ContentsWhat Leaders Need to KnowWhy Learn About Vocal Expression? ........................................ 29A Comfortable Setting ........................................................... 29Life Skills ............................................................................ 29Self-Assessment & Evaluation ................................................ 29Public Speaking in Other Projects ........................................... 29You May Want to Know .......................................................... 30Whos Talking Around Town? .................................................. 30Beyond the Toolkit: More Ideas & Resources ............................ 30Skill SheetsDelivering a Vocal Presentation .............................................. 31Using Visual Aids .................................................................. 33Overcoming Stage Nerves ....................................................... 34Writing for Public Speaking ................................................... 35Tips for Effective Demonstrations ........................................... 36IcebreakersSpeech Warm-Ups ................................................................. 38This Is My Friend .................................................................. 40Imagine It! .......................................................................... 41ActivitiesTell Me a Story (Illustrated Talks)........................................... 42Show & Tell: A Demonstration Workshop ................................. 43Lets Talk About Nerves ......................................................... 48Whats Wrong With This Picture? ............................................ 51 What LeadersNeed to KnowIf you asked kids to identify the as-public speaking seem fun, not im- Develop useful, marketable skillssignment they dread the most,possible. This requires you to create(for example, speech writing andchances are that most of theman environment where all levels ofdelivery techniques).would say public speaking. Speak-participation are applauded, regard- Manage stress and feelings.ing in front of their peers is prob-less of the speakers age or skill level.ably even more nerve-wracking toA Comfortable Evaluate their work and set goalsthem than speaking to a group offor improvementSettingtotal strangers. Therefore, the goalSelf-Assessmentof these public presentation materi-als is to help young people overcome& EvaluationMany of the activities mention do-their fear of public speaking and in-ing them in a comfortable setting.crease their public speaking skills inCreating a comfortable setting willAfter each activity or project youa nonthreatening environment.take some thought and planning.lead with young people, please helpWhy Learn AboutKeep in mind that young people, likethem think about what they learned.adults, have a variety of personalityMake copies of the What I LearnedVocal Expression?types. That means that some kidsself-evaluation form on page 8 andwill naturally be more outgoing thandistribute them to your group. AskPublic speaking can seem daunting,others. Try not to push them toothem to think quietly about thebut if a young person developshard or too fast. Encourage them toquestions and make notes aboutthese skills early on, the skills willshare ideas using a variety of meth-what they learned, how they feelbe an asset throughout his or herods. As they become more comfort-about their skills in that area andlife. People develop poise and self-able with sharing their ideas and withwhat theyd like to learn more about.confidence as they grow accustomedthe reactions their actions receive,Then lead a discussion with theto standing before a crowd andtheyll be more adventurous in thewhole group and ask if anyone wantssharing their thoughts and ideas.projects they undertake.to share what they came up with.Life SkillsYoung people may want to keepAs communication skills becometheir What I Learned forms to re-more critical to the career world, sofer to later and as a way to docu-does the need for kids to learn theseParticipating in the public speakingment their learning process.skills. Its also important for themwarm-ups and activities in this sec-Public Speakingto experience early success with ex-tion will help young people developpressing themselves. This meanstheir ability to:in Other Projectsthat even though you may be afraid Organize their thoughts and ideas.of public speaking because of bad Communicate information toexperiences in the past or lack ofThe skills young people learn whilesomeone else in a confident andexperience, its time to put your fearspracticing public presentationsconvincing manner.aside and really encourage yourtranslate well to other project areasmembers to stand up and speak up!and should be integrated into Problem-solve and be flexible (forproject activities whenever possible.Many kids dont take the chance toexample, overcoming stage nerves orPart of the experiential learningpractice public speaking because theadapting