Comedy
This lesson begins with a discussion about different types of drama, such as a soap opera, a silent/black-and-white/melodrama film, a comedy and a slapstick film. If appropriate, a series of film clips can be shown to give examples of each. In pairs, students act out an argument between friends using different film styles. They should begin with realistic drama to get the ideas. Students then watch the Laurel and Hardy film Perfect Day (1929) or a Keystone Kops film. They discuss what made the film funny and how the actors got the ideas across physically. If you do not have access to television/video equipment, you can use pictures as prompts to discuss the genre.
| Technique | Physical characterisation |
|---|---|
| Vocabulary | Slapstick |
| Key areas | Duologue, genre |
| Resources | Film clips, eg Perfect Day (1929), or any other Laurel and Hardy, Harold Lloyd or Keystone Kops film; images of slapstick |
Objectives
- To use film as a stimulus.
- To understand more about different styles of drama.
- To understand the style used in a slapstick film.
- To work in pairs to devise drama in different dramatic styles.
Starter
Discuss the following key words with the class: 
stereotype, plot, structure, genre. Make sure you have definitions prepared.
Response
In pairs, students should develop a short scene showing an argument between friends.
What is the argument about? Is it important, or a silly row that gets out of hand?
Ask two pairs to show their versions. The rest of the class should evaluate the structure, characters, words and body language in the work.
Was body language important in this piece?
Development
Discuss different styles of drama, such as soap opera, a silent/black-and-white/melodrama film, a comedy or a slapstick film. You may wish to explain these as follows:
Soap operaA soap opera is an ongoing episodic work of fiction, usually broadcast on television or radio. There are a variety of different subplots running concurrently with the main storyline. Elements include stock characters, dramatic events and cliffhangers.
This follows a storyline of good vs evil. The acting is exaggerated. Often the performance is silent, and vocal captions/cue cards provide information about the key moments or lines from stock characters. Stock characters are also used.
If possible, provide film clips showing an example of each style. If you are using a computer and digital projector, you could use Web sites to show some examples. The following presentation could be used as a prompt to remind students of the four styles of drama:
Slapstick: Styles of dramaAsk the students to return to their pairs. They should develop their scene four different ways, using each of the styles you have discussed.
Which style are you going to work on first? What are the differences between the styles? What are the differences in the way the parts are acted?
Show and evaluate the students’ pieces, looking for use of voice, body language and characterisation.
How can you show the differences between styles? [If there were none] How can you develop each style?
Extension taskPlenary
Discuss the use of physical comedy.
What was funny? Why was it funny?
Homework
Ask students to write a short review of the film they saw during the lesson using the following handout:
Slapstick: Film stylesIf a film was not available for this lesson, you could ask students to review the work of their peers during this lesson, commenting on the use of physical comedy, characterisation and improvisation. Ask them for their personal opinion of the work, along with the reasons for their view: