MODULE SPECIFICATION TEMPLATE MODULE DETAILS Module title Screen Comedy Module code HD600 Credit value 20 Level Level 4 Level 5 Level 6 x Level 7 Level 8 Mark the box to the right of the appropriate level with an X Level 0 (for modules at foundation level) Entry criteria for registration on this module Pre-requisites Specify in terms of module codes or equivalent Co-requisite modules Specify in terms of module codes or equivalent Module delivery none none Mode of delivery Taught x Distance Placement Online Other Pattern of delivery Weekly x Block Other When module is delivered Semester 1 Semester 2 x Throughout year Other Brief description of module This module introduces students to the theory of comedy and key debates content and/ or aims Overview (max 80 words) about comedy in terms of its history, its relationship to genre, and its social function. Students explore the historical precedents that have established humour and comedy as forms of communication. In addition, students will consider issues of consent, carnivalesque, construction of comedy across the generic spectrum, politics of stand-up, comedy genres and the recent re-emergence and popularity of comedy on television. Film, television, and new media sites are explored throughout the module as primary examples of screen comedy. Module team/ author/ coordinator(s) School Site/ campus where delivered Dr Louise FitzGerald Media City Campus (Edward Street) Course(s) for which module is appropriate and status on that course Course Status (mandatory/ compulsory/ optional*) *Mandatory: a module that must be taken and passed; Compulsory: a module that must be taken but may be compensated for if failed : those that may be taken to broaden the programme of study, and which may be compensated for or replaced by an alternative optional module in the event of academic failure and as agreed by the Course Examination Board. BA (Hons) Film and Screen Studies all courses of the School of Media
BA (Hons) English Literature BA (Hons) Media and English Literature BA (Hons) English Language and Media BA (Hons) English Language and Creative Writing BA (Hons) English Literature and Creative Writing MODULE AIMS, ASSESSMENT AND SUPPORT Aims This module aims to explore key issues and debates surrounding screen comedy and the humour concept within a historical, social, cultural and political frame. enable students to place the genre in terms of a range of theoretical and empirical debates understand these debates within broader topics such as the social role of humour, and the entertainment functions comedy across different screen formats develop independent research and scholarly skills in choosing, undertaking and producing appropriate original and coherent research Learning outcomes On successful completion of the module, the student will be able to LO1 demonstrate a critical appreciation of the strengths and weaknesses of historical and current research literature on comedy; LO2 develop the ability to place critical and historical debates about comedy and humour within broader topics such as: formation of self; freedom of expression; the political role of comedy; nation and national identity and the historical conceptualization of humour; LO3 show an awareness of the relationship between comedy and the screen in its various formats and the ability to apply critical knowledge about comedy and theories of humour to the screen; LO4 develop the ability to state an original hypothesis in relation to screen comedy and broader cultural, social and political issues and produce an independent research project; Content This module introduces students to the theory of comedy. Key debates about comedy in terms of its history, its relationship to genre, and its social function. Students explore the historical precedents that have established humour and comedy as forms of communication. In addition students will consider issues of consent, carnivalesque, construction of comedy across the generic spectrum, politics of standup, comedy genres and the recent re-emergence and popularity of comedy. Film, television, and online materials are explored throughout the module as primary examples of screen comedy. Tutorials to plan the independent research essay are an integral element of the module; these include support with planning, structuring and
