https://drive.google.com/file/d/1qDiANBm1jqs2xHzwJETQVet2AoVOtcm4/view?usp=share_link

In the fifth week, we came in contact with the concept of satire. This concept can easily be confused with parody as they both have the same purpose of mocking or ridiculing something. However, satire primarily focuses on a social or political issue and raises a deeper meaning for people to reflect on within the laughter (Caron 2020). During class, watching the satire play focusing on drug use helped me comprehend the elements of satire more thoroughly. The sketch condemns drug use by exaggerating the activities associated with it as well as the characteristics of the characters, drug addicts, politicians or news reporters. Therefore, exaggerating is also an essential aspect of creating a satirical sketch. 

Our team has applied the four elements of satire—play, judgement, aggression, and laughter (Caron 2020)—to our sketch. Firstly, regarding play, our sketch frames the story into a typical “House Tour YouTube video” with a “cringe” wealthy couple. Secondly, regarding judgment, our group focuses on how rich people always deny their wealth and try to be an “average-class” family yet constantly show off their expensive belongings with a carefree attitude, which could indirectly offend people who have not reached that wealth yet. Thirdly, the sketch ridicules this issue by exaggerating the calm and empathetic attitude when they show off their expensive belongings. For instance, the couple lives in a mansion, yet they say that it is tiny or wear a complete set of designer clothes and say that they look ordinary. Finally, we attempted to create laughter by adding cheesy lines for the couple, funny sounds, zoom-in into funny facial expressions and dramatic yet “millennial-like” video effects.

After making this sketch, I found that incorporating comedy is an excellent way to achieve the aims of satire: condemn an issue and stimulate self-reflection. By exaggerating the problem, I believe the comedy aspect in the satirical artefact can raise thoughts such as “This is so absurd. I would not want to be like that.” These kinds of reflective thoughts can prevent people from committing the issue. However, if the audience has previously attempted to commit the condemned issue, they would be less likely to feel disrespected or ridiculed due to the playful element of comedy that reduces the seriousness.

Caron, J.E. (2020), “Satire and the problem of comic laughter“, Comedy Studies, 11(2), pp. 171–182.

The fourth week of this course has focused on comedy as a “mode”, with a particular emphasis on parody. According to Toplyn’s (2014) reading, parody is a humorous imitation of an original artistic work. Subsequently, a parody is formed consisting of nine elements. The original work that our parody imitates must be well-recognized and substantially impact the audience. The second element entails incorporating a focal angle into your parody. The final component involves thoroughly examining the distinctive features of the original and integrating them into the parody. First, ideas are generated by considering various elements of the original work. Then, craft witty and impactful lines directly related to those elements. Ultimately, arrange those witty remarks in a fitting sequence, followed by incorporating visuals like suitable images or camera shots, and after that, trim any superfluous sections throughout the editing process.

Our team takes inspiration from reality shows with the confessional cutscenes for the parody sketch. This parody imitates a Zoom call for a group project, which includes three team members: two are hard-working and trying their best to get the work done (Trang and Zoe), while the other one is nonchalant and neglectful of the work (Matylda). During their study session, the character Matylda tried all sorts of methods to get away from doing the assignment, leading to the two friends getting fed up. Our focal angle for this parody is group work Zoom call but with an annoying team member. Moreover, the stylistic elements of reality shows, including dramatic music, structure, and especially the confessional cutscenes, will be incorporated into the parody. Regarding the punchline, our topic of discussion in the parody is Algebra, hence, the punchline. Additionally, regarding the visuals, we zoom in on Zoe and Trang’s facial expressions to enhance the comedic effect. 

Upon completing this sketch, I realised that comedy has the potential to significantly enhance other genres and forms when combined with them. This instance amplifies and underscores the objective of parody: to provide commentary or ridicule towards a topic. However, comedy can subtly fulfil that objective, enhancing the message’s visibility in the media artefact while conveying it non-offensively. 

Toplyn, J. (2014), “Parody Sketches“ in Comedy Writing for Late-Night TV, New York: Twenty Lane Media, pp. 239–261.

Sketch 1:

When your professor is a bit too obsessed with astrology – Experiment #1: Sketch

Sketch 2:

The revenge – Experiment #2: Sketch

Sketch 3:

Friends that are too demanding – Experiment #3: Sketch

In the third week of “Beyond a Joke, Beyond a Genre,” the class has covered the benign violation theory and comic frame theory. In terms of benign violation theory, this concept represents the combination of benign and violence that stimulates comedy. Regarding the comic frame, this concept utilises incorporating contrary aspects that serve as the “incongruity” of the comedy. As a result, the combination of unexpected elements creates a novel angle, which is the comic frame. 

