Reiterating a part of other good answers: the "real" version of the question is about "added value". Is there any reason to come to class as opposed to just reading the book/notes, or looking at things on-line? If the instructor does not, or cannot, add value beyond reading the book... etc... why in the world would a student want to show up? This is not at all about the misguided over-specific "will it be on the final?" information, but about the content.
I have had the good fortune to attend lectures from some very good mathematicians, and/but a certain number gave amazingly bad talks. Painstakingly copied onto a blackboard their notes... often without saying a word. Even with wonderful notes, there was no evident reason for a group of people to show up at a particular time, sit quietly in a cramped space, and copy (presumably fallibly) into their own notes what could have been photocopied...
Yes, such scenarios are a slightly extreme failure, but do highlight the issue of "adding value". The model of your copying notes (which may have been copied from some other source) onto the board, to be copied by students, ... is just silly, all the more so in modern times.
But to "be a clown"? Depends. By itself, probably this is dumb. To be witty about the narrative, to be facile, to be aware, surely helps keep the class alive, and these affect-oriented things are not replicated in text. Next: how to be better than videos? First, make it clear, by function, that you are reading the facial expressions and body language of the students, whether or not they overtly ask questions. Make it clear that you are _paying_attention_to_them_. Videos don't do that (quite yet...)
Just joking around can have a nice ice-breaking effect, but is just killing time unless highly integrated into the programme.
I think a good general criterion is "added value"... some of which could be "entertainment", but then there's the question of movement toward your goals for the course.