Lesson Overview:
In this lesson, students will learn about the history of clowning and different types of clown characters. Students create their own clown character and develop a skit to perform.
Length of Lesson:
Two 45-minute class periods
Notes:
This lesson is particularly suitable for grade 5.
Instructional Objectives:
Students will:
- identify four basic clown types—white faced, auguste, character, and hobo.
- practice simple pantomime.
- practice juggling.
- create a clown character.
- read, practice, and perform clown gags and scripts.
- work cooperatively to present clown gags and scripts.
- keep a journal record of clown design.
Instructional Plan:
Warm Up
Display photos or pictures of four clown types: white-faced, auguste, character, and hobo. Use more than one example of each kind if you can. Put numbers above each picture. Record names and types of clowns on the board. The students take note and identify the clown types by the end of this introduction. This should help them identify which type of clown best represents their own personalities.
Introductory Activities
Record the names and characteristics of the four clown types (described below) on the board. The students should be able to identify the clown types by the end of this introduction and decide which type best represents their own personalities.
History and Classification of Clowns
Share with students the following background information
The first record of a clown comes from 3000 B.C. Jesters, the clowns of a royal court, were often used to entertain and advise the monarchy. During the 17th century, clowns entertained the people in cities, towns, and villages in Italy and France. Commedia dell' Arte—troupes of men and women players—roamed the countryside. These entertainers, who travelled from town to town in carts, acted out familiar plots and portrayed stock character types. The back of the cart served as the stage. Although most of the acts were improvised and topical, they were usually based on an established outline of a plot and character. Two famous clown types appeared in these companies: Harlequin and Pierrot. Both of these were examples of white-faced clowns.
The Harlequin clown had a white face and wore a mask over the eyes and nose. Harlequin clowns wore colorful tights. In their performances, Harlequin clowns often acted as "tricksters," spoiling the tricks of the other clowns.
The Pierrot clown also had a white face, with touches of black added to the eyes, perhaps a simple line or diamond shape. A touch of red went on the tip of the nose, cheeks, and/or mouth. The costume for Pierrot was light in color—usually, white—and it was oversized, often with a layered ruffled collar. The typical Pierrot acted as a "dignified" clown.
Today's white-faced clowns borrow from these traditions. Some add a touch of color to their costumes or make-up, but their personality is generally quiet, shy, serious, and dignified.
Auguste Clowns
The auguste (pronounced aw-GOOST) clown is the type that most people are familiar with today. The facial features of the auguste clown are bright, big, and exaggerated; its trademark is a big, cheerful, happy face. Its costume is oversized and bright. The typical personality of this clown is well-meaning, but clumsy.(This is the type of clown who is always tripping over his/her large shoes.) An auguste clown plays jokes, but usually the joke misfires on him/her. This clown has big ambitions but lousy skills; this combination often leads to slap-stick humor. Usually, this clown specialized in one circus act, such as juggling, tight rope-walking, or animal tricks.
Character clowns
Character clowns are the stars of the circus. The performers who portray these clowns spend years developing a unique act and personality. Today's popular character clowns include:
- Bello, from the Ringling Brothers, Barnum & Baily Circus. His distinguishing characteristic is his red hair, which stands stiff in the air. His face is flesh-colored with black eyebrows; white around the eyes; and pink on his nose, cheeks, and lips. He wears an oversized tuxedo.
- John, from Cirque du Soleil's Quidam show, has very little face make-up. He is pale, but his eyebrows are exaggerated and he has a touch of color on his lips. He is bald, except for a black mohawk running down the middle of his head. He wears a dark suit that doesn't quite fit.
Character clowns have an "everyman" quality.
Hobo clowns
The hobo is are special type of character clown. The most famous of these clowns was Emmet Kelly, who created the sad-faced "Weary Willie." These clowns wear tattered and patched clothes, and they have holes in their shoes. Unfortunate things happen to these clowns, and they are always down-in-the-dumps.
When you have finished reviewing the clown types, have the students identify the clown photos or images displayed around the classroom.
Moving Like a Clown
Push the furniture against the wall.
Place masking tape, color cloth tape, or two yard/meter sticks on the floor. They should be parallel and at the longest part of the classroom.
Have the students play pantomime games to warm up the body and build characters. Suggested activities include:
Activity 1: Silly Walk Zone
In this game, students line up one behind the other, behind the taped or stick line. Each student walks in a silly way from one side of the room to the other. Each walk is different than every other walk. Encourage students to cover space on different levels (high, middle, or low),speeds (fast, slow, in a rhythmic pattern), and ways of travel (forward, backward, zigzag, slide, etc.).
