1. British Film and Comedy

2. Learning Objectives - Re-cap the exam requirements for this section - Develop understanding of film genre - Develop understanding of the characteristics of British (and US) comedy Learning Objectives - Re-cap the exam requirements for this section - Develop understanding of film genre - Develop understanding of the characteristics of British (and US) comedy

3. FM2 Section B: British Film and Comedy Genre 20% of AS (10% of A2) 20% of AS (10% of A2) Assessed by exam: Assessed by exam: – Approx. 50 minutes to answer – Choice of 2 questions

4. We only have 7 weeks for this module Week 1: Exploring film genre and nature of British (and US) comedy Week 1: Exploring film genre and nature of British (and US) comedy Week 2: Exploring macro (and micro) aspects of film, focusing on narrative and representation Week 2: Exploring macro (and micro) aspects of film, focusing on narrative and representation Weeks 3 & 4: Studying Hot Fuzz and Brassed Off (after school showing) and film of your choice in groups (to be presented to class) Weeks 3 & 4: Studying Hot Fuzz and Brassed Off (after school showing) and film of your choice in groups (to be presented to class) Weeks 5 & 6: Studying Four Weddings and a Funeral, present film of your choice to class, exam revision Weeks 5 & 6: Studying Four Weddings and a Funeral, present film of your choice to class, exam revision Week 7: Case study films comparison and mock exam Week 7: Case study films comparison and mock exam

5. What is Comedy? The ability or quality of people, objects or situations to create feelings of amusement in other people The ability or quality of people, objects or situations to create feelings of amusement in other people

6. Starter task 1. In pairs label yourselves A and B 2. Take it in turns to read each joke from the envelope to your partner 3. Write the name of the joke you found funniest on the post-it note and stick it on the board

7. Starter task 1. In turns, read the following jokes to the class 2. Think about which is your favourite joke and why

8. “Two hunters are out in the woods when one of them collapses. He doesn't seem to be breathing and his eyes are glazed. The other guy whips out his phone and calls the emergency services. He gasps: "My friend is dead! What can I do?" The operator says: "Calm down, I can help. First, let's make sure he's dead." There is a silence, then a shot is heard. Back on the phone, the guy says: "OK, now what?"

9. When Chuck Norris does pushups, he doesn't lift himself up. He pushes the world down.

10. Mother Superior and a nun are driving along a country lane at night in the rain. Suddenly the devil appears from the darkness, eyes aflame, blocking their way. Mother superior says to the nun, "quick, show him your cross" So the nun winds down the window and yells "get out the way, you ugly bastard"

11. Subverting linguistic expectations – expected “drink” to be a noun rather than a verb, unexpected answer – ridiculous Subverting linguistic expectations – expected “drink” to be a noun rather than a verb, unexpected answer – ridiculous How do you make a cat drink? Easy! Use a liquidizer!

12. Witty humour There was a student taking a final exam in a very large lecture class. The professor called time, and said that everyone must stop writing or their exam would not be accepted. One student continued to write furiously until all the other papers had been collected. Going down to the professor, he attempted to turn in the exam. The professor says, "I saw you writing after time was called, and I'm not accepting your paper." "Do you know who I am?", says the student. "No, and it doesn't matter." "Good." The student then stuffs his exam into the middle of the stack and walks off.

13. A Pun! 1st Eskimo: Where did your mother come from? 2nd Eskimo: Alaska 1st Eskimo: Don't bother, I'll ask her myself!

14. A man walks into a doctor's office. He has a cucumber up his nose, a carrot in his left ear and a banana in his right ear. "What's the matter with me?" he asks the doctor. The doctor replies, "You're not eating properly." A man walks into a doctor's office. He has a cucumber up his nose, a carrot in his left ear and a banana in his right ear. "What's the matter with me?" he asks the doctor. The doctor replies, "You're not eating properly."

15. An English teacher wrote these words on the whiteboard: "woman without her man is nothing". The teacher then asked the students to punctuate the words correctly. The men wrote: "Woman, without her man, is nothing." The women wrote: "Woman! Without her, man is nothing."

