Format
1. This program begins with a humorous opening demonstrating that comedy and humor can be found in every day experiences.
2. Meet the comedy coach and author. Dave discusses his career as a comedy talent coordinator for television in Hollywood and New York. Of course this is done in a humorous and fun manner!
3. Worksheet exercise / class participation. Students explore what makes him / her laugh, a simple reason why for each, then picks from a list of terms that best describes his / her sense of humor. Terms used depend on age of students. Examples for younger students would include: thoughtful, silly, messy, etc. Older student examples would include: intelligent /cerebral, slapstick, sarcastic, etc…
4. We then discuss creative thinking using individual thoughts and opinions about common topics. Each student is unique and may have different thoughts and opinions about the same thing. Example: For some the glass is half full; for others half empty.
5. Worksheet exercise / class participation. Students follow steps to develop a short comedy routine based on a common experience (traveling to school that day). Their stories are enhanced by personal creativity and sense of humor. Student volunteers will perform their comedy routine to the class. Number of participants depends on time restraints.
6. Students may ask questions at any time during the session.
Objectives
1. Explore personal creativity and sense of humor.
2. Understand the difference between positive (good) humor and negative (bad) humor.
3. Describe and identify his / her personal sense of humor.
4. Use individual experiences, thoughts and opinions creatively.
5. Explain and demonstrate writing techniques with the focus on humor.
6. Involve participants with public speaking opportunity through in-class presentation.
Standards Alignment
National Standards
NL-ENG.K-12.11 PARTICIPATING IN SOCIETY
* Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
NL-ENG.K-12.4 COMMUNICATIONS SKILLS
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
NL-ENG.K-12.5 COMMUNICATION STRATEGIES
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
NS.K-12.4 LANGUAGE ARTS
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
NS.K-12.5 LANGUAGE ARTS
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purpose.
NS.K-12.12 LANGUAGE ARTS
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Visual Arts: Careers and Community
* Recognize a variety of entertainment related professions and careers in our society.
* Students identify methods for connecting creative skills, ideas, and processes to entertainment related careers as well as other professions.
* Understand how creative experiences affect daily life and identify opportunities for involvement in the arts.