Activity 2: Walking Through
Divide the class into groups with four members. The teacher gives each group an index card that has the description of a certain setting written on it. Each group crosses the tape or stick line as if they were walking through that setting. Only one group crosses at a time. While the members of one group perform the pantomime, the rest of the class guesses what environment they are pretending to cross through. Some examples of settings to suggest include:
- Through tall under brush
- Through a dark, dangerous alley
- Through a windy, rainy street
- Through a swamp
- Across a room of bouncy springs
- Across a log over a ravine full of crocodiles
- Across a burning desert, looking for water
Activity 3: Clown Walk
Each student decides on a clown type—white-faced, auguste, character, or hobo. The students line up again and cross the room as the clown type that each person has chosen. After they have crossed once, students line up again and cross the room as clowns performing various activities. Suggest that the clowns:
- Pick flowers
- Eat bananas
- Ice skate
- Eat an ice cream cone
- Ride a bike
- Sneeze
- Hiccup
- Carry a hot plate
Have students reflect on the activities in their journal. They should record which activities were easy and difficult, and which things they might try to incorporate into their clown act. They should also attempr to identify which clown-type most suits their own personalities.
Guided Practice
Each clown has a special skill. Some walk the tight rope. Others do tricks on horses. Many clowns juggle.
Have students research how to juggle. Use books and Internet sites for information (see Teacher References for sources). One great site is Great sites the Internet Juggling Database. This sites and the books listed in the Teacher References section provide a step-by-step method
of how to juggle. Allow fifteen to thirty minutes for practice.
Make sure each student has the materials necessary to practice juggling. Each person begins with one pair of socks (one stuffed inside the other, in a ball shape), a tennis ball, a juggling ball, a scarf, or a bean-bag. Eventually, students might juggle up to three items at a time. Make sure there are three items that are the same thing (i.e. three balls of equal size, three bean bags, etc.).
Ask the students to follow the directions carefully. Juggling can be frustrating, even if the directions are followed correctly. Time allowed for this lesson is short (one to two days). Reassure students that even juggling one or two items is okay, as long as the student is confident in his/her skills. Students can continue to juggling independently at home, with the help of the book and Internet resource provided.
Developing a Clown Character
Have the students begin their research to develop their own unique clown act. Explain to the class that people laugh at both the unpredictable and the predictable ways that clowns behave. Many clowns base their acts on tried-and-true gags, but they often add a new element or twist. That's why clowns continue to amuse and amaze us.
Have some students use books to research gags, pantomimes, or scripted material. Other students can go to Clown Education Online and search for gags and scripts. Allow 10 to 15 minutes for the search. You may also wish to provide suitable gags and scenes for the students in advance.
Once the students select a gag, scene, or pantomime they should practice the routine alone, in pairs, or in small groups. The students should stay true to the clown character type they choose. Juggling, a silly walk, or any other pantomime bit that was used earlier in the lesson can be incorporated into this activity, as long as it works for the scene.
The students should rehearse for 15 to 30 minutes. Lines do not need to be memorized. Movement and pantomime should be practiced, but can be improvised. The gags and scenes need to have a beginning, middle, and end. Most should be two minutes long or less.
10. If the time is running out, stop here. Have students perform at the next meeting. Students record problems, solutions, etc. in the clown journal.
Closure
Clowns should present their final performance of a gag, scripted piece, or pantomime. You may wish to videotape the performance.
Students should also write a final entry into their clown journals. They may wish to reflect on the following questions: How did the routine change from original plan? What stayed the same? What was the most difficult thing about the act? What was the easiest thing?
Assessment:
Use the Assessment Rubric to evaluate students learning and progress.
Sources:
Print:
- Bullack, Ivan. I Want to Be A Clown. New York: World Publications, 1997.
- Fife, Bruce. Creative Clowning. New York: Piccadilly Books, 1990.
- Granfield, Linda. Circus, An Album. New York: DK Publishing, Inc., 1998.
- Meyer, Charles R. How to be a Clown. New York: David McKay Company, Inc., 1977.
- Meyer, Charles R. How to Be a Juggler. New York: David McKay Company, Inc., 1977.
- Mitchelson, Mitch, Rob Shone, Peter Harper. The Most Excellent Book of How to be a Juggler. Brookfield, CT: Copper Beech Books, 1997.
- Novelly, Maria C. Theatre Games for Young Performers. Colorado Springs, CO: Meriwether Publishing, Ltd., 1985.
- Perkins, Catherine. The Most Excellent Book of How to be a Clown. Brookfield, CT: Copper Beech Books, 1996.
- Pipkin, Turk. Be a Clown. New York: Workman Publishing, 1989.
- Temple, Nancy and Rande Aronson. Juggling is for Me. New York: Lerner Publications, 1986.
Web:
Authors:
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Mary Beth Bauernschub, Teacher
Kingsford Elementary School
Mitchellville, MD