16. Do you notice any similarities between the jokes? Humour is a matter of personal taste – it is subjective Humour is a matter of personal taste – it is subjective Humour is often about the unexpected or unusual, creating surprise: Humour is often about the unexpected or unusual, creating surprise: –Audience expectations are subverted Q: “What do you called a 3 legged donkey? A: “A wonkey”

17. Film genre re-cap Genre is a way of categorising a type of film Genre is a way of categorising a type of film Task: Task: –Write down a film genre and at least 2 examples of films representing them (e.g. Horror, Scream and A Nightmare on Elm Street) –What features do the films share? Discuss in pairs Genres have certain characteristic features allowing us to tell them apart: Genres have certain characteristic features allowing us to tell them apart: –Iconography: the things you expect to see and hear –Some genres are less easy to classify then others Sub-genres: genres within genres Sub-genres: genres within genres Hybrid genres: mixing genres, sometimes to create a new genre: Hybrid genres: mixing genres, sometimes to create a new genre: – e.g. Scream, mix of “teenpic” with “slasher” to create “teen horror”

18. Types of humour Irony - the way of speaking that shows you are joking or that you mean the opposite of what you say. Irony - the way of speaking that shows you are joking or that you mean the opposite of what you say. Self-deprecatory – Humour at the expense of yourself Self-deprecatory – Humour at the expense of yourself Schadenfreude – laughing at someone else’s (unexpected) misfortune (means “shameful joy”) Schadenfreude – laughing at someone else’s (unexpected) misfortune (means “shameful joy”) Slapstick - comedy based on simple jokes, e.g. people falling over or hitting each other. Slapstick - comedy based on simple jokes, e.g. people falling over or hitting each other. Black humour - humour dealing with the unpleasant or dark side of life (e.g. death, people's problems) Things you can’t change Black humour - humour dealing with the unpleasant or dark side of life (e.g. death, people's problems) Things you can’t change Observational humour – humour created out of realistic situations. Observational humour – humour created out of realistic situations.

19. Humour (cont’d) Satire - the use of humour to attack a person, an idea or behaviour that you think is bad or foolish. Satire - the use of humour to attack a person, an idea or behaviour that you think is bad or foolish. Farce – an exaggerated situation that turns into an embarrassing one. Farce – an exaggerated situation that turns into an embarrassing one. Sarcasm - the mocking of a person, situation or thing Sarcasm - the mocking of a person, situation or thing Inter-textuality – when one media text cross references another for humorous effect. Inter-textuality – when one media text cross references another for humorous effect. Parody – imitation of an original work, often to mock or satirize, for comical effect (commonly to dispute original work) Parody – imitation of an original work, often to mock or satirize, for comical effect (commonly to dispute original work) Comedy of manners – satirizing the manners of a social class Comedy of manners – satirizing the manners of a social class

20. Task Answer these questions for the following comedy clips we are about to watch: Answer these questions for the following comedy clips we are about to watch: –What type of humour (e.g. satire) do you think is being used? –Do you think the humour is effective? –Why (not)?

21. Thinking about the clips we have seen and other comedy you have seen before: - What characterises British comedy? - Does it differ to US comedy? How? - What does this say about British and the US (and perceptions of them)?

22. Extension activity Do some of these clips confirm or perpetuate British stereotypes such as: Do some of these clips confirm or perpetuate British stereotypes such as: - The British are emotionally repressed (hiding emotions behind humour?)? - The British are class obsessed - The British are imaginative and creative - The British are not too proud to laugh at themselves - The British are funny!

23. What characterises US comedy (and what does it say about the US)? Less irony? Less irony? More emotional? More emotional? More witty? More witty? More “in-jokes” – sharp talking, confident tone? More “in-jokes” – sharp talking, confident tone? Conforming to or challenging stereotypes about the US? Conforming to or challenging stereotypes about the US?

