The Adelphi College

Lingayen, Pangasinan

Angelica C. Celzo
BSEd-English

SPEECH AND THEATER ARTS

The course includes the interdisciplinary study of the various arts, including music,
painting, theater, film, and others. Its goal is to help students achieve increased understanding,
greater appreciation, and critical evaluation of works of art and of aesthetic experience.
The curriculum in Speech and Theatre embraces general education, paraprofessional and
professional objectives. It endeavors to prepare students to be intelligent, responsible, and
effective communicators in a free society, to develop proficiency in audio-oral skills, and to
enhance the cultural experience of the University and community through the presentation of
creative activities.

The AA in Speech/Theatre is an associate degree in general studies with an emphasis on either

speech or theatre that is designed to allow the student to transfer courses in the degree to any
state university. The communications field is wide and varied as it can relate to business, retail,
public relations, journalism, law, and English. Elective courses included but not limited to in this
study are : Introduction to Mass Media Communications, Public Speaking, Oral
Communications, News and Feature Writing, Introduction to Logic, Ethics, Diversity in the
Media, Introduction to Film Studies, Theatre Appreciation, Fiction to Film, Human Relations, and
International Relations.
Theatre offers a student courses that afford the opportunities to learn in class and work
onstage, backstage, and in the scene shop. The main stage community theatre schedules 5
stage shows per year that include three musicals affording a student ample opportunities to
audition and work in a variety of stage settings including the full stage productions, readers
theatre, an actor’s showcase, and black box. Courses offered transfer to most universities as
entry-level course work offering the student valuable skill sets, vocabulary, history, and hands-
on experience.
 Speech is the expression of ideas and thoughts by means of articulate vocal sounds, or
the faculty of thus expressing ideas and thoughts. It is the general word, with no
implication of kind or length, or whether planned or not.
 It is human vocal communication using language. Each language uses phonetic or
paralinguistic aspects of vocalization to convey meaning. Speech production is a multi-
step process by which thoughts are generated into spoken utterances. Production
involves the selection of appropriate words and the appropriate form of those words
from the lexicon and morphology, and the organization of those words through the
syntax. Then, the phonetic properties of the words are retrieved and the sentence is
uttered through the articulations associated with those phonetic properties. It refers to
the processes by which humans can interpret and understand the sounds used in
language. The study of speech perception is closely linked to the fields
of phonetics and phonology in linguistics and cognitive psychology and perception in
psychology. Research in speech perception seeks to understand how listeners recognize
speech sounds and use this information to understand spoken language. Research into
speech perception also has applications in building computer systems that can recognize
speech, as well as improving speech recognition for hearing- and language-impaired
listeners.

 Theatre or theater is a collaborative form of performing art that uses live performers,
typically actors or actresses, to present the experience of a real or imagined event
before a live audience in a specific place, often a stage. The performers may
communicate this experience to the audience through combinations of gesture, speech,
song, music, and dance. Elements of art, such as painted scenery and stagecraft such
as lighting are used to enhance the physicality, presence and immediacy of the
experience. The specific place of the performance is also named by the word "theatre"
as derived from the Ancient Greek (théatron, "a place for viewing"), itself from "to see",
"to watch", "to observe").Modern Western theatre comes, in large measure, from
the theatre of ancient Greece, from which it borrows technical terminology,
classification into genres, and many of its themes, stock characters, and plot elements.
Theatre artist Patrice Pavis defines theatricality, theatrical language, stage writing and
the specificity of theatre as synonymous expressions that differentiate theatre from the
other performing arts, literature and the arts in general. Modern theatre includes
performances of plays and musical theatre. The art forms of ballet and opera are also
theatre and use many conventions such as acting, costumes and staging. They were
influential to the development of musical theatre; see those articles for more
information.
 The Adelphi College
Lingayen, Pangasinan

Angelica C. Celzo
BSEd-English

Children and Adolescent Literature

A program that focuses on the scholarly study of children's and adolescent literature and that
may enhance the professional work of teachers, librarians, publishers, booksellers, and creative
writers. Includes instruction in period and genre studies, author studies, literary criticism, and
studies of various types of literary text, book artists, and children's films.

