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Slapstick

This project explores a particular genre. By the end of the project, students have created a scene in the style of an old silent black-and-white film, concentrating on physical elements and slapstick.


The aims are to:

  • introduce the genre of slapstick
  • use the body to explore physical characterisation
  • devise complex physical drama
  • use stimuli as the basis for devising drama.

By the end of this project, students are expected to:

  • have an understanding of the genre
  • have devised slapstick sequences
  • be able to use film as a stimulus
  • have performed a piece of slapstick theatre
  • have understood that physical theatre has a purpose.

The skills covered in this project include (but are not limited to) physical comedy, still image and structuring.

The techniques which are covered in lessons in this project include:

  • mime
  • physical characterisation
  • physical comedy
  • proxemics
  • self-evaluation
  • stage fighting
  • still image.

The key words which are used in this project include:

  • body language
  • mime
  • physical comedy
  • rehearsal
  • self-evaluation
  • sequencing
  • slapstick
  • stereotype.

The resources which students encounter during this project include film clips of slapstick (or images of slapstick) and music (eg ragtime).

This series of lessons has cross-curricular links with English and Media Studies.

Students should be assessed in this project on the extent to which they:

  • create drama appropriate to the genre
  • use the body as a means of expression
  • are able to perform a piece of slapstick.

Web sites which could be used for further information on this topic include:

The following sites provide sounds/music which might be used in this project:

This project meets the following recommendations from Drama in Schools (Second Edition) (Arts Council England, 2003). For a complete mapping, see Managing: Drama in Schools.

Level 4: Making

  • Plan and structure plays that make use of a range of techniques and forms to express their ideas, eg narration in story theatre, mask work, and mime in physical theatre

Level 4: Responding

  • Demonstrate an awareness of some theatre traditions from different times and places, eg Kathakali dance drama, Greek or Tudor theatre

Level 5: Responding

  • Relate, compare and contrast their work with drama from other times and cultures

A printable version of the project is provided here:

A summary of the project is provided here:


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