information to differentpeople around them make it soundmodel is giving kids a chance toaudiences and situations).scarier than it is.share with others what theyve Use resources wisely (specifically,learned about a particular subject.The activities in this section of theto honor the time allotted for aBy demonstrating a skill or illustrat-Communications Toolkitshould makepresentation or speech)!ing an idea before a group, kids areCOMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking 292000 Michigan State University Board of Trustees. practicing their public speakingWide Web at [http://www.agcom. Professional speakersskills and gaining confidence. Soonpurdue.edu/AgCom/Pubs/NCR/ Radio broadcastersit will seem natural to them to ex-NCR-292.html]).Teacherspress their ideas without aWhos Talking Telephone operatorsthought about how scary public Television personalitiesAround Town?speaking should be. Tour guidesYou May Want toMany organizations, such as Toast-To connect the idea of vocal expres-masters and Optimists Clubs, focusKnowsion to careers and make publicon communication skills and mayspeaking come alive for your group,be good sources of guest speakers.You may want to know the follow-you may want to arrange a groupBeyond theing points before getting startedvisit with someone who uses publicwith helping young people learnspeaking as a major part of his orToolkit: Moremore about public speaking.her job, such as: ActorsIdeas & Resources1.The basic processes for writing and Lawyersdelivering a speech or demonstration Lobbyists(see the Writing for Public Speak-To encourage your group to learn Managersing, Delivering a Vocal Presenta-more about public speaking and vo- Ministerstion and Overcoming Stagecal expression, refer to the Video, PoliticiansMedia and Technology and VisualNerves skill sheets located on pp. Presidents of professionalCommunication and Graphic Design35, 31 and 34, respectively).associations and civicsections of theCommunicationsorganizations2.How to help kids evaluate andToolkit.feel good about their experiencesThe World Wide Web and other sec-in communication (see the What Itions of the Internet offer informa-Learned sheet on pg. 8).tion on developing vocal expression3.Where to go for field trips, whereskills. Use the general categoriesto find speakers to visit or how tolisted here as search terms with anyfind out whos talking around town.of the Internet search engines: pub-lic speaking, vocal expression,4.The developmental needs of thespeeches, speech writing,kids in your group (see theAges andspeakers. You could also have theStages of Child and Youth Develop-participants come up with their ownmentpublication which is availableset of search terms. (See pg. 134 forfrom Purdue University on the Worldinformation on Internet safety.)30 COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking2000 Michigan State University Board of Trustees. SKILL SHEET:Delivering a VocalPresentationIn any speech, demon-Delivering a Speechstration, play or choralreading you must beVoiceaware ofhowyoureAs many famous people have discovered, yourvoice can be a powerful tool. But like any tooldelivering your messageyou must practice with it to use it well. Whenas well as the content ofgiving a speech, you want the entire audience tohear you. The following points may help:the message. This skill Project your voice and speak up. Voice projection is notsheet describes the basicsshouting, and you can do it without straining. Speaking fromto remember for deliver-the back of the throat makes your voice sound weak anding vocal presentations.tires it faster; use your diaphragm muscles to make yourvoice carry. The diaphragm muscles are between your chestFor information onand stomach. Using them will help you relax and make yourvoice sound stronger.writing a piece to bedelivered before an Try to sound like yourself. Use a conversational tone withfamiliar words.audience, refer to the Speak at a comfortable pace so everyone can hear and under-Writing for Publicstand your entire speech.Speaking skill sheet on Enunciate (pronounce clearly) all vowels and consonants.page 35. Dont slur your words practice pronouncing the ds, ts andings on the end of words. When youre rehearsing a speech, have someone stand near theback of the room to give you feedback on your projection anddelivery, as well as content.Remember:A strong confident voice will make your message morebelievable.Eye ContactEye contact, or lack of it, can make a difference inhow receptive the audience is to your message.These points may help: Maintain eye contact with your audience. Try to memorize youropening and closing statements so that you can maintain steadyeye contact when you need to hold the audiences attention.COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking 312000 Michigan State University Board of Trustees. Delivering a Vocal Presentation skill sheet continuedYour audience will be more receptive and attentive if you lookat them. Try not to stare at a fixed object. Let your eyes