coaching questions: - gulf coast state college web viewthe student’s individual justification...

Profile Sheet

Teacher: Laura Prim

Title: Artists Re-create the Lost Art of Commedia dell’arte

Primary Subject Area: Drama

Outside Subject Area: Language Arts

Class and Level Drama, Advanced

Grade Level: 10th grade

Description of Student Roles and Problem Situation:

Students will take on the roles of actors, designers, directors and writers, while representing one of two groups – either Members of the Bay Arts Alliance or members of the Gulf Coast Players. These groups will determine the best way to recreate the lost of art of Commedia dell’ arte in order to introduce the art to the residents of Bay County. Ideas will be presented at a fictional meeting held by a Committee made up of the arts community in July. The project is spurred by a memo sent by the president of the Bay Arts Alliance about why this problem needs to be solved. The president also included two articles about what is known about Commedia for members to acquaint themselves with this art form.

Adaptions for Students from Non-Western Cultures:

1.) The student’s culture will be researched to determine any cultural differences that would hinder success with the project. Teaching strategies that would help counter these differences will be prepared.

2.) Information about the non-western student’s culture will be shared with the class and the student’s group in order to help them work better together.

Adaptions for ESOL Students:

1.) Students will be allowed additional time for their presentations.

2.) Students will be able read directly from a written version of their presentation or use flashcards with key points and phrases to help with their oral presentation.

Title, Learner Characteristics, and

Next Generation Sunshine State Standards

Teacher: Laura Prim






Primary Sunshine State Standards:

TH.912.H.1.3 Benchmark Description: Present a design or perform in the style of a different historical or cultural context to gain appreciation of that time and culture.

TH.912.S.2.9 -- Research and defend one’s own artistic choices as a designer.

Outside Subject Area Sunshine State Standards from Language Arts:

LA.910.5.2.2 Benchmark Description: The student will research and organize information for oral communication appropriate for the occasion, audience, and purpose (e.g., class discussions, entertaining, informative, persuasive, or technical presentations).

Learner Characteristics of High School Grades Students:

Physical Characteristics: Generally speaking, students in the High School grades have a high level of fascination in regards to sex.

Justification: Commedia dell’arte contained a bawdy element that would peak the interest of students in this age group. They would be able to explore the understood roles of the individual

stock characters -- many of who show lecherous or promiscuous characteristics -- in an objective, historical fashion, thereby having “permission” to discuss and analyze these characteristics in context.

Social Characteristics: Students in the High School grades deal with the influence of parents, peers and their own anxieties.

Justification: The exploration of Commedia dell’arte, its historical context, the understood scenarios and the stock characters deal with many of the concerns that students deal with on a daily basis – parental pressure, right and wrong, etc. Research, individual and group work would allow for students to experience different perspectives of these issues.

Emotional Characteristics: Depression is a common emotional disorder for High School grade students. Symptoms like feeling worthless, social isolation and anxiety are prevalent. Justification: This project will have to take into consideration the best way or ways to improve the participant’s positive self-view and to instill a sense of success. Emphasizing the importance of each participant to the project groups in addition to each group showing appreciation for the others group’s work will be necessary.

Cognitive Characteristics: High school students become increasingly capable of engaging in formal thought, but they may not use this capability (page 103, Chapter 3, Psychology Applied to Teaching)

Justification: Students will have guidelines from which to start – the basic information posed by the project – and they will have to research and created a unique work that require this ability to use formal though to produce results. They will have to have guidance, but the independence will be emphasized.

Cognitive Characteristics: Student thinking becomes more abstract and knowledgeable in regards to politics, laws and rules at the High School Grade level.

Justification: As each group will have to form their own “group mentality”, emphasis on fairness, taking initiative and the consequences of not putting the required effort into individual parts of the project will be necessary.

