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
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
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