travel casuallyand naturally from person to person throughout your speech. Look for friendly faces with whom to make eye contact, butdont neglect the rest of the audience. Once you get into thebody of your presentation, watch the faces of the audiencemembers to see whether they understand and follow you.Gestures and ExpressionsGestures can be a powerful addition to anyspeech. They can also be a terrible distraction.The following points may help you turn ges-tures into a public speaking asset: Use gestures only if they are natural toyou. Effective hand gestures come from being relaxed andspontaneous, not from fidgeting. Smile! If you look like you enjoy what youre doing, so willyour audience. Be dramatic, but match your facial expressionsto your words. Look serious and sincere if your message isserious, smile if your message is positive.PosturePosture is very important to maintaining an interested and confi-dent appearance. The following points may help. If a podium is available, place your notes on it, but dontlean on it. Leaning gives the impression that youre tired,sick or bored. If you choose to walk while you talk, maintain your uprightposture and hold your notes above your waist. Avoid pacingbecause it is distracting and may make you look nervous.Other Tips Warm up your vocal chords and facial muscles before beginningyour presentation. Be yourself, dont try to imitate others. Practice speaking techniques, not just individual speeches.32 COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking2000 Michigan State University Board of Trustees. SKILL SHEET:Using Visual AidsAudiovisual TipsSome speeches just stand alone.Abraham Lincolns Gettysburg Ad-A few tips to remember when using equipment todress, President John F. Kennedysinaugural speech and the Rev. Dr.present visual aids follow.Martin Luther King Jr.s I Have a Choose your audio and visual aids thoughtfully, keep-Dream speech are examples ofing in mind the size and shape of your room, the ex-memorable speeches given without the help of visualpected size of your audience and available equipment.aids. However, audiences may need the help of visualsFor example: If youre expecting an audience of 50 youto fully comprehend some messages.wouldnt want to show a video if you only have a singleor small monitor. The same is true for writing on a chalk-Visual aids come in many forms, such as slides, over-board or flip chart for a large room where your audiencehead transparencies, posters, flipcharts, videos, pup-might be spread out over a distance.pets or other actors, and objects. Practice with all equipment before you deliver yourFor information on creating presentation graphics seespeech so youre comfortable with how it works. Allowthe Designing Presentation Graphics That Work skilltime to make adjustments if necessary. You could prac-sheet on page 67.tice with the equipment at the same time you check theWhen To Use Visual Aidsmicrophone (if youre using one).In many situations, using a visual aid would enhance You may need to speak louder than you normally doyour presentation, such as:in order to be heard over some equipment. Test thisbefore your presentation.When youre presenting complicated information.If the information youre presenting is detailed and has Structure your presentation so that you arent con-many parts to it, you might want to use posters orstantly turning on and off the lights. Audience adjust-overheads to organize your thoughts. You can point toment to light and dark may be slow, creating lag time inindividual items or place a check mark by items as youyour presentation.talk to keep the audience moving with you. Rehearse your speech, including all of your visuals.When pictures speak volumes.Some pictures reallyYou should be able to use them smoothly to enhancedo speak a thousand words and can be very appealingyour presentation and not distract the audience fromto an audience. Showing slides, videos or posters mayyour primary message.be more effective than trying to describe a scene. Imag- Always have a backup plan in case you arent able toine how much more persuasive a photograph of a de-use your audio or visual aids (for whatever reason). Astroyed rain forest is than describing the way it looks.presentation that relies completely on a video or slidesWhen your audience may fall asleep.In somemay be a disaster if the equipment doesnt work or isntspeeches it may be necessary to give many statistics oravailable.to talk about percentages. Overheads showing pie graphsor charts may break up the monotony of numbers. Bet-ter yet would be to show a short video clip illustratingthe content of your message between bouts of deliver-ing statistical data.COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking 332000 Michigan State University Board of Trustees. SKILL SHEET:Overcoming Stage NervesThe largest bar-Tips for Reducing Stage Nervesrier to learningto speak effec-tively in front ofTo reduce your stage nerves and work toward becoming a confidenta group is thespeaker, follow