit about Greek theatre, and will become familiar with not only the medium of papier-mâché and the art of caricature, but also some Greek history and folklore.

            Hopefully, this will coincide with Greek studies in one or more other classes.

MATERIALS NEEDED:  For the masks, the students will need the worksheets, pencils, wooden panels to support the 17x14” worksheets, modeling clay (Plasticine™), white glue, plastic containers with lids, warm water, cheap brushes, scissors, tempera paint and paint brushes.  Some students may want a dowel or small piece of lattice board for a mask-handle; others may want elastic bands.

DAY ONE:  A slide or picture presentation of Greek art.

            First, I will let the kids identify Greece and Crete on a globe.  I’ll explain that the art we’ll be studying today is from about 4,000 to 2,000 years ago.

            Picture #1:  “Toreador” mural from Knossos.

This is a 4,000-year-old picture from a palace on Crete, thought to be that of King Minos.  (Some scholars believe that “Minos” may simply have been the Minoan word for “king.”) [i]   The palace, though plain on the outside, is pretty spectacular on the inside.  It’s large and mostly underground, which keeps it warm in winter and cool in summer.  It’s dramatically lit by “light wells,” which are sort of like skylights.  And it’s maze-like in its design [ii] – a feature that may have inspired the Greek myth of Theseus and the Minotaur.  (At this point, if they’re not familiar with the story, I’ll regale them with a fairly short version of it.  I’ll be sure to mention that the Athenians apparently viewed Minos, and by extension the Minoans, as “bad guys,” and that monsters, such as the Minotaur, were generally bad, representing discord [iii] – the exceptions being Pegasus and the good Centaur Chiron.)

            As it turns out, the “labyrinth” of the story was the palace itself; and bulls were not monsters, but animals sacred to Minoan culture.  This mural shows a dangerous sport: a youth seizes the horns of the charging bull, does a handstand on its back, then somersaults off, to be caught by the young lady behind the bull.

            Picture #2:  “Mask of Agamemnon.”

The other great civilization in the area was the Mycenaean culture.  They lived in this part (I’ll point it out on the globe) of Greece, known as the Pelopennesus.  The Mycenaeans and Minoans traded goods, but argued a lot (hence the Minoan’s unflattering image in Greek myths!).  Eventually, about 1,600  years ago, they had a terrible war with each other, and the Mycenaeans supposedly destroyed the entire Minoan civilization.  They may have had some help from devastating earthquakes and fires that plagued Crete at about the same time.  Many Minoans, instead of being killed in war, may have simply moved away and never come back. [iv]

            Mycenae was the home of King Agamemnon, who, about 1,425 years ago, led the Greek forces against the army of Troy on the other side of the Aegean.  This is the famous Trojan War about which you may have heard… (If they haven’t, I’ll give my quick summary of the Iliad.)  Anyway, this mask was found in a palace in Mycenae and is popularly imagined to be a representation of Agamemnon.  It may have become flattened over time, resulting in its odd appearance.  We’re not sure what this mask was for, but it may simply have been a portrait of the man, so people would know what he’d looked like even after he died.

            Picture #3:  A Spartan Warrior.

            The Spartans were the warrior culture of the Pelopennesus – the Klingons of Ancient Greece.  Boys and girls all endured a sort of “boot camp,” and boys all had to serve in the military from ages 7 – 30, after which they could sort of “retire” or run for political office. [v]   This is how the Spartan soldiers dressed: note the helmet and the cape.  The cape also served as a blanket; it was dyed red so bloodstains wouldn’t show.  If this statue were complete, this soldier would be carrying a spear.  These soldiers, and in fact all Spartans, lived a very frugal and harsh lifestyle: they owned few possessions, thought little of themselves, and lived their whole lives in service to the Spartan state.  They avoided anything that would have made their lives easier.  Even their food was just barely edible.  As one traveler through Sparta noted: “Having tasted their food, I understand why Spartans do not fear death.” [vi]   That bad, eh?

            Picture #4: Diagram & photo of Greek amphitheatre.

            While the Spartans were missing out on all the fun, other Greeks invented a new form of storytelling called theatre, in which actors would portray characters in a story.  This all started about 2,500 years ago. [vii]   As theatre became more popular, facilities such as this amphitheatre were built.  The trouble with making them this large was that the people in the back could hardly see the performers.  So actors had to make themselves larger than life.  They wore high shoes, padded costumes and masks.  The masks’ features were exaggerated to make the characters and their emotional states easy to see; the large mouths sometimes acted as megaphones.  Also, since women weren’t allowed to act (I guess life upon the wicked stage ain’t nothin’ for a girl, as the song goes), masks enabled men to play women’s rôles. [viii]

            Pictures #5 and onward: Various Greek theatrical masks, as well as statues, reliefs, mosaics & vase paintings of gods, goddesses, philosophers, heroes & monsters.

            Students receive sheets #1 and 2 to do in class.  Those who have trouble coming up with something are to go to a library and do their own research on Ancient Greece for homework (I recommend illustrated adaptations of Greek myths, available in the children’s sections – or even a Ray Harryhausen film like Jason and the Argonauts or Clash of the Titans!)  Students may trace if they’re that unsure of their drawing abilities; the tough part is coming up later!

DAY TWO

            Using their drawing from sheet #2, students will copy their drawings full-size onto sheet #3.  After I have checked their work, students will place boards under this paper (for support) and start building in clay.  I will either be doing the same assignment or have step-by-step photographs on hand, so those who feel uncertain can see what needs to be done.  The pictures from Day One will also be in the room, should anyone need to look at them.

DAY THREE

            Everyone should be using clay today.  (Anyone who throws clay goes to the office – one strike, ye’re out!)

            Those who finish early enough may mix the papier-mâché and start coating their masks with it.

            How to papier-mâché: Fill the plastic container with warm water.  Then squeeze lots of glue into it.  Stir with the cheap brush until it feels like oatmeal.  Then tear up the newspaper into tiny strips, about the size of small bandage strips (The smaller you make them, the better detail you can get).  Dip each strip into the gluey stuff and stick it onto your clay sculpture.  Use the brush to pat the paper down and poke it into the nooks & crannies.  You’ll need to put about six layers of papier-mâché onto the clay to get the right thickness.

DAY FOUR

            Everyone should be using papier-mâché today.  (No throwing papier-mâché either, you in the back!  To the office!)*  Students MUST finish by the end of the period, as this must dry overnight.

DAY FIVE

            We carefully remove the dried papier-mâché masks from the clay and paint them.  Students may tape sticks or attach elastic bands to them.

NOTE: Exceptionally fast students may make 2-sided masks.  Remember, the papier-mâché must dry overnight for best results.

OPEN-ENDED DISCUSSION, which may be carried out as we work: compare Greek masks with modern use of exaggeration in the media (Examples: stereotypes, both good and bad; stock characters; recognizable silhouettes ((Abraham Lincoln, Sherlock Holmes, Don Quixote, Cyrano de Bergerac, Darth Vader, Bart Simpson, etc…)))