GET ME THE PRODUCER!

PROGRAMME 4

ACTIVITIES

Guidance

Students can be split into pairs/small groups for initial discussions and brought back together to compare answers. For some classes, whole-group discussion may be appropriate. Students will need paper, pens, and flip-chart paper.

Before viewing

Ask students to come up with definitions of 'comedy'. What do they think is characteristic of the English sense of humour? Is it different from, for example, American humour? What makes them laugh? Get them to give examples of TV comedies that they think were/are good examples of 'comedy'.

After viewing

We are all human
Clip 1: 13.17 – 14.14

• Opens with Rudi Lickwood saying, 'Basically I'm trying to show that we all share the same experiences.'
• Closes with Michael saying, '…can't ask for any more. Seriously I'm chuffed.'

Rudi Lickwood's humour is based on using racial issues and racial stereotypes. Do students think this is appropriate for comedy? Does using humour help to defuse racial tension? Would that humour be acceptable if a white person was making those jokes? Are both Michael and Rudi right in their belief that this approach, delivered by someone like Rudi, can demonstrate that the human condition is common to all people, irrespective of race, creed or colour? Do students think everyone can be comfortable with this style of humour?

Which comedian would the students have chosen to work with? Why?

Would students be prepared to do what the two comedians agree to – that is, to film largely unscripted, in public, relying on improvisation and quick thinking to raise laughs?

Child's play
Clip 2: 22.02 – 22.58

• Opens with Rob saying, 'It just feels like a school project.'
• Closes with Rob saying, 'I'm not seeing anything that amazing.'

Rob complains that his team's idea is only what a group of sixth formers could achieve. What do the students think of this comment? Do they think the team's idea is good? Do they think they could do as well? Do they think they could do better? If so, what would their idea(s) be?

A serious rebuke
Clip 3: 44.30 – 46.13

• Opens with Greg Dyke saying, 'I don't know who you think you are…'
• Closes with Greg saying, 'You will never make a TV producer until you can be part of the team.'

Do you think Greg's criticisms of Rob are fair? If you think your team's decision is a wrong one should you try to alter it or should you go along with it? Can or should you throw yourself whole-heartedly into something you have no faith in? If you think you should try to change things, what methods might be acceptable? What should you do if your team still wants to stick with the original decision? What other jobs might have 'team skills' as an essential requirement?

What do students feel about Rebeka's behaviour? Was she genuinely concerned that Sid wasn't taking control at the beginning, or was she trying to enhance her own position?

What does the way Team A rallies around Sid tell us a) about Sid? and b) about the members of Team A?

Does the fact that even within each team the members are competing against each other affect the teams' behaviour and motives? Do students think that team members might have been confused, or had conflicting emotions about their team and the success or failure of either the producer of their own team, or the team as a whole?

Do students agree with Greg's decisions about which team won, and about who should leave the series? Why/why not? If not, what would their decision(s) have been?

Predictions

Who should become the producers next week?

Ask students, either individually or in their groups if appropriate, who they think at this stage a) should win (ie, their choice) and b) will win (ie, Greg Dyke's choice). Retain answers, labelled 'Programme 4 – selection'. Revisit the students' responses after Programmes 1, 2 and 3.

Repeat after each programme for comparison and to see how the students' attitudes change as the series (and their understanding of the issues and personalities involved) develops. Can any student select the eventual winner at this stage?

Further activities

There is much to discuss arising from this programme. The meaning of 'comedy' and the nature of 'humour' can be unravelled and debated at length, by students of all ages and abilities. Depending on the students, it may be more appropriate to split students into pairs or small groups, to come to conclusions before bringing the class together.

Students could be asked to put together a 'Joke Book' of school members' favourite jokes – some firm censorship may be required for this! It would be perfectly good practice with some students to give them the censorship role over the Joke Book. The Joke Books could be compiled, printed and sold to raise funds. If canvassing students, staff, governors, etc, it could be interesting to see if there are different styles of humour favoured by people of different generations, and to consider some possible reasons for this.