{"id":4652,"date":"2016-02-18T17:07:25","date_gmt":"2016-02-18T17:07:25","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?page_id=4652"},"modified":"2021-03-09T04:17:29","modified_gmt":"2021-03-09T04:17:29","slug":"diction","status":"publish","type":"page","link":"https:\/\/tedb-old.byu.edu\/?page_id=4652","title":{"rendered":"Diction"},"content":{"rendered":"<p><strong>LESSON 2-Diction<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Educational Objective: <\/strong>Students will show the importance and execution of diction in performance by creating tongue twisters to teach to and practice with the class.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Supplies:<\/strong><\/p>\n<ul>\n<li>MAD GAB cards\/handouts (game)<\/li>\n<li>Clip of Taylor Swift Caption Fail<\/li>\n<li><em>The Jabberwocky<\/em> by Lewis Carroll<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Pre-hook\/ Assessment:<\/strong> Have them turn in their assignment from last time.\u00a0 Ask them what interesting voices they heard.\u00a0 Can they mimic them?\u00a0 What made them stand out or interesting to listen to?\u00a0 What did the type of voices teach them about the characters or the scene?<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Hook: <\/strong>Tell the class that they are going to close their eyes and focus on your voice.\u00a0 You will be saying phrases that sound like gibberish and they need to do their best to figure out what it is you are actually trying to say.\u00a0 When they think they know have them raise their hand.\u00a0 Take a card from the MAD GAB game and say it the way it is written.\u00a0 (example: Easel Aid Ease Man \u2013He\u2019s a Lady\u2019s Man; Know Sayer-Nose Hair; Eye Pillow Fizz Sigh-Apple of his eye)\u00a0 Just do one or two. You will have to say each several times using a few different rates or diction changes in order for the students to recognize them. Consider projecting the gibberish phrase on the board so they have a visual as well.<\/p>\n<p>&nbsp;<\/p>\n<p>After you do one or two together, divide the class into groups of 5-6 and give each group several MAD GAB cards.\u00a0 Tell them to play the game in their groups and notice how they have to change the way they say the phrase in order for their teammates to understand them.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step:<\/strong> After they have played a few cards discuss their experience trying to guess what the phrases were.\u00a0 What made it harder? Easier?\u00a0 Define \u2018Diction\u2019 for them.\u00a0 Have them add this definition to their journals with the definitions from last time. \u00a0(Diction definition: Articulation in speaking or singing.\u00a0 The care we take in making our words clear.)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step:<\/strong> Ask them \u201cWhy would having clear diction be important when you are speaking or signing on stage?\u201d\u00a0 We are going to show a video that shows what happens to a Taylor Swift song because she is not clear enough in her diction.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step:<\/strong>\u00a0 Tell us about a time when you struggled to understand what someone was saying or singing in a performance?\u00a0 Show a clip of Taylor Swift Caption Fail.\u00a0 This is where they took one of her songs and had Google Caption translate it into what it thought she said.\u00a0 Use this clip to demonstrate the importance of diction in performance.\u00a0 Ask them: How did these misinterpretations change the meaning or the feeling of the song?<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step:<\/strong> Explain that in order to be good performers and make sure that our audience understands what is happening in the story we must practice our diction.\u00a0 \u201cHave you ever been to a performance where you could see the spit flying from a performer\u2019s mouth?\u00a0 We don\u2019t need to spit to have proper diction, but we need to savor every move we make with our mouth.\u201d\u00a0 Briefly introduce them to their articulators (teeth, lips, tongue), you will go further in depth with this in another lesson, but you want them to pay attention to these parts of their mouth and what they feel like as they use diction.\u00a0 Have them say the phrase <strong>\u201cPercussive Diction\u201d.<\/strong>\u00a0 Have them slow every syllable down so they can feel every consonant and vowel.\u00a0 Explain that it probably feels unnatural to them, but it sounds clear and normal to an audience member.\u00a0 Explain the use of the articulators.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step:<\/strong> We are going to practice with a poem by Lewis Carroll.