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for a past academic year. Please see the current academic year for up to date information.
| Unit name |
Film and TV Comedy |
| Unit code |
DRAM23122 |
| Credit points |
20 |
| Level of study |
I/5
|
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12)
|
| Unit director |
Dr. Alex Clayton |
| Open unit status |
Not open |
| Pre-requisites |
None
|
| Co-requisites |
None
|
| School/department |
Department of Film and Television |
| Faculty |
Faculty of Arts |
Description including Unit Aims
This unit offers students the opportunity to deepen their understanding of the history and theory of film and television comedy, from silent slapstick to the self-referential sitcom. Students will gain an understanding of the conventions and structures of comedy, and explore conceptual, aesthetic, ethical, representational and social issues that attend its delivery and explain its appeal. Students will consider ancient and contemporary theories of laughter and explore the philosophy of humour from Aristotle through Hobbes, Freud and Bergson, in order to sharpen our understanding of why we laugh. Close analysis of film and TV screenworks, with an emphasis on US and British comedy, will enrich an appreciation of comic achievement and develop a sense of creative possibilities available to those wishing to write, direct and perform comedy.
Aims
- To gain an understanding of the history, theory, conventions, structures and achievements of comedy across film and television
- To explore conceptual, aesthetic, ethical, representational and social issues pertaining to the delivery and appeal of comic material
- To gain insight into the field of comic theory and consider the validity of claims pertaining to humour when applied to selected screenworks
- To explore critically a range of film and television practices
- To develop appropriate critical and theoretical approaches to the chosen practices.
- To investigate in a chosen practical and creative manner one or more alternative languages of screen media expression.
- To develop appropriate self-reflective analytical methods.
- To engage in research-based investigation of appropriate primary and secondary material.
Intended Learning Outcomes
- Students will develop an understanding of the history, theory, conventions, structures and achievements of comedy across film and television
- Students will demonstrate a practical and critical understanding of the conceptual, aesthetic, ethical, representational and social issues pertaining to the delivery and appeal of comic material
- Students will evidence insight into the field of comic theory and consider the validity of claims pertaining to humour when applied to selected screenworks
- To demonstrate sound knowledge of key secondary literature
- To be aware of, and able to apply a range of established critical and theoretical ideas
- To present a clear and well-structured argument, supported by relevant critical and theoretical literature
- To present work that is consistently accurate in terms of its use of English and referencing
- To be able to communicate verbally key ideas based on secondary reading and relevant primary texts
- To demonstrate skills of time management
- To plan and execute a research project
Plus as appropriate to the mode of teaching, that is, the combination of seminar and practice-based workshop and/or presentations:
- To be able to write a reflective account of practical work
- To be able to work constructively and creatively in a group-based workshop
- To be able to work within the disciplines of production and project processes, working to deadlines and within production budgets
- To work independently and reach individual/personal judgements within a collaborative context
- To be able to reflect on individual work within a collaborative production context
Teaching Information
Seminars, workshops, screenings, as appropriate
Optional units may be taught according one of three models, depending on student numbers choosing the option and resource matters. Unit convenors will decide on teaching mode in consultation with HoE and with students in advance of advertising option year-on-year. Contact hours and assessment details will be mapped to teaching mode, as detailed below.
Model A is a seminar-based unit
Model B combines seminars with workshops encompassing an average 30-hour production period
Model C is taught through workshops encompassing an intensive 60-hour production period
Assessment Information
Teachers will assign assessments according to the teaching mode employed.
Model A:
3,000-word essay (50%) + student presentation (25%) + 1,500-word write-up (25%), or equivalent.
OR
Model B:
Essay [1,500 words] (33%) +
Workfile (22%): containing evidence to demonstrate student contribution to workshops / practical exercises; contribution to seminars Presentation/performance (22%) Critical analysis [1,500 words] (22%)
OR
Model C:
Workfile (33%): containing evidence to demonstrate student contribution to workshops / practical exercises; contribution to seminars, preparation & execution of technical production role Presentation/performance (33%) Critical analysis [1,500 words] (33%)
Reading and References
- Bergson, H. [1900], ‘Laughter: An Essay on the Meaning of the Comic’ in Wylie Sypher (1956), Comedy (New York: Double Day Anchor Books)
- Freud, S. ([1905] 2002) The Joke and Its Relation to the Unconscious (Penguin Books)
- Kerr, W. (1980), The Silent Clowns (Da Capo Press)
- Morreall, J (1987), The Philosophy of Laughter and Humour (State University of New York Press)
- Palmer, J. (1994), Taking Humour Seriously (Routledge)
