PD Course
Commedia I: Playing Comedy
Created by Todd Espeland
Commedia dell’arte is a 16th Century masked acting form. It’s the basis of all comedy and it’s a form that many teachers want to include in their curriculum.
Instructor Todd Espeland has designed two courses that work hand-in-hand with teaching this fantastic physical form.
In Commedia I: Playing Comedy - Todd teaches the principles of comedy through four key elements: status, appetite, swing, and intention/invention. This course provides an excellent foundation upon which to explore Commedia to its fullest. Includes bonus videos, handouts, reflections, and exit slip question ideas for each lesson.
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1Lesson 1Introduction15:40 FREE PREVIEWMeet the instructor and learn what this class is and how it works in connection with the next class.
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2Lesson 2Status27:59 FREE PREVIEWIn lesson 2 you’ll explore status and its effect on comedy. You’ll learn exercises that will help your students understand how status affects them physically and you’ll learn helpful side coaching tips to keep your students engaged and on track. You’ll also learn an observation assignment for your students that they’ll continue to use throughout their exploration of comedy and Commedia.
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3Lesson 3Status Games30:24 LockedBuilding what you’ve learned in lesson 2, you’ll learn status games that you can use to really drive home status, observation of status, and most importantly playing status in a scene as part of the action of the scene.
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4Lesson 4The Appetites29:09 LockedYou’ll learn how to use a free-form impulse improv to explore appetites - the engine of comedy and the primal needs of characters in comedy.
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5Lesson 5Swing19:36 LockedSwing is the instantaneous switch between two emotional states or two needs of a character. In this lesson you’ll explore how swing effects comedy through the “laugh/cry” game as well as other exercises.
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6Lesson 6Intention/Invention16:52 LockedIn lesson 6 you’ll explore how characters solve their problem or obtain their need, also known as intention/invention. You’ll utilize the “Do It Get It Done Game” to understand the effect intention/invention has on comedy.
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7Lesson 7Long Term Capstone7:35 LockedYou’ve learned the various tools of comedy: status, appetites, swing, and intention/invention. Now you’ll learn how to use these tools in having your students prepare a scene.
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8Lesson 8Wrap Up4:31 LockedThis lesson is a quick review of everything you’ve learned in this course - a great way to “press the save button.”
Standards Addressed
Generate and conceptualize artistic ideas and work - Grade 6
Select, analyze, and interpret artistic work for presentation - Grade 6
Generate and conceptualize artistic ideas and work - Grade 7
Select, analyze, and interpret artistic work for presentation - Grade 7
Generate and conceptualize artistic ideas and work - Grade 8
Select, analyze, and interpret artistic work for presentation - Grade 8
Generate and conceptualize artistic ideas and work - High School Proficient
Select, analyze, and interpret artistic work for presentation - Grade HS Proficient
Generate and conceptualize artistic ideas and work - High School Accomplished
Select, analyze, and interpret artistic work for presentation - Grade HS Advanced
Develop and refine artistic techniques and work for presentation - Grade 6
Develop and refine artistic techniques and work for presentation - Grade 7
Develop and refine artistic techniques and work for presentation - Grade 8
Develop and refine artistic techniques and work for presentation - Grade HS Proficient
Develop and refine artistic techniques and work for presentation - Grade HS Accomplished
Develop and refine artistic techniques and work for presentation - Grade HS Advanced
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 6
Convey meaning through the presentation of artistic work - Grade 6
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 7
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 8
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade HS Proficient
6.TH:Cr1 Generate and conceptualize artistic ideas and work
6.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
7.TH:Cr1 Generate and conceptualize artistic ideas and work
7.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
8.TH:Cr1 Generate and conceptualize artistic ideas and work
8.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Prof.TH:Cr1 Generate and conceptualize artistic ideas and work
Prof.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
Acc.TH:Cr1 Generate and conceptualize artistic ideas and work.
Adv.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
6.TH:Pr5 Develop and refine artistic techniques and work for presentation.