these tips:fear that some- Be prepared. A well-planned and well-rehearsed talk willthing terrible will happen. Somesound clear and organized and seem natural to deliver.people who dread public speaking areafraid because theyve had poor first Only speak about things you know well or that interest you, soexperiences and were unprepared toyou feel confident you have something to offer the audience.handle the situation. But for most Complete the Lets Talk About Nerves activity found onpeople its the lack of practice or op-page 48 to help you identify your anxiety symptoms. Thenportunities to speak that keeps themlearn to prepare for and eventually overcome them.from feeling like capable publicspeakers. If you get nervous speaking in front of strangers, try to chatwith a few members of the audience before you have to giveIt is important to recognize the dif-your speech. This helps establish contact and make you feelference between a real phobia andas though youre on friendly ground.just a bad case of stage nerves (alsocalled stage fright). The symptoms Eat light before a presentation.of stage nerves could be quite se- Avoid carbonated beverages, which may cause stomach upsetvere, but should lessen as you be-or uncomfortable gas. Dairy products may coat the mouthcome a more experienced presenter.and throat, and also may cause stomach upset for someYou dont have to lose your fear be-people.fore you can do a good job. You canlearn the mechanics of overcoming Practice giving your presentation several ways so yourefear, and through repetition youllcomfortable making last-minute adjustments.gain confidence. Learn a quick stress-reducing routine for relaxing your neck,If you get nervous before crowds,shoulder and facial muscles just before giving your talk.remember that a little nervous en-ergy is absolutely necessary to give Visualize yourself succeeding and enjoy the applause!you that excited spark that the au-dience can share. Even very experi-enced speakers and actors feel but-terflies before going on stage be-cause they all want to give their bestperformances. Only speakers whodont care dont feel anything.34 COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking2000 Michigan State University Board of Trustees. SKILL SHEET:Writing for Public SpeakingSeveral points that will help youDeveloping an outline first will saveFollow these tips to present yourwrite good presentations follow.you work and frustration later on.written ideas in the most effec-tive way. Choose a topic.When preparing Remember the high points.Writeany good speech, the first importantdown certain phrases or points that Tell em what youre gonnastep is to pick a topic youre com-you dont want to forget.say. Remember, in the introductionfortable with. If youre familiar withyou tell the audience what youre Use the introduction to grab at-and excited about the topic, yourgoing to say, in the body you saytention.The introduction shouldspeech will be more interesting forit and in the conclusion you tellgrab your audiences attention andthe audience to listen to and easierthe audience what you said.set the stage for your presentation.for you to present.Choose a quote, a joke, a challeng- Follow your notes or an outline. Consider your audience.The nexting question or something surpris-Dont be afraid to use your notes orstep is to consider your audience,ing to get the audience interested.outline during your talk. However,how youll present your material andThe introduction should also out-be sure the print is large enough tohow much depth or detail will beline important parts of your speechrefer to at a glance. This will helpnecessary. Targeting your message toand tell your listeners what youllyou stay on track and make youryour audience increases the likeli-be talking about. You may want topresentation flow. Losing your placehood that your speech will be a suc-include some information aboutin your notes distracts you and thecess. If you know something aboutyourself, too.audience.your audience, youll be better able Be logical and thorough.Present Avoid memorizing.When youreto plan a talk that speaks directlyyour material in a logical order andtruly familiar with your topic,to them. For example, consider howbe sure to cover the areas you out-memorizing your speech is unnec-a presentation for a group of 8-year-lined in your introduction. Again,essary. Thoroughly prepared speak-olds would differ from the sametailor your talk to fit the age anders learn their outlines, then relatetopic presented to a group of adultinterests of your audience.the major points and supporting in-volunteers.formation when delivering the Get personal.Use personal ex- Develop an outline.Keep in mindspeech. Working from a written out-amples, illustrations and stories inthe three basic outline parts: intro-line without memorizing the entireyour talk.duction, discussion and conclusion.speech will give you more flexibilityif something unexpected happens. Summarize your speech.The con-clusion summarizes the speech. Itshould