Course Code ENG 313

Course Title SPEECH AND THEATER ARTS

Course Credit 3 UNITS
Pre-requisites None
Course Description The course is intended to teach the students both the theory and practice of speech communication so that they could become proficient in a
variety of interpersonal speaking circumstances, including both private and public speaking. In addition to this, it will provide the students
with the opportunity to develop their acting skills, with an emphasis placed on the development of voice, articulation, and pronunciation in
theater production.
A. University Vision
A leading Higher Education Institution that prepares visionary and ethical leaders who shall create a positive impact to society.

B. University Mission
Universidad de Manila promotes is committed to provide equal opportunities by developing the learners’ knowledge, skills, and values, through quality education and
dynamic technology-driven systems, in a diverse yet inclusive environment for learning, research and community engagement.

C. Core Values
E – Ethics and Integrity
Q – Quality and Excellence
U – Unity and Collaboration
A – Achievement and Passion
L – Leadership and Innovation

D. College of Education Vision

Center of Excellence in Teacher-Education, research, extension and linkages as well as a leader in fostering competent, conscientious, versatile and holistic
teachers able to adapt to fast evolving new realities in the local and global learning environment.

E. College of Education Mission

The College of Education is committed to strive to pursue the highest level of excellence, advance the frontiers of knowledge using creative and innovative hybrid
approaches and engender lifelong learning.

F. College of Education Core Values

SPEECH AND THEATER ARTS Page 1 of 9

 E Empowered
D Dynamic and Globally Competitive
U Upright Ethically and Morally
C Committed to Excellence
A Adaptable and Resilient
R Research and Extension Oriented
E Education with a Heart

“In EDUcation, we CARE”

G. Institutional Learning Outcomes

1. Professional Competence. Demonstrate understanding and mastery of the fundamental knowledge and skills required for effective practice in the field of
specialization.
2. Critical Thinking Problem Solving Skills. Exercise critical and creative thinking in providing solutions to discipline-related problems.
3. Productivity. Contribute to city and nation-building and development through application of new technology.
4. Communication Skills. Apply effective communication skills, both orally and in writing.
5. Interpersonal Skills. Work effectively in multi-disciplinary and multicultural teams.
6. Collaboration. Allows team members to solve problems together, thus expediting the process of finishing a task.
7. Research-minded. Display skills to assess and apply its insights effectively and the ability to identify appropriate sources of evidence and interpret potentially complex
and conflicting findings in appropriate specific practice settings.
8. Lifelong learning. Utilize lifelong learning skills in pursuit of personal development and in professional practice excellence.
9. Social and Ethical Responsibility. Holds personal values and beliefs as ethical professional consistent with Filipino family values, industry-desired values and global
citizen values.
10. Nationalism. Serves others willingly as a way towards contributing a nation-building and participates in influencing public policy towards the promotion of just
society.

H. Program Intended Learning Outcomes (PILO)

1. demonstrate ethical and responsible behavior when working with groups.

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 2. collaborate with others who are involved in the production process
3. understand terminology in all aspects of design, directing, acting, and technical communication.
4. appreciate creative thinking through the acquisition of new skill sets, and make use of it in order to evaluate the work that has been produced as part of an approach to team
collaboration.
5. employ the expertise that is unique to your field in the production of the performance.
6. Perform analysis and interpretation of written and oral texts as well as performances.

I. Course Intended Learning Outcomes (CILO)

Students in order to evidence success in this course, the students will be able to:
1. Demonstrate knowledge of theatre and dance history and literature and draw connections between theatrical practices and social situations in both contemporary and
pre-contemporary times.
2. Exercise the ability to work with others in a variety of theatrical settings.
3. develop and apply the process abilities in many settings of rehearsal, production, and classroom.
4. demonstrate the ability to explain challenges in narrative way .
5. show skills in the following areas: acting, directing, choreography, design, technical theatre, management, playwriting, or dramaturgy.
6. demonstrate content knowledge and application of oral communications, various forms of speech arts, public speaking, group discussions, debate, oral interpretation,
and dramatics in English language teaching by preparing original written speeches and scripts; and
7. demonstrate and apply their understanding of verbal and non-verbal communication strategies to speech and theater arts through performing speeches in different
modes.

