The purpose of this article is to enunciate some principles and techniquea of oral interpretation and to suggest their possible application in the elementary classroom. (Author)

Reading aloud is a rhetorical act. Its purpose is always to communicate, which is a transactional form involving the oral reader and at least one real or imaginary listener. Whenever a person reads aloud, the reader has some intent of reading to someone. In all such situations, readers interpret orally for the mood and meaning that seem…

This volume of the Michigan Speech Association curriculum guide presents a seven-unit course in oral interpretation as the technique of communicating the contents of a printed page with such skill as to "create in the listeners the illusion that an experience is being enacted in their imaginations." Each unit is outlined in terms of…

Using verse choir increases students' confidence and helps them appreciate the joy of literature. (HOD)

The eight articles in this booklet suggest activities designed to help students see drama as an active, engaging pursuit. The first article uses excerpts from Harold Pinter's "The Caretaker" to illustrate how improvisation can be used to help students discover meaning in a play. The second and third articles provide suggestions for…

The ability to communicate the imagery of a literary selection is difficult for beginning students in undergraduate oral interpretation classes. Awareness of indirect sensory images must begin with direct awareness of self. The sensory self-description of how one looks, sounds, smells, tastes, feels, and moves is a means of stimulating…

Oral interpretation facilitates the learning processes of adolescents by making the presentation of subject matter more interesting and meaningful to them, helping them feel involved, and providing them with an opportunity to perceive literature in action. Narrative literature is a good place to begin oral interpretation activities, since…

THE BASIC PREMISE OF THIS BOOK IS THAT LEARNING TO READ ORALLY IS OF FUNDAMENTAL IMPORTANCE TO THOSE WHO WOULD FULLY APPRECIATE OR RESPOND TO LITERATURE. BECAUSE READERS MUST INTERPRET LITERATURE ALWAYS FOR THEMSELVES AND OFTEN FOR AN AUDIENCE, THREE ASPECTS OF ORAL INTERPRETATION ARE EXPLORED--(1) THE CHOICE OF MATERIALS, WHICH REQUIRES AN…

A discussion of the use of voice as an effective tool in second language instruction examines the role of teachers as readers, the process of selecting and interpreting texts, preparation of reading passages, and reading aloud in class. The dimension of voice added to other aspects of language emphasizes the communicative purpose of the language,…

Reveals the phases through which an apathetic eighth-grade class of poor readers went on their way to becoming active learners. The phases included: (1) discussing attitudes and goals; (2) positive environment; (3) sharing literature through oral reading; (4) reading for an audience; and (5) active learning. (SKC)

The 10 readings collected in this volume emphasize the value of oral interpretation as an approach to teaching literature in the secondary school. Wallace A. Bacon indicates how the act of interpretation as it is experienced in the reader's mind can recreate the act of literature. Frances L. McCurdy, Margaret M. Neville, and Allen Bales discuss…