SPCH 132 - Readers Theatre
Course Description:
This is a creative communication course focusing on group presentations of literature. Students will perform prose, drama, and/or poetry in groups so that a communicative message emerges and fosters imaginative responses in the minds of an audience. Emphasis is placed on the fusion between rhetoric, interpretation, and acting. Readers Theatre is designed for Speech Communication majors and those interested in literature and performance.

I. Cover

CC Discipline/Department: Communications and Languages
Planning Department: Speech
Course Number: SPCH 132
Course Title: Readers Theatre
Units: 3.000 Units
Lecture: 54.000 Hours
Lab: 0.000
Discussion Hours: 0.000
Total Contact Hours: 54.000 Hours
Outside-of-Class Hours: 108.000 Hours
Total Student Learning Hours: 162.000 Hours
It is advised that students be able to engage in written composition at a college level and read college-level texts.
TOP Code: 1506.00 - Speech and Rhetorical Studies
CIP Code
SAM Code: Non-Occupational

II. Need/Justification/Goals

This is a degree applicable course.  It is also a general education course for RHC GE and CSU GE.  Readers Theatre offers students an opportunity to advance their public speaking skills in an interactive, entertaining, non-threatening group environment. Students will conquer speaking anxiety, develop skills working in small groups, and develop critical thinking skills as they gain knowledge in all areas of literary knowledge and analysis.

III. Title 5 Requirements

A. Entering Skills (“Upon entering the course, students should be able to…”):
Comprehend textbook reading written at the early-college level.
Write a multi-paragraph essay with a thesis statement and general introductory and concluding remarks.
B. Exiting Skills (“Upon exiting the course, students should be able to”):
Adjust to the speaking situation by displaying poise and confidence in front of an audience, by controlling extreme public speaking anxiety, by exacting control over nervous communicative habits and behaviors, and by appreciating the general and specific demands of the speaker-audience relationship
Discuss the history and significance of Readers Theatre
Select and adapt literature for group performance
Analyze literature in terms of its lyric, epic and dramatic structure
Discuss the various genres of literature including prose, poetry and drama
Create interpretive group presentations with communicative intent
Demonstrate skills in performing group literature
Exhibit improved verbal and nonverbal skills
Assess the effectiveness of other group literature performances inside and outside of the classroom
C. Minimum Required for a “C”:
Completion of all required work with at least 70% of all possible points
D. Grade Options:
  • Standard Letter

IV. Course Content

Lecture Outline:
  1. Introduction to Readers Theatre
    1. Basic Principles
      1. Definition and historical theoretical basis
      2. Relationship between analysis and performance of literature
      3. Aesthetic relationship between performer and audience
      4. Distinction between performer as persona and performer as character
      5. Aesthetic dimensions of the performing space
    2. Basic techniques
      1. Relaxed and confident body stance and movement
      2. Appropriate use of eye contact
      3. Outward focus
      4. Use of manuscript
      5. Vocal projection and articulation
      6. Use of nonverbal gesture
      7. Use of relaxation techniques to alleviate performance anxiety
  2. Prose
    1. Elements of structure such as narrator, character, plot, theme, climax, and setting
    2. Application of these elements to assigned performance materials
    3. Performance techniques for prose
    4. Selecting, adapting, and rehearsing prose material for group performance
    5. Creating introductions and transition material which explore the theme of the program
  3. Poetry
    1. Elements of structure such as prosody, imagery, and persona
    2. Application of these elements to assigned performances
    3. Performance techniques for poetry
    4. Selecting, adapting, and rehearsing poetry for group performance
    5. Creating introductions and transition material which explore the theme of the program
  4. Dramatic Literature
    1. Elements of structure such as exposition, inciting incident, complication, climax, character and theme
    2. Application of these elements to assigned performances
    3. Performance techniques for Readers Theatre performance of dramatic literature as opposed to traditional theatrical staging
    4. Selecting, adapting, and rehearsing drama for group performance
    5. Creating introductions and transition material which explore the theme of the program
  5. Types of Readers Theatre Scripts
    1. Presentation of a single literary selection
    2. Compiled script
  6. Staging Techniques
    1. Focus
      1. On-stage
      2. Off-stage
      3. Speaking directly to the audience
      4. Relationship between focus and analysis of the literature
    2. Use of props
      1. Real props
      2. Imaginary props
      3. Use of the manuscript as prop
      4. Relationship between use of props and analysis of the literature
      5. Importance of symbolism in the use of props
    3. Movement
      1. Blocking
      2. Special effects
        1. . Freezing the action
        2. . Slow motion
        3. . Stylized movement
        4. . Moving in sync
    4. Double-casting
      1. Double-casting for multiple roles
      2. Double-casting for symbolism
    5. Use of Costume
      1. Costume for ensemble effect
      2. Costume for realism
      3. Costume for symbolism
      4. Costume for metaphor
    6. Use of Stage Pieces
      1. Importance of mobility of stage piece
      2. Using stage pieces to create multiple scenes
      3. Handling stage pieces
    7. Ensemble Speaking
      1. Ensemble speaking for aesthetic effect
      2. Ensemble speaking for thematic effect
  7. Types of Readers Theatre Venues
    1. Academic venues
      1. Elementary
      2. Secondary
      3. College
      4. Competitive Forensics
    2. Community Venues
      1. Community Groups
      2. Religious Groups