History of Children and Adolescent Literature

1. 1. CHILD AND ADOLESCENT LITERATURE HISTORY OF CHILDREN’S

LITERATURE CLASSICAL WORLD GREEK AND ROMANS The following
characteristics are depicted:  Characterized by Oral storytelling  Composed of
Greek and Roman myths and epics  Children heard and presumably, enjoyed
the same stories as their parents, whether they were the adventurous tales of
cultural heroes  Fables emerged during those times through Aesop. The theme
and characters appeal to children and the stories are often humorous and
entertaining for kids of all ages. These illustrate a particular moral and teach a
lesson to children and kids. Greek’s Famous Author and Literary Works Illiad and
Odyssey (Homer) Trojan War (From Homer’s Illiad) Jason and the Golden
Fleece The adventure of Hercules The Travels of Odysseus (From Homer’s
Odyssey) History of Children's Literature under Classical World (Greek and
Roman) 500 BCE – 400 CE All literature began with the ancient art of
storytelling. Our ancestors told stories to entertain each other, to comfort each
other, to instruct the young in the lessons of living, to pass on their religious and
cultural heritage. Storytelling is an integral part of every world culture. In early
times, Western civilization has its roots in the cultures of ancient Greece and
Rome, which flourished between about 500 BCE and 400 CE, now known as the
Classical period. Greece in the fifth century BCE is in many ways the birthplace
of Western culture and so that is where our story begins. In this cradle of
democracy and individualism, children grew up with the stories of the Trojan War
(from Homer's Iliad) and of the travels of Odysseus (from Homer's Odyssey) and
the stories of Jason and the Golden Fleece and the adventures of Hercules.
They also knew of the now-famous fables attributed to the slave Aesop, believed
 to be a teacher, writing to instruct his students in cultural and personal values.
With the decline of Greek civilization, the Roman Empire rose to power, but the
Romans remained under the long shadow of Greeks, whom they greatly
admired. The children of Rome in the first century CE undoubtedly knew not only
Homer's tales, but also Virgil's Aeneid, which recounted the stories of Aeneas,
the Trojan hero who was credited with founding the Roman
2. 2. Race. They also knew the wildly imaginative tales of Ovid's Metamorphoses,
the tales of the gods, goddesses, heroes, and heroines of the classical world.
The power of these ancient stories remains with us, and modern writers and
illustrators frequently turn to the Greek and Roman myths for inspiration and
retelling. Our culture is filled with references to these Classical stories-we speak
of Achilles' heels, Herculean tasks, the Midas touch, Pandora's Box, and sour
grapes (a reference to one of Aesop's fables). Planets, galaxies and star clusters,
days of the week, months of the year, automobile tires, and tennis shoes-all bear
names of classical gods and heroes. These stories are both exciting and an
important part of our cultural heritage-they should not be missed. A great many of
these stories live today and children continue to find them fascinating. The
retellings by the poet Padraic Colum (The Children's Homer and The Golden
Fleece) are excellent sources for children. Most recently, Jeanne Steig's A Gift
from Zeus: Sixteen Favorite Myths is a lively-sometimes racy-version for modern
middle and high school audiences, and it is illustrated by William Steig's earthy,
even ribald, drawings. It is just the kind of rendition to bring the stories to life for
older readers. These myths are an essential part of culture and indispensable to
any well-rounded education. MIDDLE AGES The following characteristics are
depicted:  Religious tales / Biblical stories  Set examples for children, for a
didactic purpose  Created a mixture of realism and fantasy  Romantic tales /
Legends Famous Author and literary works  In 600 A.D., the Old English period,
monks and other learned men wrote “lesson books” for children.  Aldhelm (640 -
700 AD), Bishop of Sherborne, was probably the first man to write lesson books
for children. a. Riddles and puzzles children had to be solved were written in
Latin. b. He set the pattern for all books of instruction from that time up to 1500
A.D. All books used question and answer form and were written in verse  The
Venerable Bede (763-735 A.D.) was a teacher at a monastery school. a. His
lessons showed more imagination; they were a spark of learning in the Dark
Ages. b. They contained all the knowledge then known of natural science, natural
history, and the study of plants and flowers and stars.  Egbert of York (766