Learning Outcomes, Student Roles and Problem Situation,

Meet the Problem Method

Teacher: Laura Prim






Primary Sunshine State Standards with Learning Outcomes:


o Learning Outcome 1: Using research and the provided documents as a guide, students will accurately examine the history and style of Commedia dell’arte and discover a minimum of four characteristics to include in their re-creation of Commedia. (Analysis)

TH.912.S.2.9 -- Research and defend one’s own artistic choices as a designer.o Learning Outcome 2: Using their research, students will accurately design and

construct a costume, a mask and a prop for one character using a minimum of four characteristics known about this character. (Synthesis)

Outside Subject Area Sunshine State Standards from Language Arts with Learning Outcomes:


o Learning Outcome 3: Using research, students will accurately interpret the style of Commedia dell’arte orally or in writing in a manner that follows outlined criteria. (Evaluation)

Description of Student Roles and Problem Situation:

Students will take on the roles of actors, designers, directors and writers, while representing one of two groups – either Members of the Bay Arts Alliance or members of the Gulf Coast Players. These groups will determine the best way to recreate the lost of art of Commedia dell’ arte in order to introduce the art to the residents of Bay County. Ideas will be presented at a fictional meeting held by a Committee made up of the arts community in July. The project is spurred by a memo sent by the president of the Bay Arts Alliance about why this problem needs to be solved. The president also included two articles about what is known about Commedia for members to acquaint themselves with this art form.

Meet the Problem Documents:

Included is a Memo from the Bay Arts Alliance and two documents. One document is from an article describing the basic characteristics of Commedia dell’arte from the Metropolitan Museum of Art’s website and the other is a passage from the book The Essential Theatre by Oscar G. Brockett concerning the demise of Commedia dell’arte.

8 Harrison Ave, Panama City, Florida 32401 850.769.1217 * [email protected]

Memo

To: All Local Arts OrganizationsBay County Area

From: Carla GoldoniPresident, Bay Arts AllianceChair, Arts in the Community Committee

Date: May 18, 2012Re: Artists Re-create the Lost Art of Commedia dell’ arte

The arts community must continue efforts to broaden the cultural awareness of the citizens of Bay County. The Arts in the Community Committee has determined that introducing Commedia dell’arte is the next wave of this effort. As you are aware, Commedia dell’arte had a huge influence on theater as a whole, yet details of the actual performances have been lost. We would like to be able to both celebrate Commedia while also introducing it to a new audience. We want all of you – our best and brightest actors, designers, directors and writers, to form teams in order to solve this problem and figure out how best to recreated and introduce Commedia to area residents. Our next Arts in the Community meeting will be July 28, 2012 at 11:30am, downtown in Panama City. Please be prepared to present your solutions to the Committee at that time. I look forward to working on this endeavor with you and your organization.

http://www.metmuseum.org/toah/hd/comm/hd_comm.htm

mailto:[email protected]

From: The Essential Theatre, 5th Edition by Oscar G. Brockett, Chapter 7: Popular Entertainments: Commedia dell’arte and Melodrama, page 156.

“Commedia was most vigorous and popular between 1575 and 1650 but it continued into the last half of the eighteenth century. Its last stronghold was Venice, where two playwrights seeking to reform and preserve it contributed to its destruction. Carlo

Goldoni (1707-1793), Italy’s most famous comic dramatist, began writing scenarios for commedia companies in Venice around 1743. Because he believed the situations in commedia had become hackneyed and vulgar, he refined and sentimentalized the characters and situations. He also though the usual level of improvisation was inadequate, and he was able to persuade companies to accept scripts with most of the dialogue written out. In addition, he campaigned for the abandonment of masks because he though they handicapped the actors by hiding facial expression. Goldoni wrote a number of plays (many of them still performed) using commedia characters. Had all the changes he championed been implemented, they would have done away with most of the basic conventions of commedia. He was bitterly opposed by another dramatist, Carlo Gozzi (1720-1806), who emphasized fairy-tale stories and improvisation in his scripts. For a long time their battle aroused new interest in commedia, but by about 1775 this theatrical mode largely ceased to be a living form, perhaps because of overfamiliarity after two hundred years or because its rather broad, often coarse, farcical humor had lost its appeal in the more refined atmosphere of the eighteenth century.

Although numerous scenarios have survived from the period when commedia was at its peak, they are too bare in outline to convey the flavor of a commedia performance.

Goldoni’s The Servant of Two Masters, though it comes from the last days of commedia and lacks most of the improvisational element, probably brings us as near the commedia

experience as we can come today. “

Problem Statement, Know/Need to Know Boards, and

Possible Resources

Teacher: Laura Prim








o Learning Outcome 1: Using research and the provided documents as a guide, students will examine the history and style of Commedia dell’arte and discover a minimum of four characteristics to include in their re-creation of Commedia. (Analysis)

TH.912.S.2.9 -- Research and defend one’s own artistic choices as a designer.o Learning Outcome 2: Using their research, students will design and construct a

costume, a mask and a prop for one character using a minimum of four characteristics known about this character. (Synthesis)



o Learning Outcome 3: Using research, students will interpret the style of Commedia dell’arte orally or in writing in a manner that follows outlined criteria. (Evaluation)

Problem Statement:

How can we, as artists who are members of the Bay Arts Alliance and Gulf Coast Players, recreate the lost art of Commedia dell’arte in such a way that

We introduce Commedia dell’arte to the community at large. We perpetuate the art form. We can work within a budget. We can have solutions ready by the deadline of the next arts committee meeting.

