Drama year 9 - Comedy/clo!ing

Blog: nickandonovski.wordpress.com

Course Content

1. Exploring the Elements of Drama,Role and Relationships

- Language- Space- Movement- Time- Tension- Contrast-- 2. Movement- Body language and Facial expression to portray character

Comedy specific movement and slapstick skills-- 3. Voice

Using pitch, projection and sounds to communicate dramatic meaning-- 4. Individual and group role-play-- 5. Creating roles- Creating roles and characters from given situations, simple props and

costumes and their imagination-- 6. Student devised scenarios-- 7. Characterisation: purpose and motivation-- 8. Performance skills applied to engage audience-- 9. Improvisation-- 10. Specific Conventions

Silent Mime- physical comedy- music- multimedia (sounds)- audience participation- Effective use of props- Puppets/shadows-

Week 4dress rehearsals

Week 1Introduction to topic

What makes us laugh?

Exampled of skits watched

Clown Walks

3 major clown types

Mime and pantomime

Week 2

Mimeslapstick techniquesClown interactions/scenariosClown character developmentclowning routinesMasks

Week 5

Performances and workbooks

due?

Week 3Groups chosen

Routines workshopped and rehearsals

More clowning techniques taught

Week 6

Performances /workbooks due?

Year 9’s Clowning overview

Week Mon Tue/Wed Wed/thur

1

Homework sheet:- comment on clowning

video’s in blog (write notes in

own books about the 3 different clown types)

- “What makes us laugh?”

Class brainstorm and write down.

- watch some comedy and

clowning skits - analyse what was funny about the different

styles of comedy. notice conventions and write down.

- Think of modern day

examples (Seinfield?)- Grandma’s footsteps

(normally)- Working on Clown walks

(attitudes and animals),

change walk depending on music (incorporate

STOP.GO.NOW.)- Grandma’s footsteps in

clown walks.

- warm up: sword and shield - (101p 12) (normally, then

clown walks)- What is a clown? Look at 3

main types of clown and

explore the differences. (watch quick video examples

if applicable)- Explore each clowns

conventions. their walks,

expressions, mannerisms and attitudes

- ’10 second objects’ (101p.13)

- Attitude freeze frames, firstly the attitude itself, then an act, or scene which would

cause that attitude (individually, then in pairs)

-

- Relaxation exercise- living patterns and live

machines (clowning resources p.45)“Yes Let’s” (101 p10)

- Exaggeration and mime: 6 qualities of good mime

- Statues (Write down in books off board)- Student’s mime individually

what teacher says (brushing teeth, waking up etc...)

- Performance of simple actions (student’s guess)

- Opening the box (individually,

and in pairs.- miming entrances (clowning

resources p.43)- Group miming scenarios: - Remind girls to wear shorts

next lesson

2

Homework sheet:- Write a Clown biography- Routine ideas and outlines

- “Crossing the line” mime (101 p21)

- Status Pictures )101 p.15)Making offers, warm up game

“yes and” (101 p14)- Clowning interactions

(slapstick techniques)

- Student’s create a small skit involving an entrance, saying

hello, a conflict (involving one or more of the slapstick techniques, and an exit)

- - Playing with locations and brainstorming activities to be

done in those places.

Clowning routines: Common Comedy characteristics

(resources p.29 & 30) write down main points on board and their books.

- Exaggeration, repetition and contrast and opposition

explored. - clowning gags and activities to use in their skits (pie in the

face, fight scenes, contrast, slipping on banana, repetition,

double takes, dancing, tricking etc.- Character creation: Hot seat,

(homework sheets finished)- Developing your clown

activities (resources p.5) - clowning scenarios and

locations. Entrances,

conflicts and Exits explored and practiced/role-played

(using background images) involving different clown combinations in the same

situations) - Remind students to bring a

hat next lesson

- The clown and his props/hat. Explore how different hat’s

may alter your clown character - have students do their clown walks with their

hats, and then have them change hats with each other

randomly - then do a rapid succession of freeze-frames in which the hats need to be

used as something else (a house, steering wheel,

umbrella, mirror etc...)- Create Masks

- Preparing for rehearsal.- Groups chosen.- beginning the routine

creation phase, how to plan a routine?

- writing a clowning/comedy scenario.

3

4

5

6

Week Mon Tue/Wed Wed/thur

3

Clowning routine/script written out

- Up- skilling your clown (magic tricks, juggling,

shadow routines, using sound effects (cymbal crash, small drum roll)

- Rehearsal/ adding more scenarios

- costuming, set design, hats and masks should be worked

out - rehearsal/adding more

scenarios to routine

- all sound effects to be used worked out

- rehearsal and full presentation to the teacher of the routine.

4 - dress rehearsals -dress rehearsals - dress rehearsals

5 - Performance? - Performance? - Performance?