Exploring Comedy

Curriculum Area

• Subject: Drama
• Key Stage: KS3
• Year: 9
• Unit: Genre
• Focus: Comedy
• Specific Curriculum Standards: Develop imagination, ideas, performance skills and reflective evaluation as outlined by the UK National Curriculum for Drama.

Lesson Objectives

1. Knowledge: Students will understand different types of comedy and their characteristics.
2. Skills: Students will develop performance skills through exercises in comic timing, physicality, and improvisation.
3. Understanding: Students will reflect on and evaluate their own work and that of others.

Materials Needed

• Whiteboard and markers
• A selection of comedic scripts or excerpts suited for Year 9 students
• Space for group work and performances
• Props to aid in physical comedy (hats, canes, etc.)

Lesson Structure

1. Introduction (5 minutes)

• Teacher Introduction: Briefly introduce the genre of comedy, highlighting its history and importance in theatre.
• Objective Sharing: Outline the objectives of today's lesson focusing on the exploration of comedy.

2. Warm-Up Exercise (10 minutes)

• Name Game with a Twist: Each student says their name and an emotion. The next student repeats the previous name and emotion, adding their own with a comedic twist.
• Purpose: To warm up the students' minds and bodies and to start thinking about exaggeration, which is key to comedy.

3. Exploring Types of Comedy (15 minutes)

• Teacher-Led Discussion: Discuss different types of comedy genres such as slapstick, situational comedy, and satire. Use examples from well-known TV shows, theatre productions, or movies the students are likely familiar with.
• Group Activity: Divide the class into groups of 6-7. Each group will focus on one type of comedy and create a 2-3 minutes skit that incorporates key elements from their assigned comedy type.

4. Performance Preparation (15 minutes)

• Group Work: Groups work together to plan, rehearse, and set up their short skits. The teacher circulates to provide guidance, answer questions, and ensure that all students are engaged and contributing.

5. Performances (10 minutes)

• Group Performances: Each group performs their skit in front of the class.
• Audience Role: As an audience, students are encouraged to observe and think about what makes each skit funny. They should consider aspects like timing, physicality, and exaggeration.

6. Evaluation and Reflection (5 minutes)

• Class Discussion: Reflect on what worked well in each performance and why. Discuss how different comedic techniques and types made each performance unique.
• Individual Reflection: Students write a brief reflection on one thing they enjoyed about the lesson and one thing they could improve for next time.

Differentiation

• Support: Provide simplified scripts or additional guidance as needed for struggling students.
• Challenge: Encourage advanced students to incorporate more complex elements of satire or dark comedy into their performances.

Homework

• Task: Students to research a famous comedian or comedy troupe and write a one-page summary of their style and what makes them unique. Include a short personal reflection on what they find most interesting about the comedian or troupe.

Assessment

• Formative: Based on participation, engagement in group activities, and the quality of their performance.
• Summative: Through homework assignment to gauge understanding and ability to research and reflect critically on comedic styles.

Closing

• Teacher Summary: Recap key learning points from the lesson and link them to the next lesson's content.
• Student Feedback: Quick exit tickets where students write one funny thing they learned in the lesson.

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This engaging, practical approach will allow students to not only learn about the genre of comedy but also develop their own performance skills and confidence.