STANDARD COMPETENCIES:

 

 I.      Analyze the different vocal patterns that reflect the appropriate vocal characteristics of preferred or career speech patterns.

 II.     Determine through recorded sessions the qualities of the habitual and career speech patterns.

 III.    Compare environmental and physiological factors which have contributed to ineffective communication skills

 IV.     Apply appraisal techniques and vocal pattern understanding to speech drills to monitor and modify vocal communication.

 V.      Evaluate self-taped sessions and use as a yardstick for measuring improvement.

 VI.     Scrutinize the vocal habits of friends, family, classmates, teacher and professional performers to increase auditory and visual perception.

 VII.    Develop an auditory accuracy of effective and ineffective vocal characteristics through positive and negative practice.

 VIII.   Develop a body block awareness to determine corrections and modifications.

 IX.     Examine the three types of breathing.

 X       Analyze the pathway of the breath.

 XI.     Utilize diaphragmatic breathing exercises for strengthening weak areas.

 XII.    Practice various readings to apply exercises, evaluate progress and determine corrections.

 XIII.   Analyze the vibrating agents which contribute to the production of sound.

 XIV.    Compare the resonating chambers

 XV.     Outline the factors of sound (pitch, rate, tempo, volume, partials)

 XVI.    Practice readings to define weak areas.

 XVII.   Assimilate the International Phonetic, Alphabet (IPA) as a common system of notation and guidance tool to simplify the sound of language.

 XVIII.  Compare articulation and pronunciation.

 XIX.    Transcribe text selections into IPA standards.

 XX      Modify everyday speech patterns to standardize career articulation.

 XXI.    Inventory the common vocal problems of nasality, denasality, glottal shock, vocal fry hoarseness, projection and dynamics.

 XXII.   Write an analysis of each vocal problem.

 XXIII.  Self-analyze tape recordings for various vocal problems.

 XXIV.   Apply specific exercises to correct areas of weakness.

 XXV.    Explore kinesis to adopt a whole body communication style.

 XXVI.   Analyze which autistic mannerisms interfere with the communication process.

 XXVII.  Develop an open body stance which supports freedom of movement.

 XXVIII. Apply the techniques of self and group appraisals,  IPA assimilation, body block awareness, vocal dynamics, and kinesis to in-class performances for evaluation and modification of common vocal problems.

 XXIX.   Assess the daily progress of self-application by written evaluation.

 XXX     Demonstrate how the usage of IPA assimilation has clarified articulation and increased vocal prjection.

 XXXI.   Critique a video presentation of an associate¿s vocal patterns and write recommendations for improvement.

 XXXII.  Create a final group presentation utilizing speech pattern modifications.

 XXXIII. Analyze audience demographics

 XXXIV.  Choose materials for final presentation.

 XXXV.   Organize material to reflect understanding of IPA, vocal dynamics, projection and kinesis.

 XXXVI.  Rehearse and analyze the material during in-class performances.

 XXXVII. Produce a final presentation before an invited audience.

 TOPICAL OUTLINE:

 

 I.      Analyze different vocal patterns of speech.

         A.      Record present speech pattern.

         B.      Discuss differences between habitual and career speech.

         C.      Examine the various environmental and physiological influences.

         D.      Perform negative and positive rehearsal of affected and regional speech patterns.

 II.     Self-appraise recorded sessions and determine areas of strengths and weaknesses.

         A.      Utilize tape recorded session as a yardstick throughout the semester.

         B.      Compare speech patterns of colleagues in a written report and imitative presentation.

         C.      Determine weakest areas of speech patterns.

 III.    Explore vocal tract and respiratory anatomy.

         A.      Examine the various types of breathing and determine the most effective methods.

         B.      Prepare a list of warm-up exercises that include the diaphragmatic intercostal breathing to strengthen muscle elasticity and responsiveness.

         C.      Examine the vocal tract pathway in order to keep breath to speech.

         D.      Prepare speech readings to increase breath longevity.

         E.      Analyze strengths and weaknesses in written evaluations.

         F.      Explore the relation of tongue, teeth, cheeks and bony structure to resonant projection conduction.

         G.      Outline the factors of sound (pitch, rate, tempo, volume, partials, speed, air molecules, warm and cold air, room acoustics).

         H.      Align body and discuss movement to help remove body blocks.

         I.      Practice readings to demonstrate understanding of these various factors.

         J.      Perform class analysis of each reading offering written evaluations and recommendations.

 IV.     Assimilate the International Phonetic Alphabet to standardize a career speech.

         A.      Transcribe texts into IPA.

         B.      Modify everyday speech patterns utilizing IPA standards.

         C.      Present various texts for in-class performances.

         D.      Compare presentations with previous taped sessions to evaluate progress.

 V.      Inventory the common vocal problems and offer recommendations for eliminating the following difficulties.

         A.      Breathiness

         B.      Denasality

         C.      Hypernasality

         D.      Glottal Stroke

         E.      Hoarseness

         F.      Stridency

         G.      Thinness

         H.      Throaty

         I.      Vocal Tension

         J.      Vocal Fry

 VI.     Explore kinesis to improve whole body language communication

         A.      Analyze autistic mannerisms which interfere with the communication process (gestures and countenance).

         B.      Develop a series of exercises to improve body stance and increase body agility.

         C.      Examine the movement of language.

 VII.    Create a final ensemble program of presentations that demonstrate the use of breath to tone, IPA standards, vocal dynamics, vocal problem modification, and kinesis.

         A.      Write a script to incorporate each individual presentation to a main theme.

         B.      Rehearse the presentation in-class.

         C.      Deliver group evaluations for each presentation defining areas of strength and weaknesses.

         D.      Present written recommendations concerning stressed and restressed syllables, operative words, beats, IPA standards, kinesis, visualization and emotional life of language.

 VIII.   Perform the final program of presentations.

         A.      Write a final critique of the performance and process.

         B.      Design modifications for future presentations.