stress the most importantparts of the speech and tie every-thing together.COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking 352000 Michigan State University Board of Trustees. SKILL SHEET:Tips for EffectiveDemonstrationsDemonstrations are Consider how much background Consider how much time you have,your audience will need on yourthe skill level of your audience andtalks that show, onetopic before you begin demonstrat-your own expertise.step at a time, how toing. For example, if you are showingOrganizinghow to saddle a horse, you may needperform an activity.to first explain how to approach theOnce your initial planning is done,Planning Tipshorse and make it hold still.make a detailed outline or script forWhat is my audiencewhat you plan to cover in your talkYour demonstration may take onlyand what visuals or props you will needgoing to be like?10 minutes, but the time you spendfor each step. A well-organized speechplanning those 10 minutes will de- Plan your demonstration aroundcontains the following basic parts:termine your success or failure. Herethe size of the group. Will you have1. Introduction Where you cap-are some questions to ask yourselfa small group that can clusterture the audiences attention withand points to consider:around you, or will you need largea relevant story, quote, challenge orvisual aids and a microphone to beWill my topic work as aother interesting remarks and thenseen and heard?explain what the demonstration willdemonstration? Try to anticipate how much yourbe about. Pick a well-defined skill or activ-audience may already know about2. Body Where you present aity that can be demonstrated in ayour topic. Pick a skill level thatstep-by-step procedure, explainingshort time period. For example,you think will be high enough tokey points as you go along. Youshowing how to toss a salad is easierhold your audiences attention butcan outline the steps by doing thethan explaining how to cook.not so high that they cant keepactivity and writing the stepsup with you. Select a topic that can be easilydown as you go.What do I want mybroken down into illustrated steps3. Conclusion Where you restatethat the audience can be successfuldemonstration tothe purpose of your demonstrationat doing themselves. For example,and give a brief summary of theaccomplish?you may be able to wiggle your ears,steps.but others may not find it as easy Decide if the purpose of your dem-Tips for Choosingto do!onstration will be toeducatetheaudience on how to do something,& Using Visualinformthem on how somethingworks orpersuadethem that oneAidsmethod works better than another.You can do all of these in one dem-Use visuals such as posters, slidesonstration if you plan well.and overheads to help the audience Think about what response youunderstand your topic. Visuals canwant from your audience. For ex-help keep the audiences attention,ample, do you want them to try abut dont overdo it too many visu-new skill, or change an old way ofals can be distracting. Its very im-doing something?portant to practice your demonstra-36 COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking2000 Michigan State University Board of Trustees. Tips for Effective Demonstrations skill sheet continuedtion using your visuals. Keep themIf youre planning to use electronic Stay within your allotted time.within reach and in the order youequipment, make sure youll haveTo show all the steps of a process,will present them. When youre doneoutlets available nearby and antici-you may need to have materialsusing each one, set it aside so itpate any replacement bulbs or bat-ready to show in various stagesdoesnt distract from your nextteries you might need. Have a back-(baking bread, for example).point. Make sure your visuals:up plan in case your equipment fails. End your demonstration by show-Tips for Good Are attractive.ing the audience your finished prod-uct and letting them ask questions.Delivery Are readable from the farthestIf you dont know an answer, saydistance they will be viewed.so dont guess. Be enthusiastic!Practice Makes Highlight important points. Dress for the part. Are simple and neat.Perfect Briefly introduce yourself, explain- Are easy to use.ing your interest or special skills inAssemble everything you need forProps may be helpful when realismyour topic.your presentation (and friendly vol-is needed. Make sure that your propsunteers to be your test audience) and Start with your opening, thenare practical for the setting you willpractice. Videotaping your practiceget right into the action. Keepbe in. For instance, including yourdemonstration is another good waythings moving but dont rush.dog as part of a demonstration onto help you fine-tune it. Afterwardspet grooming might make it more Know your subject and explainask yourself (or your test audience):realistic, but youll also need to thinkwhat youre doing as you do it.about any problems that might arise Are my actions in logical order? Practice in advance, but if some-from bringing an animal into a un- Did