Unit 4 Sample Lesson: Properties of Comedy

How has the history of the theatre shaped and influenced our modern day theatre?
How has the Commedia Dell'Arte influenced modern day sitcoms?
What makes something funny?
What elements of comedy remain funny for hundreds of years?

A1.2 select and use appropriate drama forms to present a variety of adapted or original drama works

A2.2 use a variety of drama conventions to establish a distinctive context or role in original or adapted works

B1.3 analyse and evaluate the aesthetic and technical aspects of drama works of diverse genres and styles (e.g., give feedback to peers about the strengths and areas for improvement of their directing decisions and stagecraft choices)

• Identify, explain and apply the Properties of Comedy
• Understand that comedy is a process that requires careful work and consideration
• Negotiate, brainstorm, and recognize the skills necessary to collaborate on projects

Readiness

Prior to this lesson, students will have studied the Commedia Dell'Arte stock characters and compared them to modern day sitcom characters. Students will have explored scenes ideas commonly performed by Commedia troupes and have viewed the Derek Scott video.

Terminology

Recognition
Mimicry
Repetition
Contrast
Surprise
Anticipation of the Surprise
Stupidity and Pain in Others

Materials

Blackboard
Chart paper
Various props and set pieces
Music
Appendix A
BLM #1 7Properties Chart
BLM #2 Planning Sheet
BLM #3 Peer Assessment
BLM #4 Properties of Comedy Rubric

Whole Class > Discussion

Clearly communicate to the students what the learning goal for the lesson will be to identify, explain and apply the Properties of Comedy.

Have students explore the following questions using the Think-Pair-Share method: What makes something funny? How do we know if something is funny when we see it, hear it? Is something only funny if it makes you laugh?

Are there different kinds of funny?

Collect responses on blackboard or chart paper and highlight common thinking.

Assessment for Learning (AfL)

Learning goal is clearly shared with students.

Performance standards and timelines are communicated clearly before students begin to create.

Teacher conferences with students during the initial creation process to determine what students know and how they apply their knowledge. Teacher provide student with written feedback on early ideas (see BLM #2) and coaches during the rehearsal process. Teacher will provide students with opportunities to use feedback to improve their work.

Assessment as Learning (AaL)

During the Action! stage of the lesson, students have an opportunity to reflect on their own learning (self assessment) using a planning sheet (BLM #2). Students will also respond to the learning of others through Peer Assessment to improve student learning (BLM #3).

Assessment of Learning (AoL)

During the Consolidation stage, students will be assessed through the use of a rubric (see BLM #4). Option: Have students co-construct the criteria for the rubric and use their own words to describe the performance standards at each level.

Differentiation (DI)

Teacher groups students according to readiness by using flexible groupings so that students who are more capable are working alongside students who struggle.

Preference: Students may or may not choose to include dialogue in their skits.

Content: Students develop and/or choose their own scene content.

Quick Tip

Tier this sketch assignment by having students: create an original idea; adapt an idea from an existing sketch TV/Film);

Think Aloud: Walk students through a possible sketch idea by demonstrating while thinking aloud to highlight the steps of the creative process.

Whole Class > Properties of Comedy

Introduce the students to the seven properties of comedy (see Appendix A) and refer back to the discussion from Minds On. Is there a connection between our discussion and our new knowledge of these properties? Have students in pairs fill in BLM #1 7Properties Chart adding in examples for each definition. Examples could come from film, TV, or original ideas. 

Small groups > Comedic Scenes

Divide students into small groups and instruct them to incorporate at least 3 properties of comedy into 3 minute comedic scenes that may or may not include dialogue. Remind students to include conflict that engages the audience. Prompts: Who are you? Where are you? What are you doing? What is the outcome? Is the character satisfied with the ending, or left even more frustrated? Have you explored all steps in the creation process? Have you included at least 3 properties of comedy? Does your scene have a beginning, middle and end? What costumes, props, or set pieces do you require?

Brainstorm ideas to explore:

• Pizza maker tossing dough in the air who keeps losing the dough
• Student writing an exam who clearly has not studied
• Trying to mop the floor as people keep crossing your path
• Babysitter trying to get the baby to stop crying (will need crying soundtrack)
• Two people in line try to convince each other to step out of line
• You cannot get the lid off of the jar
• A fly is annoying you while you sleep

Have student groups complete the BLM #2 Planning Sheet and share with teacher for feedback. Students rework their scene incorporating the teacher feedback.

Small Groups > Peer Assessment

Have students perform their comedic scenes for another group and gather feedback using BLM #3 Peer Assessment. Instruct students to incorporate this new feedback into the scene work and decide on a title for their piece.

Small Groups > Performance

Individual > Reflection