24. Conclusion Comedy is one of many different film genres Comedy is one of many different film genres –It can be defined as the ability to create feelings of amusement in others and is subjective There are many different types of comedy (e.g. satire, slapstick) but: There are many different types of comedy (e.g. satire, slapstick) but: –It is often about the unexpected or unusual, creating surprise It can be argued that certain British comedy has certain identifiable characteristics It can be argued that certain British comedy has certain identifiable characteristics

25. British Film and Comedy

26. Learning Objectives - To review understanding of Macro features from AS Media - To develop understanding of Macro and Micro features, focusing on Micro features and Narrative particularly Learning Objectives - To review understanding of Macro features from AS Media - To develop understanding of Macro and Micro features, focusing on Micro features and Narrative particularly

27. Research Seminar Case Study In groups of 3 or 4 you need to: In groups of 3 or 4 you need to: –Choose a British Comedy film you have all seen and enjoyed or that you want to see –Prepare a 5/10 minute presentation on the film (using any visual aids you like) –To be presented on (DATE TBC) but start working on this now – watch the film in the next week –Make sure you don’t choose the same film!

28. Research Seminar Case Study Above all else you need to show you have engaged with the film – that you know and understand it…. Above all else you need to show you have engaged with the film – that you know and understand it…. ….but think especially about: ….but think especially about: –Narrative –Representation (e.g. gender, age, nationality, sexuality) –Other Macro and Micro features Please tell me your groups and film next lesson Please tell me your groups and film next lesson

29. Some suggested films The Full Monty The Full Monty Shaun of the Dead Shaun of the Dead Any Carry On film Any Carry On film Ali G Indahouse Ali G Indahouse Chicken Run Chicken Run Bridget Jones’ Diary Bridget Jones’ Diary Wallace and Gromit: The Curse of the Were-Rabbit Wallace and Gromit: The Curse of the Were-Rabbit Love Actually Love Actually About a Boy About a Boy Notting Hill Notting Hill Bean Bean Withnail and I Withnail and I Any Monty Python film Any Monty Python film East is East East is East

30. Re-cap test Complete the sheet in front of you Complete the sheet in front of you Swap with a partner and mark Swap with a partner and mark

31. Storytelling Task In pairs, tell the story of your life to your partner In pairs, tell the story of your life to your partner Before you do this you will need to plan the things you want to tell and put them into an order you think is suitable and effective – only tell your story when you are absolutely sure you have shaped it as you want. Remember things like: Before you do this you will need to plan the things you want to tell and put them into an order you think is suitable and effective – only tell your story when you are absolutely sure you have shaped it as you want. Remember things like: –The need to immediately engage the interest of the person you are telling the story to –The importance of retaining that person’s attention –The need to put things into an order that will allow the listener to make sense of what has happened to you during your life One final condition: there is a time limit of 10 minutes to the length of your story One final condition: there is a time limit of 10 minutes to the length of your story

32. Then brainstorm – what were the good or bad aspects of the story you told/heard? For example: Then brainstorm – what were the good or bad aspects of the story you told/heard? For example: - Strong/realistic characters (good use of dialogue) - Strong/realistic characters (good use of dialogue) - Well paced/structured (e.g. not hurried) - Well paced/structured (e.g. not hurried) - Build up of (dramatic) tension - Build up of (dramatic) tension - Tone of storytelling voice - Tone of storytelling voice - Happy ending? - Happy ending? - Created strong emotions (e.g. laughter, sadness….) - Created strong emotions (e.g. laughter, sadness….) - Good use of language (e.g. varied sentence length, varied vocabulary etc) - Good use of language (e.g. varied sentence length, varied vocabulary etc)

33. This is what narrative is: a story! This is what narrative is: a story! But it also refers to the academic study of the principles by which stories are structured: But it also refers to the academic study of the principles by which stories are structured: –Characters –Setting –Structure: Time and space travel (linear or non-linear?) Time and space travel (linear or non-linear?) Cause and effect Cause and effect When thinking about narrative we must always consider the expectations of the audience – what are they and are they fulfilled or not? When thinking about narrative we must always consider the expectations of the audience – what are they and are they fulfilled or not?

34. Do all stories have the same basic structure? Theorists of narrative structure suggest that all films (and indeed stories) have the same basic structure: Theorists of narrative structure suggest that all films (and indeed stories) have the same basic structure: –We are introduced to a hero and shown the world they live in –The normality of this world is disrupted –The hero sets out to restore order (resolution) Why do you think this is? Why do you think this is? Task: can you think of any films where this structure is not followed? Discuss. Task: can you think of any films where this structure is not followed? Discuss.