Need to Know Board Facts:

1. Commedia dell’ arte relied on improvisational acting that worked around a predetermined scenario, called a lazzi.

2. Although some scenarios have survived, no one really knows exactly what Commedia performances were actually like.

3. Commedia dell’ arte troupes traveled all throughout Europe performing in every sort of venue including outdoor courtyards.

4. Troupes tailored their performance to the audience they were performing for. 5. Performances could strictly be for entertainment or they sometimes involve political

commentary and the like. 6. Commedia relied on the use of stock characters in the performances.7. Stock characters were identified by their specific character’s costume and mask,

although not all characters wore masks. 8. Some stock characters also had a particular skill, way of speaking and/or prop. 9. The stock characters fit into one of three categories -- the innamorati (the lovers), the

vecchi (the pompous aristocrats), and the zanni (the problem causing servants). 10. In seeking to preserve Commedia dell’ arte, it was essentially destroyed, as the

improvisational aspects were deemphasized in favor of the written word. 11. The closest example of an actual depiction of Commedia that survives today is thought

to be the play The Servant of Two Masters by Carlo Goldoni which features Commedia characters and supposed scenarios.

Need to Know Statements/Questions:

1. What are the origins of Commedia dell’ arte?2. During what time period was Commedia dell’ arte performed?3. What else was going on in the world when Commedia dell’ arte was at its peak?4. What kind of audiences enjoyed Commedia dell’ arte?5. What was the style of Commedia dell’ arte?6. What is improvisational acting and how did it apply to Commedia dell’ arte?7. What are scenarios? 8. What types of scenarios still survive or what were the basic outlines of scenarios?9. Describe the stock characters and their personalities.10. Describe the masks worn by stock characters.11. Describe the costumes worn by stock characters.12. Describe the props used by stock characters.13. What other characteristics did the stock characters possess that helped the audience

know who the characters were?14. How would you interpret or present this art form for those who do not know anything

about it?

Resources:

Books: o Brockett, Oscar J. (1992). The Essential Theatre. Fort Worth: Harcourt Brace

Jovanovich. ISBN 0030553539.o Goldoni, Carlo (2006). The Servant of Two Masters. New York: Broadway Play

Publishers. ISBN 0881453234.o James, Thurston (2009). The Mask-Making Handbook. New York: Player Press,

Inc. ISBN 0887349609.

Internet Sources: o http://www.britannica.com/EBchecked/topic/127742/commedia-

dellarte#toc1434o https://sites.google.com/site/italiancommedia/o http://www.youtube.com/watch?feature=player_embedded&v=z_t8FFEdig0o http://learnimprov.com/

Mask and Costume Making Supplies: o Fabric, Paper Mache, Paint, Clay and other supplies for creating masks and

costumes are available from Hobby Lobby Stores.

Capstone Performance

Teacher: Laura Prim














Problem Statement:

How can we, as artists, recreate the lost art of Commedia dell’arte in such a way that


Capstone Performance Description:

Capstone Performance Description:

The capstone performance for the Problem Based Learning project titled “Artist Re- create the Lost Art of Commedia dell’ arte” will be made up of two parts: an individual portfolio presentation and a group presentation. There will be two rubrics -- one for the individual portfolio and another for individual participation in the group presentation.

For the portfolio, students will assume the role of an individual theater artist. They will orally present their research findings and explain how this research influenced their design work, which they will also present as part of the portfolio. Each student will also present two feasible Commedia scenarios that they have written or adapted and will then provide four justifications as to why they will submit one to their group over the other.

Each group, which will be made up of five individuals, will read the five chosen scenarios and, as a group, will choose the scenario that the group presentation will be based on. One student will present the chosen scenario and each of the other students will present one justification for the choice. Each student will be representing one Commedia character. The group will take the chosen scenario and explain how they would create an improvised performance piece that features all of the represented characters and follows the guidelines of the scenario. The students will have fifteen minutes to prepare for their Commedia presentation that will utilize the chosen scenario.

