
Ian here—
So, this isn’t a proper lesson plan. It’s just a quick cheat sheet. When teaching PlayTime, I pair it with Kristin Thompson’s chapter “Play Time: Comedy n the Edge of Perception” in her book Breaking the Glass Armor. (I consider myself incredibly lucky that I can pair one of my favorite films with a piece of writing that I consider to be one of the more astute and persuasive pieces of academic film criticism ever written.) My lesson, therefore, largely revolves around the conclusions of Thompsons’ analysis: that “the comic and the non-comic become indistinguishable” in PlayTime, and that the way the film “forces us into new viewing procedures” holds the potential to “successfully transform our perception in general.”[i] To view PlayTime, in other words, is to encounter a new way of seeing the world, one that might persist beyond the theater.
How do you successfully persuade students that PlayTime requires specific viewing procedures from its audience, ones unlike those we use when viewing a more traditional narrative film? My tactic is pretty simple: I pull student attention to moments that reward close viewing. Thompson herself lists a bunch of these in her chapter. I like to point to additional, different ones, so that I can show students new, unexpected visual rewards—therefore making both me and Tati seem smarter than we otherwise would! Please feel free to steal these.