TA 9 Voice and Speech Through Performance
Catalogue Description
An introductory voice and speech class through performance of classical, modern, dramatic, and non-dramatic materials.
Course Description and Goals
This course is an introduction to voice and speech through performance. The spoken word has had a profound effect on humanity throughout the Ages, and it is through our speech that some of our most sacred ideas, emotions, beliefs, and thoughts are expressed and communicated. In this course we will break down the basic elements of American Standard Speech, and study and practice the processes of healthy sound production and vocal clarity. Using classical, contemporary, dramatic and non-dramatic texts, students will build an awareness of language, its roots, its possibilities of meaning, its weight, texture, and color, and discover the power inherent in speech that flows from a relaxed, focused, intellectually and emotionally available speaker.
The dominant purposes of the course are as follows:
1) To develop a firm grounding in the introductory principles of voice and speech, building vocal freedom, liveliness, clarity, and personal expression.
2) To equip students with specific tools to approach speech with confidence, and to learn to articulate and speak clearly, effectively, and with distinction.
3) To become rigorous of mind and character on stage, and at the same time have a physical and vocal instrument of ease, free from any unnecessary tension or self-judgment.
4) To explore and understand introductory principles of public speaking, and relate that understanding to dynamic, fully realized public performances of a wide range of classical and contemporary material, both dramatic and non-dramatic.
Voice and Speech through Performance
TA 9Spring 2006
Professor Mitchell Thomas
Required Reading
The Actor and the Text by Cicely Berry
The World’s Great Speeches by Lewis Copeland
“Speak the speech, I pray you, as I pronounced it to you, trippingly on the tongue; but if you mouth it as many of your players do, I had as lief the town-crier spoke my lines. Nor do not saw the air too much with your hand, thus, but use all gently; for in the very torrent, tempest, and, as I may say, whirlwind of your passion, you must acquire and beget a temperance that may give it smoothness…Suit the action to the word, the word to the action, with this special observance, that you o’erstep not the modesty of nature…O, there be players that I have seen play – and heard others praise, and that highly – not to speak it profanely, that neither having th’ accent of Christians, nor the gait of Christian, pagan, nor man, have so strutted and bellowed that I have thought some of Nature’s journeyman had made men, and not made them well, they imitated humanity so abominably.”
- Hamlet Act III, sc. II
From the earliest moments of human history, people have represented the joys and vicissitudes of human life through theatre, dance, painting, sculpture, and music. Though the various arts have many purposes, they have always deepened and enlivened people’s understanding of what it means to be human, and offered distinctive insights regarding how people formulate, make sense of, and at times challenge the nature and shape of reality. Westmont believes that the arts are important to a fully rounded educational experience. In the Theatre Arts Department, we believe that the study of the Art of the Theatre is a sure way to become more lively, sensitive, and expressive individuals, while becoming conversant in the history, theory, and practice of the field. Finally – but significantly – aesthetic enjoyment is one way that people participate in the ongoing process of Creation, and receive the innumerable gifts that stream from God.
This course is an introduction to voice and speech through performance. Hamlet’s advice to the players gives us insight into speaking the speech: passion, temperance, smoothness, the action to the word, the word to the action. The spoken word has had a profound effect on humanity throughout the Ages, and it is through our speech that some of our most sacred ideas, emotions, beliefs, and thoughts are expressed and communicated. In this course we will break down the basic elements of American Standard Speech, and study and practice the processes of healthy sound production and vocal clarity. Using classical, contemporary, fictional and non-fictional texts, students will build an awareness of language, its roots, its possibilities of meaning, its weight, texture, and color, and discover the power inherent in speech that flows from a relaxed, focused, intellectually and emotionally available speaker.
During the course of this semester, students will accomplish the following: develop vocal awareness, flexibility, strength, and expressiveness; practice the foundational approaches of some of the foremost voice and speech techniques in the world; develop tools and methods for analyzing and interpreting dramatic and non-dramatic text; develop significant vocabulary regarding the voice and sound production; develop tools necessary to approach public speaking in a thoughtful, dynamic, and confident manner; and develop a serious, though playful attitude to the art of the theatre and its value in contemporary culture.