Student autonomy is incorporated into this project since each student will make final decisions about how their individual character will look and will decide which of the scenarios they wrote will be presented to the group. Students will determine their own method of delivery during their capstone performance. Metacognition will be a part of this project from the beginning as students will keep journals over the course of their project that will require

them to reflect on their process, create goals and show the overall evolution of each student’s project. The final step of the project will require students to reflect on the project as a whole.

The capstone performances will have a time limit. Students will be allowed no more than ten minutes each to present their individual portfolios. The group presentation will need to be at least ten minutes and no more than twenty. In order to cover every group, presentations will take place over several days.

The audience for the presentation will consist of students not currently performing, parents and/or invited community arts representatives to represent local Bay County Residents. The presentation space would consist of a large area approximately 25’-0” wide by 15’-0” deep. There would be enough rows of chairs to accommodate the audience opposite the presentation area so that the presenters and audience are facing each other. This space could be a small theater auditorium or a classroom.

Rubric for Assessing the Capstone Performance

Teacher: Laura Prim














Problem Statement:



Portfolio Rubric

Criteria Superior Adequate Unacceptable

12 7 3

Research At least four examples that demonstrate the importance of research and how it aided in the interpretation of design ideas are presented. A minimum of six research images that represent various historical interpretations of the student’s chosen character’s mask and costume are presented. At least two reasons that explain why each image was chosen and how it helped the student interpret their final design are presented. All research and related work must be 100% accurate.

At least three of the required research examples are presented. OR At least five of the required research images are presented. At least two reasons that explain why each image was chosen and how it helped the student interpret their final design are presented. All research and related work must be 100% accurate.

Less than three of the required research examples are presented OR Less than five of the required research images are presented. OR less than two reasons that explain why each image was chosen and how it helped the student interpret their final design are presented OR research and related work is less than 100% accurate.

10 6 4

Mask Design A mask is created and exhibited that clearly

shows four characteristics

(examples: shape, color, particular nose or facial

hair style etc.)

A mask is created that clearly shows at least three characteristics

interpreted from research. Mask is

wearable and includes a method to tie to the

A mask is created that clearly shows less than

three characteristics interpreted from

research. OR Mask is not wearable OR does not includes a method

interpreted from the student’s research. Mask is wearable and includes

a method to tie to the actor’s face.

actor’s face. to tie to the actor’s face.

8 5 3

Costume and Prop Design

A simple costume is presented that shows

two elements (examples: a cape, clothing of a particular color etc.) interpreted from the

student’s research. One prop that is

representative of the character will also be

presented and must be justified by research

(examples: a slapstick, a scroll, a cane etc.)

A simple costume is presented that shows at

least one element interpreted from

research. One prop that is representative of the character will also be

presented and must be justified by research.

No costume elements are presented OR one prop is not presented.

12 7 3

Scenario Presentation

At least two feasible Commedia scenarios,

original or adapted from a surviving scenario are

presented. The presentation clearly

explains how research aided in the creation of the scenario with 100% accuracy. One scenario is chosen to contribute

to the group presentation.

Four justifications are provided that explain why one scenario was chosen over the other.

At least two feasible Commedia scenarios,

original or adapted from a surviving scenario will

be presented. The presentation clearly

explains how research aided in the creation of the scenario with 99-90% accuracy. One

scenario is chosen to contribute to the group

presentation.

OR Three justifications are provided that explain

why one scenario was chosen over the other.

Less than two feasible Commedia scenarios

are presented. OR The presentation clearly

explains how research aided in the creation of the scenario with 89% accuracy or less. One scenario is chosen to

contribute to the group presentation.

OR Less than three justifications are

provided that explain why one scenario was chosen over the other.

8 5 3

Overall Oral Presentation to the Audience

Analysis, ideas and conclusions were clear

and presented

Analysis, ideas and conclusions presented had no more than two

Analysis, ideas and conclusions presented

had more than two

accurately. Presentation was a minimum of ten

minutes in length. Presenter projected loud

enough to be heard by 90-100% of the

audience. Presenter kept his/her head up

during presentation and did not look at the floor.

inconsistencies. Presentation was less than eight minutes in

length. Presenter projected loud enough to

be heard by 80-89% of the audience. Presenter

kept his/her head up during most of the

presentation.

inconsistencies. Presentation was 6

minutes or less. Presenter projected loud enough to be

heard by 79% or less of the audience. Presenter

consistently looked at the floor while

presenting.

