Oral Comm.docx

Topic Interpretive reading

Objective The students can perform an effective interpretive reading The students can summarize the parts of an interpretive reading presen tation

Introduction Interpretive reading is a very important facet of both storytelling and p ublic speaking. Sure, it's standing in front of a group of people and rea ding a printed text, but it's much more than that: it's reading from the h eart. Do not confuse it with "cold reading", which is reading somethin g you haven't studied, practiced, made your own. If you're asked to do the scripture reading at church as you come through the door that mor ning

Short Discussion Interpretive or dramatic reading Basically the reader is sharing an interpretation of an author with an audience, literally read and not memorized. Selections include stories, essays, speeches, raps, plays and scenes of p lays. The reader communicates meaning and emotions to the listener, relying only on the spoken word through reading, without props, costumes, lighting or sound effects, or other devices in cluding digital presentations, or wandering about a stage

The reader assumes the identity of a character and portrays the dramat ic, physical and emotional aspects of this character or of the situation External music or sound effects are to be avoided unless critical to the piece Stools and podiums for scripts may be used If there are several characters, each is identified through voice changes, gestures, and posture If there are more than one reader, there is no physical or eye contact between readers as in a play Interpretive reading begins with a good understanding of the material The selection is focused and not too complex that the audience can ide ntify with and understand it in one presentation The piece stands on its own: does it sound right? Will it be understood ? What is the (your) emotional connection; how does it affect your reading and interpretation?

Example Preparing your interpretive reading are as follows 1. Find a piece Libraries, short plays and stories, and websites like Playscripts.com an d brookpub.com are great sources You should choose a piece suited to your abilities. What physical attri butes do you have (height, ethnicity, etc.)? Can you do accents? Can y ou sing? Dance? Truffle Shuffle? DUO: look for pieces with dialogue and more than three characters; ev enly distribute them

DI/HI: look for ones with a first person narrator HI: look for pieces that have 2 to 6 characters 2. Get your piece approved by the Interp Captains 3. Cut the piece (No, not with scissors!) Photocopy the piece. Copy all components from the cover to the end. I t is great to have an unmarked copy of your script Using a pencil, draw a bracket around confusing lines, insignificant sc enes, characters, and even jokes that do not help move the plot. The br acket denotes that it will not be in your piece. By drawing a bracket, y ou will be able to see what has been cut out After cutting, read the script and make sure the plot still makes sense Time the piece. Read each line at a good pace. You should be around 8 minutes. If not, cutting more lines is required The most important thing to remember- keep the author’s intent. 4. Memorize the piece Lines and dialogue are the meat of the process Memorize your characters too! Include posture, accents, and pantomi med props in the memorization process 5. Add movement (Teching/Blocking) Is your character going to be stationary the entire piece? No. Move aro und and use the space you have to its full potential Pantomime props with your character. Is your old man holding a cane ? Show it DUO: make sure your partner is within a couple of feet at all times. 6. Practice and time your piece (it should be about 10 minutes).

Oral Activitiy By giving the students the specific pointers and topic. They are alread y able to present their own interpretive reading presentation by followi ng the guidelines provided in this module. Plus, they can be able to su mmarize when someone present a interpretive reading presentation to t hem Procedure - divide the class into 10 groups - give each group a topic and how it should be tackled - let them choose 1 or 2 presenter for each group - present the interpretive reading to the class

Evaluation