Roman Theatre - Comedy and stereotypes
)Roman Theatre History - Fabula Atellana (Atellan Farce)
Course Goal Native Roman Theatre was called Attellan Farce. It was very much like our modern day sitcoms. There were five stock characters that you may recognize in your own favorite T.V. shows:
Maccus - The mischievous trouble maker - the clown who advances the plot
Baccus - (little Fat Cheeks) The simpleton whom Maccus blames for his misdoings
Pappus, the old fool or know-it-all who actually knows nothing
Dossennus, whose name has been taken to mean “Hunchback”- this character is the only normal one with whom the audience can relate, they normally solve the conflict
Manducus, perhaps meaning “the Glutton” or "Ogre" this character is the rude, crude, and lewd comic.
(Brittanica has a good quick definition: https://www.britannica.com/art/fabula-Atellana)
Our goal is to show how these characters can translate to any everyday situation in a comedy (SITCOM).
Essential Questions: What are stereotypes that you encounter on a daily basis? Do you fit a stereotype? How would you portray a stereotype of a person in a character that was extreme?
Enduring Understanding: Students will gather knowledge of the history of Fabula Atellana and devise a scene based on the stock characters. This will teach them how to apply the standards of ancient Roman theatre to modern comedy. Thousands of years pass, but some jokes just never die!
Essential Skills:
1. Students will learn how to devise a comedic scene
2. Students will learn collaboration through the development of a scene
3. Students will learn how historical premises for writing are still valued and utilized today.
4. Students will explore stock character acting and comedic timing.
National Standards Covered:
TH:Cr2.1.HSI
a. Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work.
b. Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles in a drama/theatre work.
TH:Pr5.1.HSI
a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
TH:Pr6.1.HSI
a. Perform a scripted drama/theatre work for a specific audience.
TH:Re8.1.HSI
b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theatre work.
TH:Cn11.1.HSI
a. Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work.
Activity 1.
Students will take notes on Ancient Roman theatre history as presented by the instructor. The second set of notes will focus on Fabula Atellana and its stock characters.
Activity 2.
Utilizing the notes from the lecture, students will form groups of five and devise a scene. The scene will be of an ordinary day at school with extraordinary circumstances. Each of the players will take on the role of a particular stock character from Atellan Farce. This character will be applied to a stereotype of a high school student.
Activity 3.
Students will rehearse the devised scene, blocking and working on character (scene should be between 1 and 3 minutes long). In the rehearsal process, students will also peer critique by groups teaming up to watch and critique each other in a workshop format.
Activity 4.
Students will perform the scene.
Course Goal Native Roman Theatre was called Attellan Farce. It was very much like our modern day sitcoms. There were five stock characters that you may recognize in your own favorite T.V. shows:
Maccus - The mischievous trouble maker - the clown who advances the plot
Baccus - (little Fat Cheeks) The simpleton whom Maccus blames for his misdoings
Pappus, the old fool or know-it-all who actually knows nothing
Dossennus, whose name has been taken to mean “Hunchback”- this character is the only normal one with whom the audience can relate, they normally solve the conflict
Manducus, perhaps meaning “the Glutton” or "Ogre" this character is the rude, crude, and lewd comic.
(Brittanica has a good quick definition: https://www.britannica.com/art/fabula-Atellana)
Our goal is to show how these characters can translate to any everyday situation in a comedy (SITCOM).
Essential Questions: What are stereotypes that you encounter on a daily basis? Do you fit a stereotype? How would you portray a stereotype of a person in a character that was extreme?
Enduring Understanding: Students will gather knowledge of the history of Fabula Atellana and devise a scene based on the stock characters. This will teach them how to apply the standards of ancient Roman theatre to modern comedy. Thousands of years pass, but some jokes just never die!
Essential Skills:
1. Students will learn how to devise a comedic scene
2. Students will learn collaboration through the development of a scene
3. Students will learn how historical premises for writing are still valued and utilized today.
4. Students will explore stock character acting and comedic timing.
National Standards Covered:
TH:Cr2.1.HSI
a. Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work.
b. Investigate the collaborative nature of the actor, director, playwright, and designers and explore their interdependent roles in a drama/theatre work.
TH:Pr5.1.HSI
a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
TH:Pr6.1.HSI
a. Perform a scripted drama/theatre work for a specific audience.
TH:Re8.1.HSI
b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theatre work.
TH:Cn11.1.HSI
a. Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work.
Activity 1.
Students will take notes on Ancient Roman theatre history as presented by the instructor. The second set of notes will focus on Fabula Atellana and its stock characters.
Activity 2.
Utilizing the notes from the lecture, students will form groups of five and devise a scene. The scene will be of an ordinary day at school with extraordinary circumstances. Each of the players will take on the role of a particular stock character from Atellan Farce. This character will be applied to a stereotype of a high school student.
Activity 3.
Students will rehearse the devised scene, blocking and working on character (scene should be between 1 and 3 minutes long). In the rehearsal process, students will also peer critique by groups teaming up to watch and critique each other in a workshop format.
Activity 4.
Students will perform the scene.