35. Basic Narrative Theory Todorov’s Theory – narratives begin in equilibrium which is then affected by an event leading to disequilibrium. Problems are then solved so that equilibrium is once again achieved. Todorov’s Theory – narratives begin in equilibrium which is then affected by an event leading to disequilibrium. Problems are then solved so that equilibrium is once again achieved. Propp’s Theory – analysed 100s of folk tales and identified 8 character roles and 31 narrative roles: Propp’s Theory – analysed 100s of folk tales and identified 8 character roles and 31 narrative roles: –villain –hero –donor – provides some magical property –helper – aids the hero –princess – reward to the hero and object of villain’s schemes –father – rewards hero –dispatcher – sends hero on his way –false hero (or anti-hero) Strauss’ Theory – looked at narratives in terms of binary oppositions – he was interested in things existing in opposition to each other such as good and evil. Strauss’ Theory – looked at narratives in terms of binary oppositions – he was interested in things existing in opposition to each other such as good and evil.

36. Conclusion Films can be seen as stories (or narratives) Films can be seen as stories (or narratives) You need to analyse the different ways in which films as stories (or narratives) use certain common recurring features of storytelling or narrative structure. You need to analyse the different ways in which films as stories (or narratives) use certain common recurring features of storytelling or narrative structure.

37. Micro and Macro features We can read films at 2 levels: We can read films at 2 levels: 1.Macro 2.Micro Look at the sheets I have given out – you must store these carefully as they contain important definitions of Macro and Micro features Look at the sheets I have given out – you must store these carefully as they contain important definitions of Macro and Micro features

38. Macro features Genre Genre Star Star Auteur Auteur Narrative Narrative Discourse of realism Discourse of realism Mode of address Mode of address Issues of representation Issues of representation

39. Micro features Technical codes: Technical codes: –Camera –Sound –Lighting –Editing Performance codes: Performance codes: –Actor movement/expression/vocal delivery –Costume –Setting –Props Other useful terms are: Other useful terms are: –“Mise-en-scene” – everything the director puts into any frame (people, costume, lighting, props) –“Cinematography” – includes photographic elements, lighting, framing and composition and special effects

40. Task - analyzing a film We will look at a clip from (CHOOSE FILM) We will look at a clip from (CHOOSE FILM) Complete the Macro and Micro template handed out to you whilst watching the film Complete the Macro and Micro template handed out to you whilst watching the film Using random name generator – talk about selected aspect of film Using random name generator – talk about selected aspect of film Watch clip of film again Watch clip of film again

41. Task – audience expectations We will look at a clip from (CHOOSE FILM) We will look at a clip from (CHOOSE FILM) When I stop the film write down what you think will happen next When I stop the film write down what you think will happen next How did the next section of the film compare to your expectations? How did the next section of the film compare to your expectations?

42. Conclusion All films can be seen as stories (or narratives): All films can be seen as stories (or narratives): –Films as narratives use certain common recurring structural features –But these will be subverted in some films We can read films at 2 different levels: We can read films at 2 different levels: 1.Micro 2.Macro –We need 1 to understand the other!

43. Learning Objectives - Develop understanding of representation - Develop understanding of representation - Begin to develop knowledge and understanding of Four Weddings and a Funeral

44. Representation Discuss - what areas should we consider in relation to representation? Discuss - what areas should we consider in relation to representation? Gender Gender Class Class Age Age Sexuality Sexuality Ethnicity Ethnicity Regionalism Regionalism Disability Disability Task – write down any stereotypes you can think associated with each area Task – write down any stereotypes you can think associated with each area

45. Gender stereotypes – are they true? Men Men –Physically strong –Rational –The breadwinner –Sex-obsessed –Hate shopping –Don’t care about appearance –“Bond of trust” with mates –Messy Women Women –Physically weaker –Emotional –Housewife –Want “cuddles” –Love shopping (especially for clothes) –Appearance important –Gossip/bitchy/nag –Tidy

