WESTERN MMINDANAO STATE UNIVERSITY

EXTERNAL CAMPUS

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BACKGROUND OF THE MODULE

Drawing is speaking to the eye, talking is pointing to the ear

- Joseph Joubert
Everyone needs a voice. The ability to speak with power, clarity and confidence is one of the
best tools for success in today’s world.
This study of stage and speech art develops communication skills and nurtures creativity and
artistic expression. The training provides enrichment in the arts and teaches skills that transfer to
every aspect of life. Students learn to use their voices to speak clearly and with purpose. Training
in speech arts and drama encompasses and not only the art of speaking through interpretation and
performance of literature and drama but also training in both public speaking and
improvisational skills.
Speech arts and drama studies appeal to a broad spectrum of people. Many become involved
because of a love of literature and a passion for acting, speaking and performing. Many
recognize the value of training the speaking voice and developing effective, confident
communication skills.
As students’ progress through a carefully designed curriculum, they learn to communicate with
confident and artistic creativity. The appreciation of literature, words and ideas that they develop
is intensified by their concrete and physical involvement with language and literature through
memorization, speaking and performance.

OBJECTIVES OF THE MODULE

Upon completion of this module, students will be able to:

 Develop the foundational skills and competencies of oral communication
 To cultivate student’s capacity to appreciate, analyze, and engage the human experience
in its many creative forms
 Effectively prepare and present public speeches to a live audience using contemporary
technology
 Demonstrate content knowledge and application of oral communication, various forms of
speech arts, public speaking, group discussion, debate, oral interpretation and dramatics
in English language teaching by preparing original written speeches and scripts: and
 Demonstrate and apply their understanding of verbal and non-verbal communication
strategies to speech and theatre arts through performing speeches in different modes.

PURPOSIVE COMMUNICATION

Introduction

This course intended for the students to learn the theory and practice of speech
communication and to develop proficiency in various interpersonal speaking situations both
private and in public. In addition to, it will enable the students to develop their acting skills with
emphasis on the development of the voice, articulation, and pronunciation in theatre production.
Discover and investigate historic cultural contexts from where drama and dramatic activities
were originated and engage in critical aesthetic discussions and create an integrated drama unit.
Associate theatre as medium to emerged from ritual ceremony as early societies perceived
connections between certain actions as perform on stage to transpire desired result unknown to
the society. These actions from whence habit to traditions and then on to ceremony and ritual
illumine the ground of theatre.
 OBJECTIVES

At the end of the semester the students are able to,

 To demonstrate knowledge of public speaking principles and concept
 To apply the knowledge of principles, concepts and skills learned in speech preparation
 To build confidence through following the general methods and specific techniques
 To determine the speech communication process.
 To develop skills in effective listening
 To realize the importance and process of listening.
 To understand the concepts of speeches of special types and deliver speeches of special
types.
 To understand a comprehensive approach to the use of drama in education.
 To explore drama through listening, discussion, writing and dramatic activities.
 To understand the place of drama and dramatic activities with- in the school curriculum.
 To enable students to transpire and provide information from reading and class activities
to real life situations.
ACTIVITIES

GoodDay ! Everyone

Explain the pictures

Below
Activity 2: What Do You Believe about Public Speaking?

For each of the following statements, respond with T if the statement is a generally accurate
reflection of your thinking about public speaking or with F if the statement is a generally
inaccurate reflection.
__ 1. Good public speakers are born, not made.
__ 2. The more speeches you give, the better you’ll become at it.
__ 3. You’ll never be a good public speaker if you’re afraid to give a speech.
__ 4. It’s best to memorize your speech, especially if you’re fearful.
__ 5. If you’re a good writer, you’ll be a good public speaker; a poor writer, a poor speaker.
__ 6. The skills of public speaking are similar throughout the world.
All answers in six item are False. Here are the reasons why each of the statements is generally
false. These reasons will be explained in more detail throughout the rest of the text.
1. Effective public speaking is a learned skill; although some people are born brighter or more
extroverted, all can improve their abilities and become more effective public speakers.
2. If you practice bad habits, you’re more likely to grow less effective than more effective;
consequently, it’s important to learn and follow all of the principles of effectiveness.
3. Most speakers are nervous; managing, not eliminating, the fear will enable you to become
effective regardless of your current level of fear.
4. Memorizing your speech is one of the worse things you can do; there are easier ways to deal
with fear.
5. Speaking and writing are really two different processes; poor writers can be great speakers and
great writers can be poor speakers. However, speaking and writing do share many skills; for
example, breadth of knowledge, diligence, and a desire to communicate will be assets to both
speaker and writer.
6. The techniques of public speaking are actually culture specific; speakers in Asian cultures, for
example, would be advised to appear modest while speakers in the United
States would be advised to appear confident, competent, and authoritative.
Activity 3; Make you believe you are the main speaker of a symposium. You are setting on a
chair on the stage. Together with the other speakers of the event. Show how you should appear
on the stage in terms of;
a. Position sitting in the chair
b. Walking toward the podium as you are called upon to deliver your speech.
c. Mode of standing before the audience
d. Demonstrating poise through facial expression, posture and hand and arms control etc.
Activity 4; Public Speech Re-Assessment; Please rate how strongly you agree or disagree with
the following statements.