7.TH:Pr5 Develop and refine artistic techniques and work for presentation.
8.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Prof.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Acc.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Adv.TH:Pr5 Develop and refine artistic techniques and work for presentation.
6.TH:Cr3 Refine and complete artistic work.
6.TH:Pr6 Convey meaning through the presentation of artistic work.
7.TH:Cr3 Refine and complete artistic work.
8.TH:Cr3 Refine and complete artistic work.
Prof.TH:Cr3 Refine and complete artistic work.
Sixth Grade
- DT.6.1.1.c Students Can: Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
- DT.6.1.4.b Students Can: Identify and employ effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.
- DT.6.2.1.b Students Can: Experiment with various physical and vocal choices to communicate character in a drama/theatre work.
- DT.6.2.2.a Students Can: Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theatre performance.
- DT.6.2.3.a Students Can: Establish a relationship with the audience and the ensemble during a performance of a drama/theatre work.
- DT.6.2.4.a Students Can: Adapt a drama/theatre work and present it for an audience.
Seventh Grade
- DT.7.1.1.c Students Can: Envision and describe a scripted or improvised character's inner thoughts and objectives in a drama/theater work.
- DT.7.1.4.b Students Can: Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.
- DT.7.2.1.b Students Can: Apply various character objectives in a drama/theatre work.
- DT.7.2.2.a Students Can: Recognize how acting exercises and techniques can be applied to a drama/theatre work.
Eighth Grade
- DT.8.1.1.c Students Can: Develop a scripted or improvised character by articulating the character's inner thoughts, objectives, and motivations in a drama/theatre work.
- DT.8.1.4.b Students Can: Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/theatre work.
- DT.8.2.1.b Students Can: Apply and justify various character objectives and tactics in a drama/theatre work to overcome an obstacle.
- DT.8.2.2.a Students Can: Develop a variety of acting techniques to increase skills in a rehearsal or drama/theatre performance.
High School - Fundamental Pathway
- DT.H1.1.1.c Students Can: Generate ideas about a character that are believable and authentic using script analysis.
- DT.H1.1.4.b Students Can: Explore physical, vocal, and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
- DT.H1.2.1.b Students Can: Shape artistic choices using given circumstances in a drama/theatre work.
- DT.H1.2.2.a Students Can: Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
High School - Advanced Pathway
High School - Professional Pathway
Critical Thinking & Reflection
- TH.68.C.1.2 Develop a character analysis to support artistic portrayal.
- TH.912.C.1.5 Make and defend conscious choices in the creation of a character that will fulfill anticipated audience response.
- TH.912.C.2.5 Analyze the effect of rehearsal sessions and/or strategies on refining skills and techniques by keeping a performance or rehearsal journal/log.
- TH.912.C.2.7 Accept feedback from others, analyze it for validity, and apply suggestions appropriately to future performances or designs.
- TH.912.C.2.8 Improve a performance or project using various self-assessment tools, coaching, feedback, and/or constructive criticism.
Historical & Global Connections
Innovation, Technology & the Future
Organizational Structure
Skills, Techniques & Processes
- TH.68.S.1.2 Invent a character with distinct behavior(s) based on observations of people in the real world and interact with others in a cast as the invented characters.
- TH.68.S.3.1 Develop characterizations, using basic acting skills, appropriate for selected dramatizations.
- TH.912.S.1.6 Respond appropriately to directorial choices for improvised and scripted scenes.
- TH.912.S.1.8 Use research to extract clues in dramatic texts to create performances or technical elements, choosing those that are most interesting and that best convey dramatic intent.
- TH.912.S.2.3 Demonstrate an understanding of a dramatic work by developing a character analysis for one or more of its major characters and show how the analysis clarifies the character's physical and emotional dimensions.
- TH.912.S.2.4 Sustain a character or follow technical cues in a production piece to show focus.
- TH.912.S.2.5 Perform memorized theatrical literature in contrasting pieces to show ability to apply principles and structure, focus on details of performance, and processing skills to establish successful interpretation, expression, and believability.