Teaching Strategies
Student Learning Outcomes Content Synchronous Assessment
Asynchronous

Face-to-Face Virtual

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At the end of these weeks, the preservice
teacher (PST) should be able to: 1. Speech Arts – An Overview
a. discuss major concepts in speech 1. Concepts of Speech and
and communication – contexts, modes, Communication
processes, and the segmental and 2. Levels of Context of
suprasegmental; Communication
3. Modes of Communication
b. recognize public speaking as a 4. Review on the Communication
relevant linguistic activity in society; and Process
5. Review on Speech Sounds
c. express speech arts through sound 6. Focus on the Suprasegmental as
drills, communication modes and Tools for Speech and Theater – Stress,
processes simple simulations, and public Pitch, Volume, Enunciation, etc.
speaking tasks.. 7. Public Speaking
• Lecture discussion and
review on the process, levels,
and modes of communication
through filling in a Concept
Map
• Role play/acting on simple
situations with focus on
changes in stress, pitch,
volume, enunciation, and
other voice elements (i.e.
acting like a grandparent with elements (use of
low volume and flexible
small voice, delivering the
valedictory speech)
• Slogan making about public etc.)
speaking as a relevant
linguistic activity in society
• Role Play/Acting
• Oral Performance on the
participation assounds, communication
formative modes and processes
assessment on simple simulations, and
concepts of public speaking tasks
speech and (focusing on Confidence,
communication Correct Use of Speech
Sounds and
• Drills and Suprasegmental, and
exercises on Discourse and Strategic
speech sounds and Competence Shown)
effective voice
• Group Slogan synthesis
contrast drills, on relevance of Public
tongue twisters, Speaking (focusing on
rhyming songs, Creativity, Theme and
vocal exercises, Meaningfulness, Medium
Used, Oneness of Idea)

At the end of these weeks, the preservice Creative Speech Productions • Completing a • Short objective quiz on
teacher (PST) should be able to: • Pairing Discussions on the matrix to the types of creative speech
1. Impromptu, Extemporaneous, procedure and application of distinguish the productions
a. discuss the procedure and application Memorize, and Manuscript Speaking the creative speeches similarities and
of these different creative speech differences of • Process Assessment on
productions for English language study; 2. Argumentation and Debate • Various Speech various types of the preparations for
Productions with proper oral and group creative speech production

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 b. explain the connection of these 3. Speeches for Special Occasion
speeches to other macro skills and their
contextual situations; and 4. Oral Interpretation
c. perform creative speech productions 5. Storytelling
with proper verbal and non-verbal
communication strategies in relation to 6. Interpretative Reading
English language teaching activities.
7. Declamation
8. Monologue
9. Group Interpretation
10. Readers’ Theater
11. Chamber Theater
12. One Playlet
SPEECH AND THEATER ARTS
verbal and non-verbal
communication strategies in
relation to English language
teaching activities
• Group planning and
implementation of creative
oral interpretations of
adapted appropriate texts for
children/ adolescents
• Organization of a Speech
Festival by the whole class
• Feedbacking of instructor
on actual individual and
group performances
interpretations presentations
• Sample Video • Individual Performance
viewing of (Impromptu,
speech Extemporaneous,
productions, Memorize, or Manuscript
debate, and oral Speech, Speeches for
and group Special Occasion, Oral
interpretation Interpretation –
Storytelling, Interpretative
• Class discussion Reading, Declamation,
on the role of Monologue) presentations
speech activities with plan and script
to enhancement
of skills in (focusing on
English Originality/Appropriatenes
Language s of Script, Confidence,
teaching and Use of Public Speaking
learning. Elements, Gestures/Bodily
Actions/Costumes/Props,
and Language Mechanics)
• Group Performance
(Debate, Readers’ Theater,
Chamber Theater, and/or
Playlet) presentation
(focusing on
Originality/Appropriatenes
s of Script, Confidence,
Teamwork,
Gestures/Bodily
Actions/Costumes/Props,
Page 5 of 9
 and Language Mechanics)

• Class Portfolio of
Original Scripts
Produced/Performed

MIDTERM EXAMINATION

3. Theater Arts – An Overview

At the end of these weeks, the preservice • Lecture discussion on the • Creative Drama • Mind map summary notes
teacher (PST) should be able to: 1. The History and Elements of overview, history, and role Presentation as formative assessment on
Drama of Theater Arts based on the the overview, history, and
a. recognize drama and theater as art, a given tasks with role of Theater Arts
social activity, and a way of learning 2. Role of Drama and Theater • Biography reading of proper verbal and
English language competencies and skills; famous theater artists and non-verbal
3. Theater as an Art, Socializing sharing of students’ analysis communication • Reflection Paper on
b. perform creative drama tasks with Activity, and a Way of Learning on artists’ history, passion, strategies related Drama, Multiculturalism
proper verbal and non-verbal work in theater, skills to English and the English Language
communication strategies in relation to 4. Drama as a Learning Medium gained, and technicalities language (focusing on Uniqueness of
English language teaching activities; and competencies and Ideas, Organization,
c. identify the use of drama and theater to 5. Creative Drama • Group simulation activity teaching Language Mechanics, Use
learn multiculturalism and other related on various creative drama of Theater Terms and
themes. 6. Role Playing styles using unique • Skype Concepts)
situations/contexts (i.e. Classroom Oral
7. Improvisation and Pantomime Improv Comedy, Hand Participation • Group Creative Drama
Puppets for Children’s Performance Presentation
8. Scripted and Non-Scripted Storytelling) (focusing on Originality/
Performances Appropriateness of Script,
• Skype-in-the-Classroom
9. Puppetry and Mask Making with two classes from • Gestures/Bodily
different countries to discuss Actions/Costumes/Props,