A.D.) founded the famous school of York. a. Collected the works of the previous
monks and books by outstanding Greek and Roman authors.
3. 3. b. Wrote a variety of lesson books, still using question and answer (dialogue)
method. c. Many books on grammar. d. Tutored sons and daughter of the
household at the court of Charlemagne (the 1st Holy Roman Emperor). It is also
one of earliest records of co-education.  Alfred the Great (849-399 A.D.), King
of England who drove back the invasion of the Danes. a. He translated Latin
Literature into Anglo-Saxon with the help of many scholars. b. Until 1350,
children in monastery schools had to read and speak Latin in and out of school.
c. He had the best literature of his time translated from Latin into old English so it
 would be understandable to the common man.  Anselm (1033-1109 A.D.), the
Archbishop of Canterbury, wrote the first encyclopedia for children. a. First book
published was The Bible.  William Caxton was the creator of the 1st English
printer in 1476. a. His first publication was Aesop’s Fables. b. The romantic tales
of the legendary King Arthur and the knights of the round table or of the great
heroes Roland(from France) c. The Cid (from Spain) d. Beowulf (from the Norse)
e. Dragon Slayer (1976) (Retelling of the Old English Epic,Rosemary Sutcliff) f.
Arthur and his knights in The Light Beyond the Forest (1979) g. The sword and
the circle (1981) h. Selma Hastings’s Sir Gawain and The Green Knight(1981) i.
Barbara Cooney’s picture book j. Chanticleer and the fox (1958) –adapted from
Chaucer History of Children's Literature under Middle Ages 476 CE – 1400
Following the fall of the Roman Empire in 476 CE, European civilization entered
a period of decline. Much of the knowledge of the Classical world was lost during
the early chaotic period historians once referred to as the Dark Ages. We now
call the period between the fall of Rome and the rise of the Renaissance (in
about the fourteenth century) the Middle Ages-literally because they fell between
the Classical and Renaissance periods. During the Middle Ages the Roman
Catholic Church dominated the social and political scene and was responsible for
what education there was. Throughout the Middle Ages, poverty was wide-
spread and life for the average person was very difficult-much harsher than it had
been in the ancient Greek and Roman worlds. Education was a luxury, and few
people could read or write. Books were extremely rare and expensive, for they
had to be hand copied on costly parchment. A single bible could take as long as
three years to produce, and in many medieval libraries the books
4. 4. were chained to the desks to discourage theft. As it was in the Classical world,
the oral tradition was the principal entertainment for most people. Local Story
tellers and professional bards (the famous wandering minstrels) recited stories
and poems for eager audiences. What stories did they recite? Biblical stories
were among the most popular-both Old and New Testament-and so were the
stories of the lives of saints of the church. The lives of saints were used to set
examples for young people. In addition to religious tales, nonreligious-secular-
stories were also popular. The romantic tales of the legendary king Arthur and
the Knights of the Round Table or of the great heroes Roland (from France) or
the Cid (from Spain) or even Beowulf (from the Norse) surely thrilled many
children and adults, for, as in the Classical period, children and adults shared a
common literature. The exciting battle scenes, powerful heroes, and wondrous
enchantments of these romances made them very popular-and many remain so
today. Children's versions of these tales are easy to find. Rosemary Sutcliff's
Dragon Slayer (1976) is a retelling of the old English epic, Beowulf and she has
also retold the legends of King Arthur and his knights in 7he Light beyond the
Forest (1979), The Sword and the Circle (1981), and 7he Road to Camlann
(1981). Some of the Arthurian stories have been transformed into modem picture
books, as in Selma Hastings's Sir Gawain and the Green Knight (1981). Barbara
Cooney's picture book, Chanticleer and the Fox (1958), adapted from Chaucer, is
a retelling of a favorite medieval trickster tale about Reynard the Fox. Many of
the stories from this period are exciting narratives that have become an indelible
 part of our society. Our entire reading experience is enriched if we know the
stories of Adam and Eve, Cain and Abel, Noah and the flood, Jonah and the
whale, and the tower of Babel-side by side with those of King Arthur and Sir
Launcelot and Queen Guinevere. RENAISSANCE PERIOD The following
characteristics are depicted:  Rise of Educational books  Promoted mass