- TH.912.S.2.6 Transfer acting and technical skills and techniques from one piece of dramatic text to another.
- TH.912.S.2.8 Strengthen acting skills by engaging in theatre games and improvisations.
- TH.912.S.3.2 Exercise artistic discipline and collaboration to achieve ensemble in rehearsal and performance.
- TH.912.S.3.3 Develop acting skills and techniques in the rehearsal process.
- TH.912.S.3.5 Conduct a comparative analysis of acting methods and the teacher-artists who developed them as a foundational guide to acting.
Grades 9-12 - ACTING LEVELS I-IV - Creating
Grades 9-12 - ADVANCED DRAMA LEVELS I-IV -Creating
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Creating
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Responding
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Performing
Sixth Grade Create
Seventh Grade Create
Seventh Grade Present
Eighth Grade Create
Eighth Grade Present
Beginning High School Connect
Beginning High School Create
Beginning High School Present
Intermediate High School Create
Intermediate High School Present
Advanced High School Present
Beginning High School Standards - Communication
- B.C.1.1 Use non-verbal expression to illustrate how human emotion affects the body and is conveyed through the body.
- B.C.1.2 Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression.
- B.C.2.1 Use improvisation and acting skills, such as observation, concentration, and characterization in a variety of theatre exercises.
Beginning High School Standards - Culture
MS 117.211 LI - Foundations: Inquiry and Understanding
MS 117.211 LI - Creative Expression: performance
- C.2.B imagine and clearly describe characters, their relationships, and their surroundings.
- C.2.C select movements and dialogue to appropriately portray an imaginative character drawn from personal experience, cultural heritage, literature, and history.
- C.2.E express emotions and ideas using interpretive movements and dialogue.
MS 117.212 LII - Foundations: Inquiry and Understanding
MS 117.212 LII - Creative Expression: performance
MS 117.213 LIII - Foundations: Inquiry and Understanding
MS 117.213 LIII - Creative Expression: performance
HS 117.315 LI - Foundations: Inquiry and Understanding
- C.1.A understand the value and purpose of using listening, observation, concentration, cooperation, and emotional and sensory recall.
- C.1.B develop and practice theatre preparation and warm-up techniques.
- C.1.C develop and practice stage movement techniques such as mime, pantomime, stage combat, Laban, Lecoq, or Viewpoints consistently to express thoughts, feelings, and actions non-verbally.
- C.1.D develop and practice effective voice and diction to express thoughts and feelings.
- C.1.E analyze characters by describing attributes such as physical, intellectual, emotional, and social dimensions through reading scripts of published plays.
- C.1.H define the roles of and appreciate the collaborative relationships between all artistic partners such as playwrights, composers, directors, actors, designers, technicians, and audience.
HS 117.315 LI - Creative Expression: performance
- C.2.C employ effective voice and diction to express thoughts and feelings.
- C.2.D use physical, intellectual, emotional, and social awareness to portray believable characters and convey a story when applying acting concepts, skills, and techniques.
- C.2.E employ physical techniques consistently to express thoughts, feelings, and actions non-verbally.
