Grades for the School of the Art Institute of Chicago’s Fall 2016 semester were due today, and I wanted to take the occasion to do a quick postmortem on “Comedy and the Moving Image,” which I consider to be the most successful course I taught this term—as well as one of my most fun and productive courses ever taught. I’ve posted several lesson plans from this course already throughout the past couple of months. Links to those will be provided below, as I sketch out a skeletal version of the course’s themes, and some of its most interesting surprises.
What follows is a lesson from my 2013 course “Comparative Media Poetics: Cinema and Videogames” at taught U Chicago. On the docket for this week: displays of intelligence and expertise in cinema (from Buster Keaton films to contemporary action cinema), and the ways in which the needs for interactivity force a very different visual style in games than we see in contemporary cinema.
The screening/play-session hybrid that lead up to this class included clips from The General (Buster Keaton with Clyde Bruckman,1926), College (Buster Keaton with James W. Horne, 1927), Casino Royale (Martin Campbell, 2006), and The Bourne Ultimatum (Paul Greengrass, 2007), the latter of which is our primary concern here. It also included students playing portions of Uncharted 3: Drake’s Deception (Naughty Dog, 2011) and Mirror’s Edge (DICE, 2009). Readings for the week included selections from Noël Carroll’s book on Buster Keaton Comedy Incarnate, and a chapter from James Paul Gee’s book Why Video Games Are Good for Your Soul.
This is another lesson plan from my “Comedy and the Moving Image” course. It’s from the week immediately following the previously-posted week on Bergson’s Laughter, and it follows up several of those ideas, merging with Bergson with the theories of Keaton’s humor forwarded by Noël Carroll in his book Comedy Incarnate: Buster Keaton, Physical Humor and Bodily Coping.
The following is a lesson plan for a day spent discussing Henri Bergson’s theory of humor in my course “Comedy and the Moving Image.”[i] It’s admittedly unusual, but I found it to be wonderfully productive.
The first third or so of this course was spent discussing some major philosophical theories of humor (Hobbes, Kant, Bergson) and watching silent slapstick comedy shorts. Knowing that devoting a solid block of class to silent cinema came with the danger of alienating students, I also spiced things up by showing a lot of contemporary YouTube videos in class, which kept them engaged. (The “fail video” genre makes a terrific pairing with Hobbes’ theory of humor!) You’ll see some of that back-and-forth in this lesson.