Ideas are imagined though oral reading and interpretation and not through acting. Symbolic characterization and vocal and physical action rather than a literal dramatization or pantomime is required. ![]() To develop skills related to the ensemble interpretation of a literary script.Ĭontrary to dramatic performance, the challenge of this category is to present a literary script in such manner that the audience imagines action being described rather than witnessing it being performed. Incomplete analysis will not be rewarded. An individual in honest disagreement with the group might announce that disagreement but continue to contribute constructively as far as his/her position will permit. However, it is not expected that individual integrity be sacrificed. Group Discussion is designed to reward cooperation and contribution to the group's productivity. The leadership function will be shared among the participants or an informal leader will emerge. No formal leadership from among the contestants will be designated. Textbooks on discussion or small group communication can provide background on these steps. The focus of this category is individual contribution to a discussion as opposed to debate, using John Dewey’s Problem-Solving Sequence in order to promote group achievement. To provide students with the experience of applying knowledge, analytic skills, and interpersonal skills in order to promote the work of problem-solving, decision-making groups. A range of support materials and devices are to be used which can include quotations, statistics, examples, comparisons, and analogies. The speech is to be coherent, unified, and clear. The challenge to the speaker is to present well-developed material that has the primary intent of informing, although persuasive elements may be present. To develop the skill of speaking informatively on any significant issue without using auxiliary visual materials. This is an interpretive category, not an acting category. The challenge of farrago is to select material from a variety of literary genres (poetry, short stories, speeches, essays, drama, novels), which addresses a central specific theme or emotion, and to interpret the material through oral presentation. To develop skills in identifying, selecting, combining and presenting quality literature from a variety of genres which addresses a specific theme or emotion. Questions will be based on current events. The challenge to the speaker is to phrase a clear proposition and support it with contentions, which in turn, are supported with evidence and reasoning. The extemporaneous speech should provide a direct response to the question drawn. To develop skills in locating and recalling information that can be brought to bear in the construction of a clear and coherent message in a limited period of time. Visual aids, if used, should enhance the demonstration but not to take the place of objects or activity. The speech must be instructive and present valuable and significant information in a well-organized and clear manner. ![]() ![]() To develop skills in expository speaking with emphasis on demonstrating a process using objects or physical activity.Ī demonstration speech explains how to do something or how something works.
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