Objectives of Course
1. To gain a firm grounding in the introductory principles of voice and speech, building vocal freedom, liveliness, clarity, and personal expression.
2. To equip students with specific tools to approach speech with confidence, and to learn to articulate and speak clearly, effectively, and with distinction.
3. To become rigorous of mind and character on stage, and at the same time have a physical and vocal instrument of ease, free from any unnecessary tension or self-judgment.
4. To explore and understand introductory principles of public speaking, and relate that understanding to dynamic, fully realized public performances of a wide range of classical and contemporary material, both dramatic and non-dramatic.
Weeks 1-4
During these first weeks, we will begin to develop an ensemble through theatre games and exercises designed to build group dynamics and create a trusting, supportive atmosphere in which to explore. We will also be focusing on building the vocal presence of the performer through breath, relaxation, and exercises geared to strengthen and stretch each student’s vocal abilities. Students will begin work on a dramatic, classical speech.
Weeks 5-8
In weeks 5-8, we will continue our work on building the vocal presence of the performer. Students will explore the balance of intellect and emotion that great speeches require. Students will delve deeper into the classical speech by addressing such ideas as the speaker’s worldview, audience, intention, and obstacles. Students will begin work on a contemporary, dramatic speech.
Weeks 9-12
During these weeks, we will continue exercises that will hone and sharpen vocal precision, focus of attention, concentration, and emotional clarity and freedom. Students will continue work on the contemporary dramatic speech and begin work on a non-dramatic speech of religious or political significance. Students will explore each of these styles in order to articulate the similarities and differences in the expression of ideas, character, and convictions through dramatic and non-dramatic texts.
Weeks 13-15
During the final weeks of class, students will have the opportunity to select a speech of their choice to study, research, and perform. Also, students will have the opportunity to publicly perform a range of their work around campus, in both planned and spontaneous speech performance.
Attendance: A performance class is by its very nature a collaborative endeavor. You need one another for group work and audience support. Attendance is crucial. If you are late, apologize to me and to your classmates. If you are going to be absent, let me know beforehand. An absence on the day of a scheduled performance will be counted as a 0. College Policy allows you two excused absences. For every two absences beyond these, your grade will be lowered by 1/3 (i.e. A- to B+, C to C-).
Grading: The grading for this course is based solely on your work and its progression through the semester. You will not be graded on how well you act, as it were. Rather, I will be looking for how you are incorporating and integrating the principles and techniques explored in class into your work.
Journal – 20%
Readings, speech responses – 20 %
Speeches and exercises – 20%
Class participation – 20%
Final Performance – 20%
Journal: Throughout the semester, you will be required to keep a journal of the events of class and rehearsal. Possible writing topics might be: What were the activities of the day? What reaction do you have to them? What do they suggest to you about the nature of speech/performance? What discoveries are you making about yourself and the gifts you have been given as performers? Be succinct but detailed; allow me to see the issues that are exciting, challenging, perplexing, and fulfilling your work in class. The journal will be collected periodically for evaluation.
Reading and Speech Responses: You will be responsible for the readings assigned and there will be periodic quizzes to demonstrate your knowledge. Also, for each speech you perform you are required to bring a videotape and write a response to your work that will be turned in at the next class period.
Speeches and exercises: We will be working on various approaches to performance in our class. Each of the speeches and exercises will have its own specific tasks and assignments. (e.g. reading the play that you are performing from, writing a paper about the worldview of a famous political speaker)
Class participation: I expect you to be fully involved in the various activities, exercises, and discussions we have in class. Participation also includes (but is not limited to) the memorization of lines, outside rehearsal, the reading of and ability to discuss any assigned materials, and wearing comfortable clothes to class in which you can move freely and easily.
Final performance: Ultimately, we want to share our work with others. Our final time slot will be a performance of selected materials from our class work, which is open to the public.