In my third sketch, I set up the situation of a story inside a shared house with 2 friends. The story follows a girl who got a cut on her hand and then asked her friend for help to go out and buy some bandages. However, each time the friend comes home, the girl is unsatisfied with what they brought back. For the purpose of creating the joke, I made the girl with an exaggerated characteristic of demanding overly shameless, who is in need of bandages. After that, the friend is the character that opposes the comic character. They both attempt to ask for and buy bandages and fail each time. Finally, the twist at the end is that the comic character finally accepts the bandages but then asks for chocolate, then suddenly cuts to the friend holding the scissors. The contrary element of this sketch is the characteristics and thoughts of the 2 characters and the conflict of the 2 characters in a typical shared house setting, hence creating the comic frame. 

Last week, the feedback that I found most applicable was that my storyline was confusing. Therefore, to apply the idea to this week’s sketch, I made sure the sketch had sufficient cuts that could narrate the story. For instance, I added a cut demonstrating the opposing character grabbing the exact type of bandage in the storyline. Moreover, I said the events that happened in the dialogue. For example, when the comic character cuts her hand, she verbally says that she cut her hand and that she is bleeding a lot to describe the events that are happening clearly.  

In the second week of this course, I approached a new concept of comedy called relief theory and benign violation theory, incorporated with silent comedy. Firstly, relief theory is the relaxation after a period of suspense and strain or simply expectation. The focal point of this theory is the build-up of tension, then suddenly appears a joke that makes the whole expectation superfluous (Clayton 2020). Secondly, benign violation, I understand, is the occurrence of both benign and violation, which stimulates laughter when a “painful” event occurs that is not painful or when the character receiving the painful treatment is not cared about by the viewer. Finally, silent comedy is without verbal language and utilises timing, framing, distance and disclosure to provoke comedy.

In my second sketch, I did not use verbal language to tell the story but rather physical language and facial expressions: the action of preparing to sleep and the annoyance shown on the face when the pillow is not comfortable enough, combined with the ominous sound at specific timings: 00:46, 00:52, and 00:55. Notably, the disclosure of the video is the dramatic reveal of the crime culprit which is the pillow and the particular framing for this part is the point of view of the main character. Moreover, repetition is applied when the main character repeatedly punches the pillow a bit more aggressively each time. The benign violence in this sketch is the main character getting choked by the pillow. Moreover, relief theory is used when horror music is used, expecting to reveal a menace and when the main character suddenly opens her eyes. The tension is relieved when the anticipated menace is just a pillow. 

From the last feedback session of Sketch 1, I found two pieces of feedback from my peers that could be applied to the second sketch: increased volume and suitable outfits for characters. Therefore, all of the sound effects volumes from my Sketch 2 have been significantly improved and I make sure to have an appropriate outfit for the comic event. 

The initial week of “Beyond a Joke, beyond a Genre” classes has offered me novel and profound perspectives on comedy and humour. It has expanded my understanding beyond the concept of comedy and humour as a genre or quality that just generates laughter to encompass a comprehension of the comic form and theories underlying humour. 

As such being said, I perceive it as the stimuli that provoke laughing, with each individual possessing unique stimuli that can induce amusement. Moreover, comic theory is divided into three types: superiority theory, incongruity theory, and relief theory. An additional fourth type is the benign violation theory. Accordingly, in the first week, incongruity theory has initially been explored. From the class materials, I understand this theory as an unexpected or surprising occurrence and illogical that can be performed through sounds, sayings and performances; hence, it serves as the catalyst that creates laughter. An example from my personal experience is the television show Family Guy, which combines the setting of a typical American household with unexpected elements and absurd situations arising within it. For instance, in one episode, the baby character named Stewie said, “At least it’s not raining”, and then got stabbed right after. In general, I believe that humour may be both natural and spontaneous, but it can also be analysed and utilised to generate laughter intentionally. 

Based on the insights mentioned, my experimental sketch involves a typical college scenario. Still, it introduces an abnormal character – a professor who is deeply obsessed with astrology and harbours a personal solid hatred towards Gemini. The fixation on this matter has resulted in Geminis, namely a student and a human resource manager, becoming the targets of this phenomenon. This occurs when the professor transforms into a werewolf, adding an unforeseen twist to the situation. In addition, I incorporated the element of repetition to generate comedic effect by consistently expressing hatred towards Gemini and featuring the werewolf twice, at 00:18 and 00:54. In addition, the HR manager in the sketch is portrayed as ludicrous, who is initially thought to be serious, but then unexpectedly says “you suck” to the professor, creating a surprising turn of events. The scene is enhanced with three instances of explosive sounds, which aligns with the overall notion of repetitiveness.

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