constructing an original thesis. Learning support Indicative Reading: Latest editions of the following texts: Billig, M. (2005) Laughter and Ridicule: Towards a Social Critique of Humour. London: Sage. Critchley, S. (2002) On Humour, London: Routledge, Limon, J. (2000) Stand-Up Comedy in Theory, or, Abjection in America. Durham: Duke University Press. Lockyer, S. and Pickering, M. (eds) (2005) Beyond a Joke: The Limits of Humour. Basingstoke: Palgrave Macmillan. Medhurst, A. (2007) A National Joke: Popular Culture and English Cultural Identity. London; Routledge. Mills, B. (2005) Television Sitcom. London: British Film Institute. Morreal, J. (ed.) (1983) Taking Laughter Seriously. Albany, NY: State University of New York Press. Oring, E. (2003) Engaging Humour. Chicago: University of Illinois Press. Rowe, K. (1995) The Unruly Woman: Gender and the Genres of Laughter. Austin, TX.: University of Texas Press. Wagg, S. (ed.) (1998) Because I Tell a Joke or Two: Comedy, Politics and Social Difference, London: Routledge. Electronic Sources www.funnyordie.com Box of Broadcasts Centre for Comedy Studies Research at http://www.brunel.ac.uk/cbass/social-sciences-mediacommunications/sociology/research/ccsr Journal of Comedy Studies at http://www.tandfonline.com/toc/rcos20/current Key Journals: Critical Inquiry Critical Studies in Television Historical Journal of Film, Radio and Television
Journal of British Cinema and Television Journal of Popular Film and Television Media, Culture and Society Screen Television and New Media Other Resources weekly seminars; tutorials; weekly reading material, electronic learning environment; audio-visual material on Box of Broadcasts, Youtube, Aspire. Teaching and learning activities University Disability Service The University s Disability Service is responsible for supporting students with disabilities and dyslexia to gain individual support, and for liaising with other university departments in relation to access to buildings, teaching and assessments on the students behalf. Details of teaching and learning activities Indicative teaching and learning activities This module is taught through three- hour workshops that are organised to situate and interrogate comedy and the humour concept within historical, national, theoretical and critical contexts. Issues such as the politics of stand-up comedy, the political and social significance of carnivalesque, the relationship between comedy and genre and different forms of screen comedy film, television, digital media will be considered. Questions about the role of comedy as social arbiter will be interrogated alongside issues of identity and especially the perception that women are not funny. In seminars, students will interrogate concepts and theories that have informed the study of comedy and the humour concept and apply scholarship to examples of screen comedy shown in class and in the accompanying screenings. Students will consider the ways in which comedy mobilizes a sense of community, whether laughter is always liberating and whether there are some subjects that should never be joked about. To these ends we will investigate various forms of screen comedy and address critical debates about comedy including feminist theory, masculinity studies, race theory, sexuality and comedy, new media, history and relief theory. Allocation of study hours (indicative) Where 10 credits = 100 learning hours SCHEDULED This is an indication of the number of hours students can expect to spend in scheduled teaching activities including lectures, seminars, tutorials, project supervision, demonstrations, practical classes and workshops, supervised time in workshops/ studios, fieldwork, and external visits. Study hours 39 GUIDED INDEPENDENT STUDY All students are expected to undertake guided independent study which includes wider reading/ practice, follow-up work, the completion of assessment tasks, and revisions. Guided independent study will typically be derived as the number of hours remaining after taking into account hours spent in placements and scheduled learning and teaching activities. 161
PLACEMENT The placement is a specific type of learning away from the University, (normally including word-based learning) that is not a year abroad. TOTAL STUDY HOURS 200 Assessment tasks Details of assessment for this module Task 1: a 1,500-word Critical Analysis (25%) [LO1, LO3] Task 2: a 2,500-word Independent Research Essay [LO2, LO3, LO4] (50%) Task 3: a 10-15-min Presentation (25%) [LO1, LO2, LO3] Referral Task(s): equivalent Normally reworking of original task(s) or Types of assessment task List of summative assessment tasks which lead to the award of credit or which are required for progression. WRITTEN Written exam % weighting (or indicate if component is pass/fail) COURSEWORK PRACTICAL Written assignment/ essay, report, dissertation, portfolio, project output, set exercise Oral assessment and presentation, practical skills assessment, set exercise 75 25 EXAMINATION INFORMATION Area examination board Sound, Image and Screen External examiners Name Position and institution Date appointed Date tenure ends Dr James Leggott Senior Lecturer, Northumbria University 1/10/2017 30/09/2021 QUALITY ASSURANCE Date of first approval Only complete where this is not the first version 2009 Date of last revision 2014
Only complete where this is not the first version Date of approval for this version Version number 5 Modules replaced Specify codes of modules for which this is a replacement Approved Validation June 2016 Q&S Editorial Changes Available as free-standing module? Yes No X