Questions Strongly Agree Disagree Strongly

Agree Dis agree
1. I get anxious when delivering a speech
2. I feel prepared when giving a speech
3. I am confident in my ability to accurately cite
supporting data in the style designated by mu
instructor
4. I can create appropriate visuals aids for my
speech
5. I can cater my speech by audience level
6. I can deliver my speech within a specified time
frame
7. I can make appropriate use of body language
when speaking.
8. I can appropriate use of eye contact when
speaking
9. I can use appropriate open and closing
techniques when speaking
10. My hands tremble when I am giving a speech.
 ANALYSIS

Answer the following questions below

1. By using your prior knowledge how would you define public speaking?

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2. Research the Tragic drama entitled “The Oedipus Tyrannous “of Sophocles.

Answer the following questions;

1. In What way is this a psychological play? And to what extent is it theological?

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2. How this play fit into Aristotle’s definition of tragedy?
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3. Explain the topic vision of Sophocles. Had Sophocles been a Christian, would he have modified
that tragic vision? Explain.
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4. What Factors Make Up Effective Public Speaking?

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5. Have you ever felt lost when planning a listening skills?

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6. Why students have problems with listening comprehension?
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3. Why is the ability to listen important in communication? Write your explanation below and
report your reasons orally to the class.
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 ABSTRACTION

Public speaking is the process of transmitting information to an audience, such as school,

workplace and even in our personal lives. Public speaking is not conventional representation of
life; it is life itself, a natural function of life. A real communication by one human being with his
fellow men. And it is best when it is most real.The benefits of knowing how to communicate to an
audience includes sharpening critical thinking and verbal/non-verbal communication skills.

CONCEPT OF SPEECH COMMUNICATION

LEVEL OF CONTEXT OF COMMUNICATION

MODES OF COMMUNICATION

The Communication Model

The standard model of communication

has evolved based on two parties—
the sender and the receiver—exchanging
information or ideas. The model
includes major processes and functions
categorized
as encoding, decoding, response,
and feedback. In addition, the model
accounts for noise, which symbolizes
anything that might disrupt the sending
or receiving of a message. The
communication model is shown below in
Figure 1. Traditional Communication Process. Adapted from Michael R. Solomon, Greg W.
Marshall, and Elnora W. Stewart, Marketing: Real People, Real Choices, 5th ed. (Upper Saddle
River, NJ: Pearson Prentice Hall, 2008), 378.

The model helps describe exactly how communication takes place. For example, if you send a
text message to your friend to
ask him if he wants to go a
movie, you are the source, or
sender, of the message. You
translated or encoded your message into text characters. A personal digital assistant (PDA) such
as a BlackBerry, iPhone, or cell phone is the channel, or the method by which you
communicated your message. Chances are, if your friend does not have his PDA or cell phone
with him, your message will not reach him, and you might miss the movie. So in this example,
the PDA or cell phone is the channel. When your friend, the receiver, reads the message, he
decodes it or determines what you meant to communicate, and then he responds. If he was
talking to another friend while he was reading your text message and didn’t see the time the
movie started, that conversation would be considered noise because it would be interfering with
the communication of your message. Noise interferes with communication or causes distraction,
whether it is heard or seen. When your friend responds to you by saying that he wants to go see
the movie, he is providing feedback (or a response to your message). Figure 2 below shows this
example applied to the communication model.

Figure 2. Communication Process Example

The same thing can happen in business situations. For example, if you call a prospect to set up a
meeting, you are the sender. The message is the meeting information (e.g., date, time, and place)
that you encode into words. The channel is the telephone, and the receiver is the prospect. It
sounds easy enough. Assume, however, that the prospect responds to you and agrees to the
meeting. But because he was checking his e-mails while he was talking to you (which is noise),
he puts the wrong time on his calendar. When you come for the appointment, he’s out of the
office, and your sales call doesn’t take place. Now you have to start the communication process
all over again. This is an example of simply setting up a meeting. Now imagine the challenges if
you started explaining the features and benefits of a complex product or negotiating a contract.
You can see why understanding the communication process is so important in selling.