Scoring Guide:

A = 41-50 B = 31-40 C = 21-30 D = 11-20 F = 0-10

Oral Presentation Rubric

Criteria Superior Adequate Unacceptable

15 7 4

Individual Justification of the group’s best solution

The student’s individual justification for the group’s chosen scenario adheres to at least two of the conditions in the group’s problem statement:

We introduce Commedia dell’arte to the community at large.

We perpetuate the art form.

We can work within a budget.

We can have solutions ready by the deadline of the next arts committee meeting.

The student’s individual justification for the

group’s chosen scenario adheres to at least one of

the conditions in the group’s problem

statement.

The student’s individual justification for the

group’s chosen scenario does not meet any of the conditions in the group’s

problem statement.

15 7 4

Explanation of Character’s Involvement in the Scenario

At least three ways that the student’s chosen

character could contribute to an

improvised performance will be presented. The

presentation clearly explains how research

aided in the formulation of the contributions with

100% accuracy.

At least two ways that the student’s chosen


improvised performance will be presented. The presentation clearly

explains how research aided in the formulation of the contributions with

90-99% accuracy.

Less than two ways that the student’s chosen


improvised performance will be presented. OR The

presentation clearly explains how research

aided in the formulation of the contributions with less than 90% accuracy.

10 6 3

Reflection Using their completed journal as a reference

Using their journal as a reference guide, students

Students answer less than three reflection questions

guide, students will answer four reflection questions about their process, goals and the

evolution of their project.

answer at least three reflection questions about their process,

goals and the evolution of their project. Journal

is 85-99% complete

OR Journal is less than 85% complete.

10 6 3

Overall Oral Presentation to the Audience

Analysis, ideas and conclusions were clear

and presented accurately. Presentation overall was a minimum of ten minutes in length. Presenter projected loud

enough to be heard by 90-100% of the

audience. Presenter kept his/her head up

during presentation and did not look at the floor.

Analysis, ideas and conclusions presented had no more than two

inconsistencies. Presentation was less than eight minutes in

length. Presenter projected loud enough to

be heard by 80-89% of the audience. Presenter

kept his/her head up during most of the

presentation.

Analysis, ideas and conclusions presented

had more than two inconsistencies.

Presentation was 6 minutes or less. Presenter projected loud enough to be heard by 79% or less

of the audience. Presenter consistently

looked at the floor while presenting.

Scoring Guide:

A = 41-50 B = 31-40 C = 21-30 D = 11-20 F = 0-10

Two Alternative Solutions and “Best” Solution Analysis

Teacher: Laura Prim














Problem Statement:



Solution One:

The artists of the Bay County Arts Alliance recommend creating an annual Commedia dell’arte festival in order to introduce this lost art form to the community at large. This annual event would perpetuate the art form by being presented every year. It would be possible to predict costs in advance, so it would be possible to work within a budget and we can have the event planned by the deadline of the next arts committee meeting.

Pro Con

We would be able to present Commedia dell’arte to the community at large.

The community at large may not want to show up depending on what else may be going on at the time.

The festival would perpetuate the art form by being an annual event.

If attendance is poor, then it may be hard to justify an annual event.

Festival costs will be offset by admission fees. This would help us remain under budget and provide funds for next year’s festival.

If the festival is poorly attended, there may not be enough to help offset costs and/or provide funds for next year’s festival.

There are lots of ideas that we could use to create a festival that might appeal to a broad audience.

We might not have enough time to create the best festival possible before the deadline.

Consequences:

1. The festival is well attended and stays under budget, which results in the festival being successful enough to continue the following year.

2. The festival is poorly attended and/or goes over budget, which results in the festival not being successful enough to continue.

Solution Two:

The artists of the Bay County Arts Alliance recommend creating a tour group that would go to schools, festivals and other community events in order to introduce the lost art of Commedia dell’arte for free. This tour group would present information about Commedia dell’arte and also present example of performances. This tour group would perpetuate the art form by introducing it to lots of diverse people and groups. It would be possible to predict costs in advance, so it would be possible to work within a budget. We can have the tour planned by the deadline of the next arts committee meeting.

Pro Con

The tour will present Commedia dell’arte to schools, community groups and at festivals, reaching diverse groups of people.

We may not be welcome at any of these schools, community groups or festivals.

Tour group members will all be volunteers, which will help keep down costs.

