JAPANESE NOH THEATER
Margaret Way   
Bayshore Christian School


For Use in 10th Grade World History
Expected Length - 5-7 Days

Objectives:

 To gain understanding of the Japanese culture and history by studying the 
 componants of Noh Theater and reading and discussing 2 short Noh plays

 To give students the opportunity of working with primary sources

To provide students with a way of comparing 2 very different cultures using                  the same genre

 To give students the opportunity of a hands on experience of making Noh 
 masks


Sunshinse State Standards:

SS.A2.4 -  Student understands cultural and religious developments of civilizations in   
                   Asia
SS.B1.4 - Student understands how cultural characteristics can link or divide regions

VA.A1.4 - Students know how  elements of art and principles of design can be used to 
                   solve specific art problems

VA.A1.4 - Student uses three dimensional media to communicate a concept based on 
                    research

TH.A.3.4 - Student understands technical elements used to influence the meaning of 
                   drama
TH.E.1.4 - Student understands the reasons for personal and audience reaction to
                  theater from various cultures and time periods


Focus:  

2 original Noh plays from Anthology of  Japanese Literature

"The Damask Drum"
"Birds of  Sorrow"

Proceedure:
 
I. Background: (1 day)

Present notes on origins of the Noh and Kyogen.  Build on the fact that this is the oldest form of theater in Japan.  Point out that it developed during the 14th century and was actually a blending of Chinese performing arts and Japanese dances.  Expand on the connections that it had with Zen Buddhism, the Japanese aristocracy and the patronage of the Shogun.

II. The Stage:  (1 day)

Go over its original outdoor setting.  Elaborate on the measurements and materials used in the construction.  Describe the placement of the musicians, the Pine Tree, the entrance walkway and any other special positions or props.  Go over the handout that gives specific names for specific places.

III. The Masks:  (1 day)

Point out how the masks are made.  Consider the 6 masks on the handout and have students decide if they would like to make one as part of an art/history cooperative project.

IV. Costumes:  (1/2 day)

Concentrate on the main character's costume which is made up of at least five layers to give him a larger than life projection. Spend time going over the use of the fan.

V. Musicians and Instruments: (1/2 day)

Establish that there are usually 3 to 4 musicians and a chorus of singers. Go over their placement on the stage. Provide a description of the musical instruments which include a flute, handdrum, large handdrum, large floor drum and whistle.

VI. Religious Implications (To be included all along the way)

VII. The Reading of the Plays: ( 2 days)

As the plays are being read in class have the students apply the information that has been taught and discussed in the previous days.  The readings are actually the hallmark of this lesson.



VIII. Written  Assessment:

Throughout the week as material is being presented and discussed, students will be in the process of creating a comparison chart as homework.  They will compare the traditional Noh with the ancient Greek theater which has already been studied. The points of comparison will be:

          the use of masks
          the role of the chorus
          the specialized costumes
          the use of myths, legends and gods
          the lack of scenary but the use of "symbolic space" and props
          the similarities in themes