Effective Communication

How do you avoid the pitfalls of poor communication and build productive business
relationships? It’s best to always communicate in a timely manner and in the method that your
customer prefers. That may be easier said than done. Here are six tips that can help you increase
your chances of making your communications effective.

Tip 1: Empathy Is Essential

One of the key elements of being a good communicator is having empathy. That means thinking
about your communication from the receiver’s point of view. It’s focusing on what she wants to
learn as a result of your communication, not what you want to tell her. Empathy is about
demonstrating that you care about the other person’s situation. Think about when you received
your acceptance letter from your college; the letter probably mentioned what an exciting time it
is in your life. The author of the letter demonstrated empathy because she focused on the
situation from your perspective. A purely factual letter, without empathy, might have said that
you were accepted and that now the school can make their budget since they met their enrolment
goal. That would be quite a different letter and would make you feel very different (and probably
not very welcome). Although it’s always best to be candid, you should deliver information from
the receiver’s point of view and address her concerns.
Empathy is an integral part of emotional connections. It is especially important to have an
emotional connection and empathy when apologizing to customers. Chances are the customer is
already angry, or at least disappointed, when you are not able to deliver as expected. You can
express empathy in your communications by saying or writing, “You have every right to be
upset. I understand how you must feel. I apologize for the late delivery. Let’s work on a new
process that will help prevent it from happening again.” Some of the best brands have
disappointed their customers but showed empathy when they apologized.

Tip 2: Think Before You Communicate

Quick responses, whether verbal or via electronic methods, can be less effective than those that
are considered. Although a timely response is critical, it’s worth a few minutes to think about
exactly what you want to say before you say it (or type it).

Tip 3: Be Clear

It seems obvious, but not everyone is clear in his communications. Sometimes, people are trying
to avoid “bad news” or trying to avoid taking a stand on a topic. It’s always best to avoid
confusion and clearly say what you mean by framing your message in a way that is easily
understood by all receivers. It’s also a good idea to avoid buzz words (or jargon)—those words,
phrases, or acronyms that are used only in your company. If they can’t be avoided, explain them
in the same communication terms. You should also avoid jargon on your résumé and cover letter
—help your reader see your brand story at a glance without needing a decoder ring.

Tip 4: Be Brief

Business communication should be short and to the point. Your customers are busy and need
information—whether it’s a proposal, report, or follow-up to a question—in a clear, concise way.
It’s best to avoid being verbose, especially in any business plans, proposals, or other significant
documents.

Tip 5: Be Specific

If you go to dinner at Cheesecake Factory and there is a wait to get a table, the hostess will hand
you a portable pager and tell you that the wait will be twenty to twenty-five minutes. Perfect.
You have just enough time to run a quick errand at a nearby store at the mall and be back in time
to get your table. If, on the other hand, she told you that you will be seated shortly, you might
have an expectation of being seated in five to ten minutes. Meanwhile, “shortly” might mean
twenty to twenty-five minutes for her. You would probably forgo running your errand because
you think you are going to be seated soon but end up waiting for twenty-five minutes and being
frustrated. Being specific in your communication not only gives clarity to your message but also
helps set your customer’s expectations. In other words, your customer won’t expect something
you can’t deliver if you are clear about what exactly you can deliver and when. The same is true
for prices. For example, if you order from the menu at the Cheesecake Factory, you know
precisely what you will get to eat and how much it will cost. However, if there is a menu special
that you heard about tableside, but you weren’t told how much the dish was, you might be
surprised (and disappointed) when you receive the check. Specificity avoids surprises and sets
expectations. Below, in Table 1, “General vs. Specific Statements,” are some examples of
general statements that can be communicated more effectively when turned into specific
statements:

Table 1. General vs. Specific Statements

General Statement Specific Statement

I’ll get back to you shortly. I’ll get back to you by Tuesday.

It will only take a few minutes. It will take less than 5 minutes.

It will cost about $5,000 plus installation. The cost is $4,800 plus $200 for installation.

