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In groups, have the students create a modern scene that explores one of the three main themes of Commedia; love, money and food. Have them choose scenarios and characters that occur in their everyday life but use the concepts of Commedia to portray the scene.
Performing to the class and encouraging audience feedback is recommended.

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Use this jeopardy quiz to test your students knowledge on Commedia. You can either use this exact resource or use it as an example and come up with your own questions.
These questions were based on the information provided by this site: https://www.factionoffools.org/whats-commedia, that the students can use for their own background research as well.
Answers:
1. What is the 16th century 2. What is the servants, the old men, the lovers and the captain 3. What is Italy 4. What are lazzi 5. What are masks 6. What is Romeo and Juliet 7. What is improvisation 8. What is 'Professional Theatre'

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This task encourages students to exaggerate their emotions with their faces, bodies and voices.
Name an emotion and have the students demonstrate that emotion from a scale of 1 to 10, with one being the most subtle and 10 being the most exaggerated. Start at level 1 and by level 10, encourage them to be very over the top and exaggerated. Once the students have the hang of it with different emotions, you can start calling out random numbers and emotions in no particular order.

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Have students form groups and devise an original performance based around the concepts of Commedia. Ensure they incorporate stock characters, a master/servant relationship, a clear conflict, the use of lazzi, and other production elements such as costume and props as they see fit.
Have the groups present their performance to the rest of the class and have the audience review and comment on what they enjoyed, what Commedia concepts they noticed, and some constructive feedback.
This can be done within a lesson as a smaller activity or over multiple lessons as a larger assessment piece. If devising a performance as a larger assessment piece, you can have your students also write up a supporting document with their statement of intention and a description of the concepts and features they used. This will help the students clarify their own understanding as well as the audience.

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Provide your students with this prompt, give them some rehearsal time and have them present to a partner:
'Your character enters a room. On a table in the center of the room, there is a beautiful sandwich. It has a number of layers. It smells delicious. It looks perfect. It does not belong to your character, but you are so hungry and you want that sandwich. In character, examine the room. You approach the sandwich, interact with it and eat it. You look around the room and leave.'
Remember all movements and reactions have to be exaggerated.

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Have your students create their chosen Commedia character. Remind them that you should be able to recognise a Commedia stock character by the way they move, what they wear, and how they act.

1. Choose a type of character (servant, master or lover)
2. Choose a character within that category
3. Define the character (practice their movements and traits)
- have the students walk around the room in their character, interacting with the space around them and eventually with one another
4. Create a Lazzi (can be acrobatic, exaggerated, and obscene)

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Teachers are recommended to use these tasks, as they please, to aid their students in developing their knowledge surrounding Commedia and applying that knowledge to their own performance/s of Commedia.

The learning outcomes of these tasks include:
- Students will develop a range of roles and characters consistent with Commedia to convey status, relationships and intentions
- Students will develop and refine movement skills to communicate ideas and actions in the performance style of Commedia
- Students will successfully devise and perform Commedia theatre
- Students will identify and analyse the elements of drama evident within Commedia and how they have been combined in devised drama