Abstract
In the developed ‘western’ society, masks are consistently used in Drama Education, though it is usually through the specific knowledge of Drama and Theatre practice that they are contextualised. Drawing upon cultural understandings of the past and present, anthropology offers a context for masks and drama demonstrating that the purpose for masks in society supports the wider educational benefits, beyond the academic, for child development in formal education. This paper explores many of the historical and present day occidental usages of masks beyond a pragmatic purpose, as well as the educational application of masks and reframes the potential for schools to engage with anthropological concepts in a crowed curriculum. Key words: Masks, cultural identity, drama, education.
Highlights
There are few if any societies in the world which do not find references or images of masks and their application in their historical record to the current era (Edson, 2005)
Halloween is the modern name for the ancient Celtic festival of Samhain linked to a celebration of the dead and popular myth suggests that the wearing of masks and ‘guising’ to defend from evil spirits stems from this (Kelley, 2008)
In Drama and Theatre, masks have been applied using the theories of a multitude of practitioners such as Meyerhold, Brecht, Grotowski, Lecoq, and Brook (Mackey and Cooper, 2000)
Summary
In the developed ‘western’ society, masks are consistently used in Drama Education, though it is usually through the specific knowledge of Drama and Theatre practice that they are contextualised. Drawing upon cultural understandings of the past and present, anthropology offers a context for masks and drama demonstrating that the purpose for masks in society supports the wider educational benefits, beyond the academic, for child development in formal education. This paper explores many of the historical and present day occidental usages of masks beyond a pragmatic purpose, as well as the educational application of masks and reframes the potential for schools to engage with anthropological concepts in a crowed curriculum
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More From: International Journal of Sociology and Anthropology
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