HS 117.315 LI - Historical and cultural relevance
HS 117.316 LII - Foundations: Inquiry and Understanding
HS 117.316 LII - Creative Expression: performance
HS 117.317 LIII - Foundations: Inquiry and Understanding
HS 117.317 LIII - Creative Expression: performance
HS 117.318 LIV - Foundations: Inquiry and Understanding
HS 117.318 LIV - Creative Expression: performance
Speech Drama 10
Speech Drama 20
Improvisation Drama 10
- 1 use warmup techniques for preparation of body, voice and mind
- 10 demonstrate appropriate rehearsal methods
- 14 discover how various emotions affect one vocally and physically
- 15 initiate a dramatic situation in response to a given stimulus
- 16 make logical choices spontaneously within the boundaries of situation and character
- 23 use varied stimuli for character development
- 24 select and use vocal techniques appropriate to a character
- 25 select and use language appropriate to character and situation
- 26 use body language to add physical dimensions and depth to a character
- 28 demonstrate how attitude, and change in attitude, affects a character
- 29 demonstrate understanding of and apply the concept of status
- 30 demonstrate understanding of and apply the concepts of a character’s objectives and motivation
- 32 sustain a character throughout a scene or exercise
- 5 create experiences through imaging, visualizing and fantasizing
- 6 demonstrate thinking in a divergent mode
Improvisation Drama 20
Improvisation Drama 30
Acting Drama 20
- 1 analyze a script for explicit character clues
- 14 identify and use operative words in a script
- 5 demonstrate a character’s main objective within a scene
- 6 demonstrate a character’s immediate or moment-to-moment objectives within a scene
- 7 demonstrate the ability to play a character from the character’s point of view
- 8 demonstrate the ability to memorize required text
Acting Drama 30
Theatre Studies Drama 30 (Early or Middle or Late drama)
Movement Drama 10
- 10 demonstrate focus, concentration and energy in all movement and gesture
- 11 demonstrate the ability to move isolated body parts
- 18 appreciate that physical expression can enhance language
- 19 demonstrate qualities of energy
- 21 demonstrate the ability to extend a movement
- 22 translate words, images and emotions into movement
- 23 demonstrate non-verbally the who, what, where, why and when of a story
- 8 extend flexibility
Playwriting - Drama 20
Improvisation/Acting Level III - Advanced
Junior Goal II Objectives
- become familiar with disciplines that enhance dramatic process
- develop belief in, identification with, and commitment to a role
- develop the body and voice as tools of communication
- explore specific techniques demanded by various dramatic forms
- gain awareness of how the integration of disciplines enriches dramatic communication
Junior Orientation
- communicate through use of voice and body
- demonstrate trust by becoming comfortable, physically and emotionally, with others
- investigate a variety of roles and situations
- listen effectively
- move in a variety of ways
- speak, move, and generate ideas spontaneously
- work cooperatively and productively with all members of the class in pairs, small groups and large groups
Movement Level I - Beginning
Movement Level II - Intermediate
Movement Level III - Advanced
Speech Level I - Beginning
Speech Level II - Intermediate
Improvisation/Acting Level I - Beginning
Improvisation/Acting Level II - Intermediate
Junior Goal I Objectives
- develop the ability to interact effectively and constructively in a group process
- develop the willingness to make a decision, act upon it and accept the results
- explore and develop physical and vocal capabilities
- extend the ability to explore meaning through abstract concepts
- extend the ability to think imaginatively and creatively
- strengthen powers of concentration
Theatre Studies Level II - Intermediate (Theatre History)
Senior Goal I Objectives
Senior Goal II Objectives
- be capable of creating and expressing a believable character from scripted and non-scripted material
- develop techniques that enhance vocal and physical communication
- develop the ability to select appropriate physical and vocal expression for feelings, ideas and images
- develop the ability to understand and apply the specific presentation techniques demanded by various dramatic forms
- gain knowledge of disciplines that enhance dramatic process and product
GRADE 6 - ARTS - Exploring and creating
GRADE 6 - ARTS - Reasoning and reflecting
- Develop and refine ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations
- Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts
GRADE 6 - ARTS - Communicating and documenting
GRADE 7 - ARTS - Reasoning and reflecting
GRADE 7 - ARTS - Communicating and documenting
GRADE 8 - ARTS - Exploring and creating
GRADE 8 - ARTS - Reasoning and reflecting
GRADE 9 - DRAMA - Exploring and creating
GRADE 9 - DRAMA - Reasoning and reflecting
GRADE 9 - DRAMA - Communicating and documenting
