During
the next few class periods we will demonstrate many Oral Interpretation techniques
through practice and application. Bring a short selection of literature of
any genre, style or mode to read aloud. As you begin to read, I will stop
you and ask questions. Do not do any special preparations--let it happen in
class. You will probably get through only a sentence or two before I stop
you and throw a procedural curve ball. Don't be alarmed--these "snippets"
are a teaching tool, not an actual performance.
PURPOSE
We will focus on finding the "hook" to your excerpt--a way of interacting
with it that brings it to life and communicates its meaning. We will try to
illustrate and illuminate key terms and concepts from the first few chapters
of Roles in Interpretation.
REQUIREMENTS
Choose a few short pieces of literature, prose or poetry--around a minute
in length each. Choose something you like. If it does not engage you, it will
not engage the audience. Choose literature that allows you to play: strong
vocal and physical characterizations that you can portray. As this is a solo
reading, don't choose a snippet with more than two characters in dialogue
at one time.
PROCESS
Volunteer students will come to the front of the class in turn with a selection.
Throughout your reading, I will stop you and ask you to try certain techniques--both
for your experience and for the rest of the class to observe. Everyone will
understand that we are witnessing a process, not a finished product. A short
discussion will follow your reading as we try to qualitatively evaluate the
effects the suggested techniques had on your selection.
Your
first, full performance in this class will be the Introductory Reading,
which is not graded. Worth 10 points, this reading is meant to allow you to
put into practice the concepts explored in the first five chapters of Roles
in Interpretation, the snippets and classroom exercises.
REQUIREMENTS
Choose a short literary selection, 1 to 2 minutes in length, that you like
and that allows you to show your understanding of key terms and concepts of
our study to date. You may choose a poem or an excerpt of a longer drama or
prose fiction selection. Be ready to discuss how your performance choices were influenced
by your reading and study of Oral Interpretation.
PROCESS
After making your selection, skim again the opening chapters of Roles
in Interpretation, paying close attention to chapters 2, 3 and 4. Consider
your selection in terms of Chapter 2. Analyze your selection in any of the
styles discussed in Chapter 3. Which makes most sense to you for your selection?
Rehearse your selection after considering Chapter 4. Compose a very brief
introduction.
PERFORMANCE
Two days are scheduled for these performances. Performances are voluntary. Put your name on the board if you want to perform. We will do as many as we comfortably can. It is probable that not everyone will get to perform, thus forfeiting the points, especially if not enough are ready on the first day. Please
bring your evaluation form on the
day you perform. When it is your turn, take command of the space, introduce
your selection and perform. A short discussion will follow. This performance
is worth 10 points; if you miss your slot, it cannot be made up.
DISCUSSION
After your performance, be prepared to tell us what you were trying to
do. Be ready to discuss what parts of Chapters 2 - 4 made the most sense to
you and how you tried to incorporate that understanding in your performance.
Take risks; have fun!