1. (Memorized) Congo Performance (First Poem)

   All students will memorize and perform the brief extract from Vachel Lindsay's poem, The Congo. The objective is an introduction to voice dynamics involved in "interpretive" oral performance, within the unique structure of this poem. The focus will be on phrasing, stress, volume, enunciation, weight and tone (shading) of certain words, using the 'drumbeat' rhythm of the primitive jungle atmosphere Lindsay intended to portray.

2. (Read) "Second Poem"

   Students will each choose separate 'second poems', different from The Congo and preferably from outside sources. Poems should be short (see examples), with modern, simple terminology, and be otherwise suitable for oral performance. The objective is to convey your interpretation of the poem via dynamics of rhythm, word stress and shading, with a delivery that is loud enough and slow enough to be easily heard and understood by an audience who will hear it once-only. The second poem should be read; it need not be memorized. Copies of the poems used should be handed in after the performance exam.

3. (Read) Articulation Passage

   Students should choose one 'articulation passage' from the three choices (Comma Gets a Cure, The Rainbow Passage, and Arthur the Rat) and deliver it as an interpreted reading. The objective is (a) to apply to a prose passage similar volume, speed, tone and phrasing dynamics as was used with the two poems; and (b) to test clear production of all the normal sounds of spoken English contained in the passage. The passage is to be read, not memorized. With the articulation passage, "getting set," posture and positioning during delivery, and continuous natural eye contact with the audience (and smooth eye contact when referring to your text) enter as performance requirements. Students should copy/paste the text of the desired articulation passage to a Word file and enlarge the font size to have a script which is both easy to read and easy to mark-up.

4. (Impromptu but 'Planned') Short Speech of Introduction/Welcome

   Develop a 'model' short speech of introduction/welcome of a guest speaker, with which you will introduce (using their real names) other students from the group in practice situations. The (unscripted) model must be so clearly in mind that it becomes 'instinctive' with only minor modification for the welcoming of a speaker. The model must at minimum (a) introduce the situation to which you are presenting the speaker; (b) explicitly mention the speaker by name as well as his/her title and brief background, mentioning how pleased you are that (s)he is here; (c) review briefly what the audience is expected to gain from the forthcoming presentation; and (d) then present the speaker. With this assignment, gestures and controlled movement to, from and on the podium platform enter as performance requirements (in addition to the previous requirements).

   The Short Introduction will be delivered from the standalone podium using a fixed podium microphone. The emphasis (in addition to the basic presentation points) will be on proper use of the mike. Key points are (a) adjustment of the mike position and volume controls relative to your height and voice; (b) a confident appearance when using the mike; (c) body movement appropriate for the mike's fixed position.

   With the microphone, speak with the same 'public' volume as used for the poems and articulation passage, as if the mike were not there. Do not 'look at' or 'bend down to' the mike when speaking; never blow into it or tap it to test if it is 'on'. During the introduction, take care when looking toward the speaker not to turn away from the mike.

5. (Impromptu but 'Planned') Short Speech of Thanks/Adjournment

   Develop a 'model' short speech of thanks, similar to that used for the short introduction. This must (a) explictly thank by name the speaker who has just finished a presentation; (b) refer to one or several points made in the presentation; (c) suggest what the audience has learned from the presentation; (d) compliment the speaker and, if appropriate, suggest that you would welcome him/her back again; and then (e) conclude the situation; (f) mentioning as you do what will follow immediately, where the audience should next go, when your audience will next meet, etc. Delivery should include the same consideration of eye contact, gestures, body movement, etc., as in the short introduction.

   The Short Thanks will be done using a hand microphone. In addition to the basic microphone points above, attention should be given to holding the mike properly, making the cord loop as you do; making sure the extra mike cord is well in front of you and not underfoot; determining in advance in which hand you will hold the mike relative to possible gestures; and proper and consistent position of the mike.

6. Speech Extracts

   (plain-voice delivery, no microphones) Select one of the Speech Extract Options. Then choose roughly 1000-1200 words of continuous [as-is] text from the extract you have selected (use your word processor's "word count" tool for this; as a rough guide to the target length, the entire Work a Little Harder speech is just under 1200 words). Then divide the passage you have chosen into roughly equal halves.

   Each student will have one class practice opportunity with each half of the chosen text (roughly 500-600 words per "half"). The focus of the assignment is on maintaining consistent 'interpretation' of a longer text (phrasing, word stress, pauses and timing, eye contact, gestures, etc.) while also maintaining volume and projection and professional composure.

   When practicing the speech at home, use a timer to record how long it takes to do the entire text when practicing by yourself. During the class exam, your performance will be timed. You can then compare the possible difference between how long it has taken you during practice compared to the your exam presentation (there have often been significant variations). Use the information obtained as a guideline for how long your final speech (see below) when you are practicing it at home.

7. Student's Own Speech

   (plain-voice delivery; no mike) This is the final evidence of student accomplishment for the course. Students should create a speech and deliver it to the group. There will be no 'practice' deliveries; we will hear the speech one time only and judge its effectiveness on that basis. The speech must be a minimum of seven minutes long (timed), but not longer than ten minutes. Points will be deducted for speeches which are shorter than seven minutes or longer than ten minutes (see above regarding timing experiments).

   The speech may be completely self-written, or adapted from an existing speech. However, students must deliver the speech as themselves to the class "as we are"; 'adapted speeches' must be so modified. Audiovisual materials may be used if desired. See the selected past student speeches as examples of what has been done.