V. Course Objectives

The Student Will Be Able To:
Adjust to the speaking situation by displaying poise and confidence in front of an audience, by controlling extreme public speaking anxiety, by exacting control over nervous communicative habits and behaviors, and by appreciating the general and specific demands of the speaker-audience relationship
Discuss the history and significance of Readers Theatre
Select and adapt literature for group performance
Analyze literature in terms of its lyric, epic and dramatic structure
Discuss the various genres of literature including prose, poetry and drama
Create interpretive group presentations with communicative intent
Demonstrate skills in performing group literature
Exhibit improved verbal and nonverbal skills
Assess the effectiveness of other group literature performances inside and outside of the classroom

VI. Methods of Instruction:

Activity (individual)
Activity (group)
Analysis (individual)
Analysis (group)
Discussion (classroom)
Guest Speakers
Lecture
Presentations
Reading Assignments

VII. Assignments:

  1. Read assigned textbook chapters
  2. Group Presentations
  3. Writing Assignments designed to give students practice in writing and interpreting various forms of literature
  4. Literary Analyses of the performance pieces that students have created
  5. Classmate Critiques of others’ performances
  6. Self-Analyses of Videotaped Performances

VIII. Methods of Evaluation:

Measure understanding of course material through objective exams and quizzes containing multiple choice, true-false and/or short answer questions.
Evaluate individual presentations for evidence of individual work, organization, clarity and accuracy.
Evaluate group presentations for evidence of collaborative work, organization, clarity and accuracy.
Appraise ability to research course related content in terms of thoroughness and relevancy.
Assess skill development for evidence of improvement, understanding, and consistency.

IX. Student Learning Outcome

  1. In a readers theatre performance students will differentiate between various modes of communication to select appropriate content.
  2. In a readers theatre performance students will edit various types of communication to compose a polished group performance to communicate a socially significant message.
  3. In a readers theatre performance students will, under the direction of the faculty member, demonstrate verbal and nonverbal skills required to effectively communicate a polished group performance.

X. Texts/Instructional Materials:

Textbooks:
Gura, Timothy and Charlotte I. Lee, Oral Interpretation. 13th ed., Boston: Allyn and Bacon, (ISBN: 978-1138082212) (2018)
Gura, Timothy & Benjamin Powell , Oral Interprtation, 13th ed., Routledge, (ISBN: 978-1138082205) (2019)
Other Instructional Material:
Other pieces of literature including poetry, prose and drama as well as communication work in mass media (videos, films, plays, newspapers, and magazines) as assigned by individual instructors.