There was a fantastic turnout at yesterday’s meeting. We now have Posters and Flyers available for you to take with you. You can download them here, or get some from the drama desk later this week (they are being printed tomorrow). The website that details the initiative (how to get involved) is www.artisyourstory.wordpress.com I’ve also added this as a permanent link under the ‘Blogroll’ to the right. The first group activity is THIS Sunday, so please check it out!
The first Thinktank is on Comedy & Social Commentary, due Sept 29 in class.
1. Choose an example from contemporary society (the last ten years) of something comedic that is engaged in social commentary. By comedic, we’re focusing on the intention to create humour or provoke laughter.
2. Include the example in your submission: if it is on paper (cartoon, article, written joke, etc) you can attach it; if it is online, please provide the title and URL.
3. Write a very short essay (500 words) that includes the following things:
a. An analysis of how this example creates humour: draw on in-class categories to aid you in this part.
b. An analysis of how this example is engaged in a kind of social commentary: What is it commenting on? How does it achieve this commentary? What sort of audience is it directed at? Does it aim to provoke social change?
c. Compare your example to the ways in which plays we have studied use comedy to comment on society. Draw parallels and contrasts where you can. *Use specific examples from plays in class by way of comparison. Can similar kinds of humour be used to create different messages? Can the same message be delivered in a variety of ways? What does your example add to our understanding of how comedy can be used as social criticism?
You will submit this paper in class on Sept. 29. You will also share your example in small groups on that day, so do your best to bring the materials necessary (e.g. laptop) to share the example as quickly as possible, and plan out a few points that you will share from your paper (so that you don’t have to read the whole thing out loud!).
If you have questions, you can post them below using the Comment function. You’ll need to provide your name and Queen’s email address to avoid the comment being marked as spam.
Here are the two quotations we discussed in class:
From The Poetics:
“Comedy is the imitation of people who are rather inferior [in the sense that they are laughable], for the laughable is a sort of error and ugliness that is not painful and destructive”
From The Tractatus Coislinianus (argued to be a summary of The Poetics II):
“Comedy is a imitation of an action that is laughable and lacking in magnitude…accomplishing by means of pleasure and laughter the catharsis of such emotions”
In the next while I will be sending individualised contact lists for each group, so that you can contact each other by email. My email will be going to your QUEEN’S email addresses, so please be sure to check your inboxes!
A copy of the course readings will be available on short term loan at the library starting tomorrow morning… FYI the version of Miles Gloriosus that we are reading in class is from the Broadview Anthology of Drama, Vol 1. You might be able to find copies around if you still do not have your own copy of the course reader.
I will be handing out the assignment sheet in class today, and we’ll be discussing it. You can also access the sheet as a PDF document on the Assignments page.
One of your classmates enquired about the content and format of the final exam; here is my response:
The exam will draw on knowledge from all parts of the course. You’ll be asked to directly discuss the play texts, as they are the things that structure our semester, and your answers will benefit (significantly) from lectures, group discussions, and the assignments you’ve completed. It’s my belief that we learn in a variety of ways – one of those ways is through my lectures, but the points that come up in discussion are just as significant. For example, if I plan to talk about , e.g., the slave character in The Frogs, but someone else raises this point in class and we discuss it, then I will skip that part of my lecture because we’ve already covered it!
The format is not yet determined, but in all likeliness it will be composed of short- and long-answer questions that you have to answer in full-sentence and/or mini-essay format. Before classes end, I will make the format explicit, by listing how many parts the exams is composed of, and the format for questions in each part.
Class groups have now been listed on the Performance Schedule page to your right —>
A few of the readings in the course package are also available online (same versions as ones in package). Luckily, The Frogs is one of them. Visit the ‘Required Texts’ page for links to online versions of some plays in the reader. As I mentioned yesterday, there are online versions of many other plays available, but it is always preferable to read the version I have indicated on the website. The content of jokes in The Frogs, for instance, varies widely depending on the translation, so if we are discussing a joke in class, and you’ve read another version, you might wonder if you fell asleep during your reading…
Hi everyone, welcome to the first day of DRAM 201.
This website is your weekly resource for the course. In the effort to move towards a paperless classroom, I will not be handing out a paper syllabus; instead you can find all the information about the class here.
Periodically, I will post items of interest on this main page. I recommend checking it before you come to class, as I will also include reminders, pointers on assignments, etc.
Welcome to DRAM201!