Resources: Arts Integration and Digital Media: GREEK MASK PROJECT - OEDIPUS REX Dr.

Anne Berkman In ancient Greek theater, actors wore masks with exaggerated facial features. These masks 1 allowed the actors to play more than one roleof different ages and genders, for example 2 helped audience members in distant seats to see and hear better 3 helped define the characters the actors were playing and convey the emotions of the characters

Assignment:
For this project the definition of the character and his/her emotions is going to be your focus. You will choose one of the major characters in the play: Oedipus, Jocasta, Choragos, Tiresias, or Creon. From class reading and discussions, you should have a basic idea of who your character is and what he or she represents in the story. Now you must add to your knowledge. The internet can provide the sources that you will enter in your small group (named for your character) on edmodo. For example, you could include a more complete narration of the characters life, a psychologists explanation of your character, another literary critics understanding of the character, the symbolic importance of the character in the play, or information about how men and/or women lived and were treated in ancient Greece. You must find appropriate sources, copy the link, and write 1 to 3 sentences explaining why this link is important to your character. You should reply to the posts of others in your group with your own thoughts. You will create a mask based on one scene from the play. Using information directly from the play itself (dialogue, stage directions, chorus) and the other information you and /or others have collected and put in edmodo, decide how your mask should look. I will provide you with a hard shell blank mask. You will create a nonlinguistic representation of your chosen character. You can (and probably should) cover the blank face to create your own individual basis to develop the character. The internet is full of information about creating masks. No class time will be given to the creation of your mask; however, Mrs. Mantell and the resources of the art department are available to you. Feel free to use whatever paints, yarns, poster board you have around the house.

You will write a detailed analysis and explanation of what you wanted your mask to represent and how each element of the mask contributes to the overall effect. Finally you will present your mask to the entire class in a 90 second talk. The whole project will count as an out of class essay: 30 % of the grade will be for the mask, 30 % for the research on edmodo, 30% for your written analysis and 10% for an effective oral presentation of your work.a 90 second talk on the most salient feature of your mask. Deep Learning: Student Reflection on Arts Integration: Rafi 11H English After reading the poem Trees, by Joyce Kilmer, I now have a new outlook on nature--more specifically, on trees. Trees, as defined by the poem, are more than just another aspect of this world: they represent all that humans are and that which they should be. Kilmer describes trees as having arms, breasts, hair and a hungry mouth. They are deeply connected to G-d, for they stare at Him and pray by [lifting their] leafy arms all day long. They are described as suckling from earths breast, i.e., taking their sustenance from nature and being well aware of it. Trees are also described as having robins in their hair and snow in their breast, conjuring a maternal imagery--not only do trees suckle from Natures breast, but they too provide for Nature itself. Besides constructing a beautiful circle of life, Kilmer is proclaiming trees to be symbolic of the prototypical human life, for there is no other poem as lovely as a tree. He argues that one should be aware and respectful of the Nature which one takes his sustenance from--just like one is aware and respectful of his mother who also provided sustenance. One should be constantly G-d-conscious and ready for prayer and contemplation, just like the tree which prays all day long. Moreover, one should give back to the same Nature one came from, just like trees provide for the robins. And most importantly, one should be mindful that life is beautiful, but that it stems from G-d. This deep understanding of the poem and awareness of Nature was definitely helped by reading it outside--near the trees, one with Nature. In this scenario, the class could in fact feel the trees beauty and all that which Kilmer attributed to them. In a sense, by being outside, we became closer to the very thing the poet was describing. We were aware and respectful of Natures awesomeness. We were basically forced, by looking at the beauty (further intensified by Autumns charm,) to think about and look up to G-d. Moreover, at least for my part, there was a feeling of wanting to give back to Nature--G-ds testimonial. By looking at nature, we became better human beings, perhaps Kilmers goal after all.

PBL for All Learners/Student Voice and Choice: Scan the QR codes for links to blogs with student work: Hot Topics Sim City blog by Maren Scharfs Physics students and Tikvah Wieners Hot Topics students:

A Frisch LEADs blog on baking desserts, by seniors Caroline and Julia. Frisch LEADs is a self-directed project AP English Literature students work on all year: