NAME: ______TEACHER:______

ASSESSMENT: GENRE: Imaginative Monologue MODE: Written or Spoken

PURPOSE: To entertain by creating a comedic script

TENOR: As a comedic character to Year 12 students

LENGTH: 800-1200 words or 4-5 minutes TIME ALLOWED: 4 weeks

DATE SET:DRAFT: Check only DUE:

CONTEXT

What is comedy? Why do some audiences find comedic characters humorous and others find them distasteful or insulting? The attitudes, values and beliefs expressed by comedians are deliberately highlighted in their performances in an attempt to get audiences to be more aware of certain social weaknesses or issues. This sometimes privileges certain social groups and alienates others. The reaction of audiences depends not only on the effectiveness of the comedian, but also on the audience’s attitudes, values and belief systems.

TASK:

Select one character from a TV or film comedy e.g. Davyd, Reg Reagan, Dame Edna Everage, Kylie Mole, Sheldon, Basil Fawlty, Vicki Pollard, Mr G etc

In the role of that character, CONSTRUCT a comedic script and/ or spoken presentation aimed at giving Year 12 students advice about a relevant issue such as Schoolies, job requirements, travel etc

Your presentation should reflect:

a) Attitudes, beliefs and values of the comedic character

b) Physical appearance and mannerisms

c) Groups in society that your character privileges and marginalises

You will need to view a number of episodes featuring this character and take notes about their relevant character codes and traits. Development of appropriate costume, make-up and props will be an essential part of making your presentation effective.

You must submit a copy of your draft script when you present your written/ spoken presentation.

COMMENTS:

______

______

OVERALL GRADE

Authentication of Student Work
Material / Source of ideas / Draft / Final Copy
Internet
School library
Outside libraries
Computer
Magazines
Other
Teacher
Peers
Family
ESL teacher
Tutor
Other
Signed……………………………………………………………

PLANNING

INTRODUCTION

Topic:

Main attitudes/beliefs:

BODY

Main points / Vocabulary/attitudes
1
2.
3.

CONCLUSION

MANNERISMS, PROPS, COSTUME, MAKE-UP ETC

CRITERIA / A / B / C / D / E
Understanding and Responding to contexts / The student work has the following characteristics:
  • exploitation of script conventions and patterns to entertain
  • discerning selection, organisation and synthesis of relevant and substantive subject matter to support opinion and perspective
  • manipulation and control of the role and relationships of the comedic character with Year 12 class
/ The student work has the following characteristics:
  • effective control of script conventions and patterns to entertain
  • effective selection ,organisation and synthesis of relevant and substantive subject matter to support opinion and perspective
  • •establishment of the role and relationships of the comedic character with the Year 12 class
/ The student work has the following characteristics:
  • use of script conventions and patterns to entertain
•selection ,sequencing and organisation of relevant and substantive subject matter to support opinion and perspective
  • establishment and maintenance of the role and relationships of the comedic character with the Year 12 class
/ The student work has the following characteristics:
•use of aspects of script conventions and patterns to entertain
•selection and organisation of subject matter to support opinion and perspective
  • establishment of some of the role and relationships of the comedic character with the Year 12 class
/ The student work has the following characteristics:
•use of aspects of script genre
•selection of some
subject matter to state an
opinion
  • use of role as comedic character

Understanding and controlling textual features /
  • a discerning combination of a range of grammatically accurate language structures for specific effects ,including clauses and sentences
  • discerning use of mode appropriate cohesive devices to develop and emphasise ideas and connect parts of texts, including paragrpahing
  • discerning use of a wide range of apt vocabulary to entertain
  • discerning use of spoken and non-verbal features such as pronunciation, phrasing, pausing, audibility, clarity, volume, pace and silence
OR
  • discerning use of written features such as conventional spelling and punctuation.
/
  • control of a range of grammatically accurate language structures to achieve effects, including clauses and sentences
  • •effective use of mode appropriate cohesive devices to develop and maintain ideas and connect parts of texts, including paragrpahing
  • effective use of a range of apt vocabulary to entertain
  • •effective use of spoken and non-verbal features such as pronunciation, phrasing, pausing, audibility, clarity, volume, pace and silence
OR
  • effective use of written features such as conventional spelling and punctuation
/
  • use of a range of mostly grammatically accurate language structures to achieve purpose, including clauses and sentences
•use of mode appropriate cohesive devices to link ideas and connect parts of texts,including paragrpahing
  • use of suitable vocabulary to entertain
  • suitable use of spoken and non-verbal features such as pronunciation, phrasing, pausing, audibility, clarity, volume, pace and silence
OR
  • use of written features such as conventional spelling and punctuation
/
  • inconsistency in the use of a range of grammar and language structures to entetain
  • use of some mode appropriate cohesive devices to connect parts of texts, including paragraphing
  • use of vocabulary that varies in suitability to entertain
  • use of spoken and non-verbal features such as pronunciation, phrasing, pausing, audibility, clarity, volume, pace and silence thatvary in suitablility
OR
  • Use of written features that vary in suitability such as conventional spelling and punctuation
/ •grammar and language structuresthat impede meaning
•some connections between parts of texts
  • use of vocabulary that distractsfrom purpose
•spoken and non-verbal features such as pronunciation, phrasing, pausing, audibility,clarity, volume, pace and silence distractfrom meaning
OR
•use of conventional spelling and punctuationfeatures that distract from meaning
Creatingand Evaluating Meaning /
  • discerning manipulation of the ways ideas, attitudes and values underpin a comedy and influence audience
  • subtle and complex creation of perspectives and representations of concepts, identities, times and places
  • discerning use of aesthetic features to entertain e.g. metaphor, imagery, costuming, symbolism
/
  • effective manipulation of the ways ideas, attitudes and values underpin a comedy and influence audience
  • effective creation of perspectives and representations of concepts, identities, times and places
  • effective use of aesthetic
features to entertain e.g. metaphor, imagery, costuming, symbolism /
  • appropriate use of the ways ideas, attitudes and values underpin a comedy and influence audience
  • creation of perspectives and representations of concepts identities, times and places
  • use of aesthetic features to entertain e.g. metaphor, imagery, costuming, symbolism
/
  • use of ideas, attitudes and values that underpin a comedy
  • creation of some perspectives and representations of concepts, identities, times and places
  • use of aesthetic features to achieve some elements of comedt e.g. metaphor, imagery, costuming, symbolism
/
  • use of ideas in text
•creation of some concepts, identities, times and places
•use of some aestheticfeatures in comedy script