Everything is included. It includes your choice of entrée, vegetable, dessert

Tip 6: Be Timely
Timing is everything in life and most certainly in selling. It’s best to be proactive with
communication, and if you owe someone a response, do it sooner rather than later. If you are
slow to respond to questions and communication, it will be difficult to develop trust, as
prolonged responses may seem to imply that you are taking action without informing the
customer what it is you are doing. Timing is especially important when you are communicating a
negative response or bad news. Don’t put it off; do it as soon as possible and give your customer
the benefit of complete information.

Models of Communication
The Models of communication are designed to help speakers improve their manner of
communication. These models can be equated to some other types you may be familiar with.
Hence, they have several purposes. The three main purposes of these models accordingly to
Wiseman and Barker (1967) are: (1) to describe the process of communication (2) to show visual
relationship and (3) to correct communication breakdown. He further stated that these
communication models are classifies according to its type and purpose
ACCORDING TO TYPE
1. Iconic or Physical Models- are physical representation of objects or processes.
Example are the Igorot dolls which serve as a replica of the people they represent.
2. Verbal- Pictorial Models -are used to clarify concepts and processes. The verbal
portion is supplemented by a pictorial representation of the words used by the
speaker.
3. Analogue- are extension of the verbal-pictorial model which substitute one
characteristics of an object for another as in the maps of some countries where
different colours are used to represent the different types of roads and terrain.
 4. Symbolic Models- are formed by substituting symbols for the objects they represent.
This is best observed in mathematics
ACCORDING TO PURPOSE
The second classification is according to its purpose. These models of communication are
presented for instrumental purposes. They illustrate the dynamics of the speaking
situation while examining.
1. The SMCR or BERLO’S Model
The proponent of the SMCR or BERLO model is David Berlo. He explains the
concept of communication as the process. Below is an illustration of the different
variables in the process of communication
Source Message Channel
Receiver
communication elements seeing
communication
skills structure hearing skills
attitudes content touching
attitudes
knowledge treatment smelling
knowledge
social system code tasting
social system
culture
culture
Figure 1; variables in the Process of Communication

2. SCHRAM’S MODEL
The Schram Model is considered as one of the best models being developed and
introduced. Unlike the other models, this
includes a field of experience which the other
models do not have. The following is an
illustration of the Scram’s model of communication.

Figure 2: Schram Model of Communication

3. ARISTOTLE’S COMMUNICATION MODEL
Aristotle, a famous philosopher, is known to be the first to formulate the first
communication model known as Aristotle communication model.

This model is composed of three elements: the speaker, the message and the
listener;The following is an illustration of this model
 Speaker (message) listener

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Figure 3 Aristotle’s Communication Model
Lesson 3
The Communication Process
The speech communication process begins with the formulation of an idea by the
speaker. He then encodes ideas into language, to be transmitted through audible and visible
symbols to the receiver. As the receiver receives the message, he decodes them and may
physically involves several stages: they are;
First Stage: Thinking
This stage starts with the birth of an idea of the speaker. A speaker who does not have
many ideas about a chosen subject should not have the courage of facing the audience. He should
exactly know what he wants to convey otherwise he will be confused and will become the
laughing stock of the audience.
Second Stage: Symbolizing
After the speaker has decided what idea he has to share to his audience, he is then ready
to communicate orally through the use of words. The words chosen should be appropriate for the
idea to be clearly understood by his listeners.
Third Stage: Expressing
Having decided on what words to use, the speaker is now ready to express his ideas in an
audible speech using appropriate gestures. A clear, good voice and physical delivery are
requirements for expressing the speaker’s ideas.
Fourth Stage: Transmitting
The speaker’s ideas and feelings are transmitted into the ears of the listeners. They are
represented by atmosphere disturbances in the forms of sounds among light waves which move
away from the speaker to the ears of the listener. The proximity of the speaker to the audience
and the disturbances with-in the surroundings may interfere in the transmission of the speaker’s
ideas and feelings.
Fifth Stage: Receiving
As the sound waves that carry the ides of the speaker reach the ears of the listeners, a
series of movement takes place. Natural impulses are sent to the brain. The light waves that
strike the eyes of the listeners are converted to the brain.
Six Stage: Decoding
 This stage will lead the listeners to understand what the speaker wants to convey.
Understanding takes place only upon receiving the ideas of the speaker through the voice with
supplementary gestures.
Seven Stage: Reaction or Feedback
It is a normal situation to see listeners giving responses to what they hear from the
speakers. The listeners’ failure to give responses may hinder the speaker from “giving feedback”
on the reaction.
Eighth Stage: Monitoring
The speaker should be sensitive in giving the needs of his audience. This stage should not
be disregarded because it is only through monitoring that the speaker determines.