46. Class stereotypes Task - brainstorm working, middle and upper-class stereotypes. Task - brainstorm working, middle and upper-class stereotypes. Southerners are rich, middle or upper class Southerners are rich, middle or upper class Northerners are working class Northerners are working class The upper class are in-bred, snobbish and dim-witted “twits” who vote Conservative. They are also gentlemen who act and speak very politely (in “Queen’s English”). The upper class are in-bred, snobbish and dim-witted “twits” who vote Conservative. They are also gentlemen who act and speak very politely (in “Queen’s English”). The middle classes are vain and social climbers The middle classes are vain and social climbers The working class are uneducated, drink lots, vote labour, live on council estates, are often involved in crime, and have lots of children The working class are uneducated, drink lots, vote labour, live on council estates, are often involved in crime, and have lots of children

47. Four Weddings and a Funeral Made in 1994 Made in 1994 Directed by Mike Newell Directed by Mike Newell Written by Richard Curtis (Love Actually, Mr Bean, Notting Hill and Bridget Jones’s Diary) Written by Richard Curtis (Love Actually, Mr Bean, Notting Hill and Bridget Jones’s Diary) Starring Hugh Grant and Andie MacDowell Starring Hugh Grant and Andie MacDowell Became highest grossing film in British history at time of its release Became highest grossing film in British history at time of its release “Comedy of manners” satirizing the British upper-middle classes “Comedy of manners” satirizing the British upper-middle classes Set in south west England Set in south west England

48. Learning Objectives Begin to develop knowledge and understanding of Four Weddings and a Funeral, especially concerning “Britishness”

49. Discuss note-taking sheet

50. Look at individual scenes, answer this question on sugar paper How are micro elements used to construct representations of “Britishness”? How are micro elements used to construct representations of “Britishness”?

51. Character analysis Charles: Charles: –Bumbling fool (always “putting his foot in it”) –Slightly nerdy (e.g. glasses) –Witty, ironic and self-deprecating –Eccentric –Poorly organised (e.g. always late) –Charming –Shy/reserved but ultimately assertive –Polite –Unable to commit (always best man, never the groom, “you’ll never love anyone, because you never let them near you” – Henrietta) –Stereotypically upper class and British (accent, name etc)

52. Character analysis Carrie: Carrie: –Acts as a contrast with Charles – American vs British characteristics –She is strong, decisive, worldly, glamorous (e.g. used to work for Vogue), sexually and emotionally confident, assertive and powerful – a “post-feminist”? Matthew and Gareth: Quiet and loud homosexual couple Matthew and Gareth: Quiet and loud homosexual couple Henrietta: Upper class, emotionally fragile, in love with Charles Henrietta: Upper class, emotionally fragile, in love with Charles Scarlett: eccentric, less upper class Scarlett: eccentric, less upper class Hamish: Scottish politician Hamish: Scottish politician Tom: aristocrat (7 th richest man in Britain) and stupid Tom: aristocrat (7 th richest man in Britain) and stupid

53. Narrative 5 acts or stories within the story that almost stand alone in themselves 5 acts or stories within the story that almost stand alone in themselves Follows Todorov narrative structure, satisfying audience expectations Follows Todorov narrative structure, satisfying audience expectations At its core, it is a simple love story dealing with the universal themes of love, death, humour and friendship At its core, it is a simple love story dealing with the universal themes of love, death, humour and friendship It treads a fine line as a rom com between comedy and sentimentality (melodrama) It treads a fine line as a rom com between comedy and sentimentality (melodrama)

54. Britishness Stereotypical upper and middle class British humour is used: Stereotypical upper and middle class British humour is used: –Witty dialogue (lots of this) –Satire/irony/sarcasm –Slapstick –Farce –Schadenfreud –Self-deprecation What other elements help construct British representation? What other elements help construct British representation? –Traditional English wedding on 1 st May (Marquee, Champagne reception, wedding invites) –Clothes/haircuts –Accents –Setting and location (e.g. Castle, Country House –Cars (e.g. Land Rover – car of landed gentry) –Wealth Gender representation: men as emotionally cold, aloof, women as emotionally intelligent Gender representation: men as emotionally cold, aloof, women as emotionally intelligent