education  Helped to keep interest in traditional tales  The printing press made
it possible to make multiple copies of books  The emphasis was on spiritual and
intellectual development  Emphasized giving lessons in proper behavior for
boys  Emergence of Chapbooks (small and cheaply made books containing
fairy tale)  Books were too expensive to be used by children, so the Hornbook
was created for them about 1550. It was the first “permanent” book. Famous
author and literary works  Hornbook a. It was a square piece of wood with a
handle at one end (much like an old time paddle or the shape of an old cutting
board), which measured 2 3/4 inches of wood by 5 inches.
5. 5. b. A printed page of vellum (made from skin of calf, lamb or kid) was pasted on
the board. c. The page was protected by transparent piece of horn (a hard,
smooth material forming the outer cover of the horns of cattle and other related
animals). d. The book was often bound by a metal rim and had a cord through
hole in handle and was fastened to a child’s belt/girdle. Another source said it
was worn about the neck. e. The text contained the christcross, followed by the
alphabet in lower and upper case. Groups of syllables were written below the
letters. f. The next piece of text was the words “In the name of the Father and of
the Son and of the Holy Ghost. Amen.” g. The final text was “The Lord’s Prayer.”
(Our Father, who art in heaven, etc.) h. After the hornbook, rhymed alphabets
and primers were published for children. i. The Royal Primer had a letter of
alphabet, followed by a familiar verse. Ex. A In Adam’s fall, we sinned all. This
primer sold 5 million copies during the hundred years it was used as a text book
for younger children. j. This version was followed by the New England Primer,
published in Boston in 1690. (Remember the Pilgrims arrived in 1620.)  Orbis
Sensualism Pictus by John Comenius (1658) - the 1st children’s picture book 
New England Primer (1690 -1886) - the most famous early school book  Sir
Thomas Elyot’s The Book Named the Governor(1531)  John Foxe’s Book of
Martyrs(1563)  John Comenius's Orbis Sensttaliurn Picttts(1658)  Roger
Ascham’s The Scholemaster(1570)  Daniel Defoe's Robinson Crtlsoe (1719) 
Jonathan Swift's Galliver's i'kuels (1726) History of Children's Literature under
Renaissance Period 1400 – 1700 Around 1400, a new era began in Europe. It
was called the Renaissance, a term meaning "rebirth," because people saw it as
a rebirth of the ideals of ancient Greece and Rome- their art, literature,
philosophy, and especially their respect for learning. Of course, the changes did
not happen overnight, but the changes did come. The Crusades of the eleventh
and twelfth centuries had opened up trading routes to the Far East, which
brought both wealth and new ideas to Europe. Strong rulers rose up and
established stable kingdoms with written laws. Trade, industry, and learning
advanced. In 1492, Columbus's voyage to the Americas resulted in the founding
of overseas empires, which brought great wealth to many European kingdoms
(sadly, at great expense to the native peoples). However, one development
 would overshadow all others. Around 1450, a German named Johannes
Gutenberg invented the movable-type
6. 6. printing press-said by many to be the most significant invention of the last
thousand years. (Actually the Chinese originally developed the technology, but
the Europeans put it to practical use.) It is difficult to exaggerate the importance
of this event. The printing press made it possible to make multiple copies of
books in a fraction of the time it took to hand copy them. In just a few decades,
books became plentiful. Now it was possible to spread information quickly, and
this opened the door to mass education. During the early Renaissance, most
books specifically for children were textbooks or educational books. Sir Thomas
Elyot's The Book Named the Governor (1531) and Roger Ascham's The
Scholemaster (1570) are two examples of "books of courtesy," giving lessons in
proper behaviour for young gentlemen. (Women did not yet merit their own
books.) The Renaissance, like the Middle Ages, was a religious period and
during this time the hatred between the Roman Catholics and the Protestants
resulted in much bloodshed. John Foxe's Book of Martyrs (1563), an anti-
Catholic work filled with grisly scenes of violent deaths for religion's sake, was
one of the most popular books among England's schoolchildren. On a cheerier
note, about one hundred years later, John Comenius's Orbis Sensualium Pictus
(1658) appeared. It is generally regarded as the first children's picture book and
was intended as a textbook for the teaching of Latin through pictures.