\u00a0 <em>The Jabberwocky<\/em>.\u00a0 Project the poem on the overhead or screen and warn them that many of the words are gibberish and will feel strange in their mouths, but their goal should be to make it sound as normal as possible while using percussive diction.\u00a0 Tell them how to say the difficult words that are in the beginning.\u00a0 Consider reading the whole poem to them first so that they can hear what it is supposed to sound like.\u00a0 Allow them to practice with a neighbor and then have them say the poem 2 times as a class.\u00a0<\/p>\n<p>&nbsp;<\/p>\n<p>Tell them it\u2019s a competition between the boys and girls.\u00a0 The girls will say the first half using the best diction they can and then the boys will say the last half all together using the best diction they can.\u00a0 Give them a few minutes to practice.\u00a0 Then hold the competition<\/p>\n<p>&nbsp;<\/p>\n<p>\u00a0<em>Jabberwocky<\/em> by Lewis Carroll<\/p>\n<p>`Twas brilling, and the slithy toves<br \/>\n\u00a0\u00a0Did gyre and gimble in the wabe:<br \/>\nAll mimsy were the borogoves,<br \/>\n\u00a0\u00a0And the mome raths outgrabe.<\/p>\n<p>&nbsp;<\/p>\n<p>&#8220;Beware the Jabberwock, my son!<br \/>\n\u00a0\u00a0The jaws that bite, the claws that catch!<br \/>\nBeware the Jubjub bird, and shun<br \/>\n\u00a0\u00a0The furmious Bandersnatch!&#8221;<\/p>\n<p>&nbsp;<\/p>\n<p>He took his vorpal sword in hand:<br \/>\n\u00a0\u00a0Long time the manxome foe he sought &#8212;<br \/>\nSo rested he by the Tumtum tree,<br \/>\n\u00a0\u00a0And stood awhile in thought.<\/p>\n<p>&nbsp;<\/p>\n<p>And, as in uffish thought he stood,<br \/>\n\u00a0\u00a0The Jabberwock, with eyes of flame,<br \/>\nCame whiffling through the tulgey wood,<br \/>\n\u00a0\u00a0And burbled as it came!<\/p>\n<p>One, two! One, two! And through and through<br \/>\n\u00a0\u00a0The vorpal blade went snicker-snack!<br \/>\nHe left it dead, and with its head<br \/>\n\u00a0\u00a0He went galumphing back.<\/p>\n<p>&#8220;And, hast thou slain the Jabberwock?<br \/>\n\u00a0\u00a0Come to my arms, my beamish boy!<br \/>\nO frabjous day! Callooh! Callay!&#8217;<br \/>\n\u00a0\u00a0He chortled in his joy.<\/p>\n<p>`Twas brilling, and the slithy toves<br \/>\n\u00a0\u00a0Did gyre and gimble in the wabe;<br \/>\nAll mimsy were the borogoves,<br \/>\n\u00a0\u00a0And the mome raths outgrabe<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step:<\/strong> After the competition ask them questions like: which words or sounds were harder to make clear?\u00a0 What could you do to practice diction? Point out some parts of the poem that you thought had great diction and parts that did not.\u00a0<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step:<\/strong> One of the ways we practice or warm up our mouths is by saying tongue twisters over and over again.\u00a0 In groups of 3 create a tongue twister that you can teach to the class.\u00a0 Give each group a consonant to focus their tongue twister on.\u00a0 No swear words or brown-bag content.\u00a0\u00a0 Give them about 7 minutes to create it (if, after 7 minutes they need more time, give them a couple more).\u00a0 Consider giving them a list of simple words that start with their consonant they were assigned to help them think of words.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step: <\/strong>Have a couple of the groups teach the rest of the class the tongue twister and practice it several times.\u00a0<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step:<\/strong>\u00a0 Have them add higher pitch to the tongue twister while keeping diction intact.\u00a0 Say the tongue twister at a faster rate while keeping diction intact!<\/p>\n","protected":false},"excerpt":{"rendered":"<p>LESSON 2-Diction \u00a0 Educational Objective: Students will show the importance and execution of diction in performance by creating tongue twisters to teach to and practice with the class. &nbsp; Supplies: MAD GAB cards\/handouts (game) Clip of Taylor Swift Caption Fail The Jabberwocky by Lewis Carroll &nbsp; Pre-hook\/ Assessment: Have them turn in their assignment from &#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4652"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=4652"}],"version-history":[{"count":2,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4652\/revisions"}],"predecessor-version":[{"id":6154,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4652\/revisions\/6154"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=4652"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=4652"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=4652"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}