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 10. Multiculturalism and Drama and differentiate forms and and Language Mechanics
purposes of theater/drama

• Writing of reflection paper

on ‘The Multifaceted Drama
in the English Language’

At the end of these weeks, the preservice 4. Theater Production • Inviting theater • Brainstorming • Original Stage Play
teacher (PST) should be able to: enthusiasts/ experienced session activity Production Presentation
1. The Theatrical Process artists to discuss the for a Full Play (focusing on Originality/
a. explore the world of theater – its Theatrical Process Show including Appropriateness of Script,
elements, processes, creative people in 2. Audience and Criticism planning, Relevance to English
production, sets, script, etc.; • Workshop sessions with producing and Language and/or Issues in
3. Theater Space and Design invited theater performing a Society, Confidence,
b. work as a team to plan, produce, and enthusiasts/experienced stage play Teamwork applying
perform a stage play appropriate to 4. Playwriting and Dramaturgy artists on Play Scriptwriting, appropriate to Theater Production
English language learners; and Acting, and English language Elements, Gestures/Bodily
5. Scene Design Producing/Directing learners Actions/Costumes/Props,
c. apply skills in writing, acting, and Audience Impact)
directing, and producing an original or 6. Theater Acting • Consultations and •Process
adapted stage play with proper verbal and feedbacking with Assessment on • Meta log on One’s
non-verbal communication strategies in 7. Directing and Producing a Stage instructor/invited guests on Brainstorming Experience in Preparing
relation to English language teaching Play plans and implementation of session for class and Producing a Stage Play
activities. original Full Play one-act play and its Relevance to
Production production English Language
Teaching (focusing on
• Full Stage Play • Formative Organization of Ideas,
Presentation applying skills Tasks towards Reflection and Unique

SPEECH AND THEATER ARTS Page 7 of 9

 in writing, acting, directing, Stage Play Insights, and Language
and producing an original or Production Mechanics)
adapted stage play with (Script,
proper verbal and non- Producer’s Plan,
verbal communication Director’s Notes,
strategies in relation to Poster and other
English language teaching Marketing
activities. Materials, Play
Bill)

J. Learning Environment: Physical classroom/Virtual

K. Classroom Policy: Attendance/Drop-out Policy
L. Course Requirement: Written works, Quizzes, Major Exams, Class participation, Project
M. Grading System:
Class Standing (60%)
Recitation/Participation
Quizzes
Module Performance
Major Exams (40%)
Final Grade = Midterm (50%) + Finals (50%)
N. Resources: Textbooks, web links
O. References: 4EnglishPrototypeSyllabiCompendium.pdf
Cooper, P., & Blake, C. (1999). Intercultural communication: Roots and routes. MA: A Viacom Company.
Diaz, Rafaela H. (2005). Speech and oral communication. Philippines: National Book Store
Fuentes, Crisanta H. (2011). World of the theatre. Davao City: The Headstart Development Center
Nine Techniques to Delivering Speech with Confidence. Retrieved on November 7, 2012.from http.www. dubililteman.com.techniques
todelivering speech.
Nuval, Evarista. (2008). Competence in oral communication and public speaking. Mandaluyong: Books Atbp. Publishing Corp.
Public Speaking. Four Methods to delivering Speech. Retrieved on November 7, 2012 from http:www.ehow.om/info – four methods-
delivering speech html.

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 Searle, John R. (1976). A classification of illocutionary acts. Language in society 5(1), 1-23. Retrieved from
http://www.jstor.org/stable/4166848?origin=JSTOR-pdf
Shannon, C. & Weaver W. (1949). The mathematical theory of communication. IL: University of Illinois Press.
Solomon, D. & Theiss, J. (2013). Interpersonal communication: Putting theory into practice. NY: Routledge. Thomas,

P. Instructor: Maribel J. Roque

Q. Consultation Hour:

Prepared by: Reviewed by: Approved by:

MARIBEL J. ROQUE DR. AMALFI B. TABIN, JR. DR. RONALD A. HERRERA

INSTRUCTOR DEAN VPAA

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