GRADE 10 - DRAMA - Explore and Create
GRADE 10 - DRAMA - Reason and reflect
GRADE 10 - DRAMA - Connect and expand
GRADE 11 - DRAMA - Explore and Create
- Develop a repertoire of dramatic skills and techniques through presentation or performance
- Develop and refine performance skills in a variety of contexts
- Explore and create dramatic works to express ideas, meaning, and emotions
- Improvise and take creative risks using imagination, exploration, and inquiry
GRADE 11 - DRAMA - Reason and reflect
GRADE 11 - DRAMA - Connect and expand
GRADE 12 - DRAMA - Explore and Create
GRADE 12 - DRAMA - Reason and reflect
GRADE 12 - DRAMA - Connect and expand
Grade 6 - Creating and Presenting
Grade 7 - Creating and Presenting
Grades 9 & 10 - Foundations - Responsible Practices
- C.3.2 identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works (e.g., use active listening and cooperative problem-solving skills; practise punctuality; use tact in suggesting changes and improvements; demonstrate willingness to accept criticism and build consensus)
- C.3.3 demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance contexts (e.g., as a performer: show willingness to take direction and behave appropriately towards other actors; as a viewer: demonstrate respect for performers and other audience members by paying attention, not interrupting or talking, and applauding when appropriate)
Grades 9 & 10 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom
- B.3.1 identify and describe skills, attitudes, and strategies they used in collaborative drama activities (e.g., brainstorming, active listening, and cooperative problem-solving skills; strategies for sharing responsibility through collaborative team roles)
- B.3.2 identify skills they have developed through drama activities and explain how they can be useful in work and other social contexts (e.g., explain in a journal how their brainstorming and negotiation skills support teamwork in a variety of contexts)
Grades 9 & 10 - Reflecting, Responding and Analyzing - Drama and Society
- B.2.1 identify different types of drama and explain their function in diverse communities and cultures from the past and present (e.g., the function of television, film, or video game dramas with predictable plot lines and stock or stereotypical characters in today’s society; the function of theatre in ancient Greece, liturgical drama in medieval Europe, Shakespearean drama in Elizabethan England, and/or “social problem” dramas today)
- B.2.2 explain how dramatic exploration helps develop awareness of different roles and identities people have in society (e.g., explain what they learned through role playing characters from different socio-economic groups)
- B.2.4 identify ways in which dramatic exploration contributes to their understanding of diverse cultures and traditions (e.g., identify insights they gained through exploring the role of ritual in Greek theatre and/or Aboriginal ceremonies)
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
Grades 9 & 10 - Creating and Presenting - The Creative Process
Grade 11 - Foundations - Concepts and Terminology
Grade 11 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom
Grade 11 - Reflecting, Responding and Analyzing - The Critical Analysis Process
Grade 11 - Creating and Presenting - Presentation Techniques & Technologies
Grade 11 - Creating and Presenting - Elements and Conventions
Grade 11 - Creating and Presenting - The Creative Process
Grade 12 - Foundations - Context and Influences
Grade 12 - Foundations - Concepts and Terminology
- C.1.1 demonstrate an understanding of the nature and function of the forms, elements, conventions, and techniques associated with the theatre of a particular period or culture
- C.1.2 use correct terminology for the styles, components, processes, and techniques of drama in creating and critiquing drama works and theatre performances
Grade 12 - Creating and Presenting - Presentation Techniques & Technologies
Grade 12 - Creating and Presenting - The Creative Process
Grade Six
- 6.12 The student will demonstrate how meaning is expressed both physically (through movement, gesture, and other forms of physical expression) and verbally (through vocal choices).
- 6.13 The student will identify techniques and skills for actor preparation, including memorization and warm ups for performance.
Grade Seven
Grade Seven
- 7.12 The student will develop physical and vocal technique for theatre performance.
- 7.13 The student will explain techniques and skills for actor preparation, including concentration, discipline, preparation, and imagination for theatrical performance.
- 7.14 The student will research, analyze, rehearse, and present a scripted character in a memorized scene and/or monologue.
Grade Eight
Theatre Arts I: Introduction to Theatre
Theatre Arts II: Dramatic Literature And Theatre History
Theatre Arts III: Intermediate Acting & Playwriting
Theatre Arts IV: Advanced Acting And Directing
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