The volunteers might not be available for all performances or might have work or school obligations that would interfere with performances.

Performances would be free to the public making the tour something that would be affordable and appealing to those we are presenting to.

Since the tour would not be bringing in any income, any changes to our expenses (gas, costume or prop repairs for example) might make the tour impossible to continue.

There are lots of ideas that we could use to create a tour that might appeal to a broad audience.

We might not have enough time to create the best tour possible before the deadline.

Consequences:

1. The tour might become a popular guest at a wide variety of school and community events.

2. The tour might not be successful for a variety of reasons including budgetary, lack of venues that want us to perform and volunteer conflicts.

Justification:

Best solution: Solution One. A Commedia dell’arte festival would be the best choice for a variety of reasons. This would be a once yearly event. The toil on the volunteer artists in the Bay Arts Alliance would be minimal. They would not be volunteering for an unpredictable schedule of year round events like they would be with Solution Two. A festival would be the more expensive of the two events. However, there would be admission charged, vendors who would provide fees to participate and concessions that would help offset costs. The tour proposed in Solution Two would be widely appealing because it would be free to the organizations being presented to. However, it would provide no income or revenue to the Bay Arts Alliance to help with additional programs or to offset costs of the tour like the festival would. Both solutions would take a great deal of planning. The Solution One festival, however could offer diverse activities that would appeal to a wide variety of people who would be free to participate as they saw fit. Solution two would essentially be presented to a captive audience with no choices. Some people will say that it would be impossible to attract a large enough audience to perpetuate a brand new event that would celebrate one obscure form of art. However, with an intense advertisement campaign and publicity, we can get the residents of Bay County excited about the festival and give them all sorts of reasons why they would want to come and be a part of it.

Debriefing Plan and Coaching Questions

Teacher: Laura Prim














Problem Statement:

How can we, as artists who are members of the Bay Arts Alliance and Gulf Coast Players, recreate the lost art of Commedia dell’arte in such a way that


Debriefing Plan:

Each group of artists will present their solutions in front all other groups. This will ensure that the solutions from each group will be heard by all of the students.

Each “best” solution will be rated based on whether or not the solutions presented follow the guidelines. Guidelines will be provided to students before the presentations that present the rating scale described below. Points will be awarded for each element present in the following manner:

20 points – All four conditions outlined in the problem statement are met. (5 points per condition)

10 points – Students present a minimum of two examples of how research influenced their outcome. (5 Points per reason)

Students will receive their ranking and written feedback from the teacher at the beginning of the class following the last presentation. All scenarios will then be discussed by the class as a whole in order for students to give each other feedback and suggestions.

Five Essential Concepts:

The following are essential concepts and/or issues that must be addressed for content accuracy and/or successful completion of the learning outcome:

1) Research2) How masks can be used to create a character. 3) The importance of costume design choices when creating a character. 4) Historical perspective5) The defense of choices.

These concepts will be addressed even if they do not arise during the student’s presentations since all of the prep work for this project will essentially be coaching activities that prepare students to be able to learn the five essential concepts. Research will be focused on initially and will result in the discovery of the rest of the essential concepts. The concept of defending choices will be a concept that students will utilize during their presentation. Masks, costume design choices and historical perspective will be learned while creating the student’s portfolio so the students will thoroughly learn about these concepts even if they do not address them during their presentations. In addition In addition, following the students' presentations/discussions, the teacher will ask about these concepts in order to insure that they are addressed.

Coaching Questions:

Meeting the Problem C -- 1. What information do you already have? E -- 2. Could the desire to re-create the lost art of Commedia dell’arte happen in the real

world? M -- 3. What do you already know about the problem at hand?

Know/Need to Know Board C – 4. Where could you gather information about re-creating Commedia dell’arte? E -- 5. Why is it important to re-create Commedia dell’arte? M -- 6. How do you know this?

Writing Problem Statements C -- 7. What resources will you need access to in order to help re-create Commedia

dell’arte? E -- 8. What have you been asked to consider as you create this project? M --9. Is everyone in the group happy with the problem statement? What changes

should you make?

Information Gathering & Sharing C -- 10. How can the group determine what methods will reach the most people? E – 11. Which of the resources we have available are the best ones to use? M - 12. How do you think the work for this project should be divided?

Generating Possible Solutions

C - 13. What is the potential cost of this solution? E--14. Will this solution be able to reach the maximum number of people? M--15. What are alternative solutions to re-create Commedia dell’arte?