Activity:
Materials:
Click on the screen shot above and view the clip from the movie, Paulie (1998) with your students.
Body:
ASK:
What is the significance of this video clip when studying Speech and Characterization?
Inform the students that we will be practicing a stutter. Have a class discussion, and talk with the students about how we are using this as an educational exercise in speech and character development and that it is very important to be respectful when doing this activity because this speech disorder is something that millions of people deal with everyday. In other words, we are not making fun, we are learning!
In partners, have the students decide who is "A" and who is "B". Have partner "A" come retrieve the list of questions from the teacher and ask the questions to partner "B", who will respond to the questions with a stutter. The questions on the list can be as follows, but these are just suggestions:
Closure:
ASK:
How did you feel when watching Marie speak?
Did you feel differently after you tried to speak with a stutter like she does?
Did you find it difficult to speak with a stutter when you don't have one? Do you think it would equally as difficult for a person with a stutter to speak without one?
Why did we place so much emphasis on being respectful when doing this exercise?
Diversity:
This activity will hopefully put students in same position as someone who has a speech impediment which will cause them to empathize with those who do and be more aware of it and how difficult it can be for some people.
Curriculum:
This should be used within the context of a Speech and/or Characterization unit for High School Drama when focusing on accents, dialects, and articulations.
Outcomes:
12. Create specific vocal sound effects.
18. Demonstrate that spoken interpretation is affected by characterization.
23. Use vocal variety in character development.
Materials:
- Question list
- Paulie Video
Click on the screen shot above and view the clip from the movie, Paulie (1998) with your students.
Body:
ASK:
What is the significance of this video clip when studying Speech and Characterization?
Inform the students that we will be practicing a stutter. Have a class discussion, and talk with the students about how we are using this as an educational exercise in speech and character development and that it is very important to be respectful when doing this activity because this speech disorder is something that millions of people deal with everyday. In other words, we are not making fun, we are learning!
In partners, have the students decide who is "A" and who is "B". Have partner "A" come retrieve the list of questions from the teacher and ask the questions to partner "B", who will respond to the questions with a stutter. The questions on the list can be as follows, but these are just suggestions:
- What is your favorite color?
- How old are you?
- When is your birthday?
- What is your favorite movie?
- Who is your best friend?
- Where were you born?
Closure:
ASK:
How did you feel when watching Marie speak?
Did you feel differently after you tried to speak with a stutter like she does?
Did you find it difficult to speak with a stutter when you don't have one? Do you think it would equally as difficult for a person with a stutter to speak without one?
Why did we place so much emphasis on being respectful when doing this exercise?
Diversity:
This activity will hopefully put students in same position as someone who has a speech impediment which will cause them to empathize with those who do and be more aware of it and how difficult it can be for some people.
Curriculum:
This should be used within the context of a Speech and/or Characterization unit for High School Drama when focusing on accents, dialects, and articulations.
Outcomes:
12. Create specific vocal sound effects.
18. Demonstrate that spoken interpretation is affected by characterization.
23. Use vocal variety in character development.