| Instructor: Kedrick James | Office: LLED 110 |
| email: kedrick@interchange.ubc.ca | Phone: 604–822–8319 |
| Hours: by appointment |
Course Description
This course is designed to develop oral skills in order to enhance communication and improve teacher effectiveness in the classroom context. It explores classroom dynamics through a performative lens and conveys strategies intended to enhance learning initiatives and increase student motivation. Strategies are discussed and rehearsed to encourage the confidence of learners as speakers and position students in the role of teachers. Special emphasis will be given to building confidence through attention to expressiveness (tone, pitch, rhythm, pacing, volume), ownership of space, performative feedback, and personal style using a methodology called sizing. Sizing, as the basis of improvisatory poetics, aids in embodiment of voice and identity, while offering useful classroom management techniques. Speaking is the most embodied of all aspects of literacy, and in keeping with orality, the initial stage of the course will not involve print materials. As the course progresses, students will begin applying the performative strategies to their own lesson plans and ideas. The motto of this class is “every moment is a teachable moment”. This course requires commitment, participation and responsive feedback.
Learning Objectives
1. Students will acquire a general knowledge of performative pedagogy, and the theories which inform competent public speaking.
2. Students will develop oral skills, expressiveness, confidence and personal style specific to the teaching contexts for which they are preparing.
3. Students will learn pacing of lessons, and develop realistic presentations based on their own personal interests involving a wide range of literacy enhancing strategies.
4. Students will gain useful feedback strategies, to assist them in fulfilling professional roles and developing nurturing relationships with the classroom context.
Texts and Supplementary Readings
The required class texts will be photocopied at cost to the student. The course reader comprises a breadth of essays and methodologies relevant to performative pedagogy.
Course Assignments and Assessment (Pass/Fail)
1. Prepare for each lesson by following last week’s instructions for practical speech exercises. For example, if we work on tonal shapes for meaning, take time during the week to listen to how people are speaking (on the bus, TV, etc.) and what tonal shapes they use to accentuate or even make meaning.
2. Prepare two shorter presentations (15 minutes), and one full-length presentation (30 minutes) on a topic of personal interest to you. For these you may use notes, outlines, props, graphics, recordings, etc.; however, the main goal of these presentations is to connect with your audience, and convey your message with enthusiasm.
3. Attend class regularly, on time, and participate with your full commitment. Participation is the criterion, ultimately, on which your assessment will be based. Be confident, be committed, and you will succeed.
Course Calendar/Outline (revised
March 01, 2004)
| WEEK # | DATE | OBJECTIVE | CONTENT |
| Week 1 | January 15 | General introduction | Room dynamics; Sizing; Tonality |
| Week 2 | January 22 | Tonal practice | Embodiment; Response; Improvisation |
| Week 3 | January 29 | Improvisation practice | Rhetoric; Repetition; Adaptation |
| Week 4 | February 05 | Short presentation #1 | Q/R improvisation (5 minutes) |
| Week 5 | February 12 | NITEP Student conference | no class (open for appointments) |
| Week 6 | February 19 | Reading Week | no class (open for appointments) |
| Week 7 | February 26 | Short presentation #2 | Prepared topic of choice (10 minutes) |
| Week 8 | March 04 | Reading for listeners | Choral Vs Individual expression |
| Week 9 | March 11 | Applications for literacy | Discussion; Vocabulary; Writing Voice |
| Week 10 | March 18 | Applications for literacy | Group dynamics; Games and Language Play |
| Week 11 | March 25 | Teaching with media | T/S/M “voices” in the classroom |
| Week 12 | April 01 | Full-length presentations | Open |
| Week 13 | April 08 | Full-length presentations | Open; Course closure; SKETS |
Note: A complete course calendar, including reading assignments, will be made available during the third week of the term. The first four weeks are strictly for development of speaking skills and require no books or pens. You will need these beginning with Week 5 until the completion of the course.(Click Course Calendar/Outline link above for detailed description.)