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作業


本頁翻譯進度

燈號說明

審定:無
翻譯:錢珊(簡介並寄信)
編輯:吳貞芳(Doris Wu)(簡介並寄信)

作業 1

觀賞麻省理工學院製作的《造謠學校》演出,這是謝立頓於18世紀晚期所寫的喜劇,並寫一篇評論,請就作品的詮釋、表演以及戲劇範疇寫下觀賞經驗評論。

作業 2

就本學期上映的一部通俗喜劇電影進行評論,與作業1相同,請留意本劇的戲劇範疇,並評論戲劇因素、策略及其形式技巧如何引導你去感受喜劇片。

作業 3

《失樂園》書中的「秋季」或《羅密歐與茱麗葉》劇中某關鍵的一幕自選20行台詞背誦, 並證明你熟悉這些台詞;你又是如何理解的,在課堂上背誦(在當天的課堂討論時間背誦,台詞可以是同一篇幅,不同篇幅摘錄出來也行,亦或數週之後當我們回過頭來討論之前的內容時才背誦),或是在講堂或收音機堶I誦,有必要的話可將你的背誦錄在我的答錄機,把台詞寫出來,並以榮譽制度將把寫下的台詞貼在我門上,投入我的信箱,從Tech Talk抽出一則廣告… (編按:Tech Talk是麻省理工學院發行的校報,每週三出刊。)

作業 4

想想從家人那兒、朋友那兒、社交圈、酒吧或宿舍所聽到的笑話的功能與形式,記錄三個笑話(每頁一個,好笑話是不需要密密麻麻寫滿整張紙!),把自己當作「人類學家」般的記錄「本土資料提供者」給予的資料,然後簽名,並註明地點、日期,必要時還須標明提供者的階級、種族或性別,或這個笑話發生的社交環境(更衣室、告別單身的派對、外送比薩等)。你不必為此笑話負責,不管它是風趣、滑稽、機智、還是帶有無禮或貶抑的內容;當你提交這個笑話時,我們了解你是因為此人認為該笑話在此情形下有趣而提供的,有些笑話"好笑",有些則不…本習題另一個用意在於發現笑話的有趣之處,但還是以傾聽與記錄為主,你也可以為笑話配上卡通插畫,不過還是要指明笑話發生的地點及背景。

作業 5

為了完成本作業之各項習題,請先閱讀課程內容當中一篇有關舖陳喜劇、笑語或風趣理論的文章,本習題只純粹的要求同學以流暢的文筆寫下幾頁的摘要和可靠的釋義轉述。

作業 6 (期末考)

期末考內容包括一些識別問題以及一兩篇短文,短文中請將理論家或課堂討論(參照#5)的評論範例學以致用來分析「喜劇」或諷刺作品。


Assignment 1

Attend the MIT production of Sheridan's late 18th-century comedy "School for Scandal." Write a critical review attending to the production as an interpretation of the text, to performance and to the "theatrical" dimensions of the experience.

Assignment 2

Do a critical review of a popular-release film comedy, some time during the spring term. Just as you paid attention, in the first assignment, to the theatrical dimensions of the theatrical experience, in this review consider how the cinematic dimensions, strategies, and tricks of the film form help to shape your experience of the film comedy.

Assignment 3

Memorize 20 lines from the "Fall" sequence of Paradise Lost or from one of the pivotal scenes of Romeo and Juliet. Prove somehow that you know the lines; you figure out how. Recite in class (as a set piece or discretely during class discussions during that class or weeks later when the conversation devolves to the earlier text), or in the hall, on the radio. If necessary leave the recitation on my answering-machine, write them out and-on the honor-code-tape them to my door, leave them in my mail-box, take out an ad in Tech Talk...

Assignment 4

Consider the function and form of jokes, in your family or circle of friends or social world or bar-scene or dormitory. Transcribe three jokes (one per page.... no, a good joke doesn't need to fill the whole page!). You should sign your own name to this page as "anthropologist" who is recording the data from a "native informant," and you should note the place, date, and if necessary class, race, or gender of the teller, or the social circumstance of the joke (locker-room, wedding shower, pizza delivery, etc.) You don't, however, have to take responsibility for the joke, its wit or funniness or tact or potentially insulting or demeaning content; when you submit it we understand you offer it as an example of what this person thought was funny in this circumstance. Some jokes will be "funny", some won't... finding them funny might be a good secondary effect of this exercise, but it's primarily a structure of listening and recording. You may if you like include one visual cartoon for your verbal joke, but you should still designate where it occurred, and in what context.

Assignment 5

For each of these exercises, read one of the course-pack essays that lays out a theory of comedy or laughter or wit. This exercise is simply and honestly an enterprise of summary and responsible paraphrase, for a couple of pages, in good prose.

Assignment 6 (Final Exam)

The final exam will consist of a few identification-questions and one or two short essays which ask you to apply the critical paradigm from theorists or class discussion (ref. #5) to "comic" or satiric texts.


 
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