I explain what I was doingthing doesnt go the way youfamiliar situation.while I was doing it?planned it in the final demonstra-tion, explain briefly what happened Did I give complete information?and continue. Are my visual aids effective? Be sure your audience can see whatyoure doing at all times. Store items Did I keep to my time limit?away from the center of interest Do I know enough about my topicwhen youre not using them.to answer questions from the Speak clearly. If you must useaudience?noisy equipment like a blender, ex-plain what youre doing before andafter you use it. Dont try to shoutover the noise.COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking 372000 Michigan State University Board of Trustees. ICEBREAKER:Speech Warm-UpsPURPOSE:PROCEDURE: To help kids feel relaxed with1.Divide the group into four- or five-person teams.each other2.Have each person choose a tongue twister to work on. Give them a To help kids learn that itsminute or two to practice saying their tongue twisters.okay to make mistakes when3.Have the participants take turns reading their tongue twistersspeaking or reading aloudaloud and teaching the tongue twisters to the rest of their smallMATERIALS:group.Tongue Twisters handout on pg.4.After theyve sampled each tongue twister, tell the teams to39; one per person)choose one tongue twister to read for the whole group.SETTING:Leaders Note:If everyone picks one of the simpler tongue twisters (4,5 and 6) to work on the first time, repeat steps 1 through 4 and dropComfortable room where kids canthose tongue twisters from the list. Work with the kids to help themmeet in small groupspronounce the more difficult words clearly. Explain that this will helpTIME:them learn to speak clearly.510 minutesPeter Piperpicked a peck ofpickled peppers38 COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking2000 Michigan State University Board of Trustees. SPEECH WARM-UPS HANDOUT:Tongue TwistersSay these slowly at first; then say them as fast as you can without making any mistakes! If you makea mistake, start over, a little more slowly. Speak all final consonant sounds (such as t, d and p)distinctly. Also, take care to make the vowel sounds (a, e, i, o and u) distinctly.1.Peter Piper picked a peck of pickledpeppers;A peck of pickled peppers Peter Piperpicked.4.Through thin cloths, the thief thrustIf Peter Piper picked a peck of pickledthorns.peppers,Wheres the peck of pickled peppers PeterPiper picked?2.When a twister twisting would twist him atwist,For twisting a twist, three twists he wouldtwist.5.Cease sighing, since sighs seldom secureBut if one of the twists untwists from thesuccess.twist,Then the twist, untwisting, untwists thetwists.3.If Theofilus Thistle, the thistle-sifter, sifteda sieve of unsifted thistles,6.Rubber baby buggy bumpers.where is the sieve of unsifted thistles thatTheofilus Thistle the thistle sifter sifted?COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking 392000 Michigan State University Board of Trustees. ICEBREAKER:This Is My FriendFOCUS:PROCEDURE:Before the meeting:Beginning to speak in front of agroupThis activity puts young people in situations where other kids in thePURPOSE:group will respond to their presentation skills or give feedback. It shouldbe done only when group members respect each other and are willing To give participants opportu-to abide by the following guidelines for respectful behavior. If you choosenities to speak in front of ato use this activity, review these points with your group in advance.group Listen carefully to other peoples presentations. Provide feedback in a positive way. To help participants under- Dont be rude, critical or hurtful.stand the purpose of a good Be aware that everyone has differing abilities.introduction Be considerate of other peoples feelings.MATERIALS: Follow the Golden Rule: Treat other people the way you would liketo be treated.PaperPens or pencilsDuring the meeting:SETTING:1.Have the participants pair off with someone they dont know well.Tell them theyll have 2 or 3 minutes to interview and jot a fewRoom with chairs, an open area innotes about each other. Suggest that they ask at least the follow-front and a podium, if availableing questions:TIME: Whats your name? How old are you?10 minutes What school do you attend? What grade are you in? Whats your favorite project or projects? How many people are in your family? Whats your favorite dessert?2.Explain that theyll be building imaginary frames around theirpartners, and that the more information they have for theirframes, the nicer those frames will be.3.Give them another 2 or 3 minutes to write a brief introduction oftheir partners. Suggest that they follow the format, Hi, my nameis, , and this is my friend, .Tell them to read their introductions to their partners to makesure their information is correct.4.Have the teams take turns introducing their partners to the wholegroup. After theyve finished the introductions, ask the groupwhat they liked or didnt like about talking in front of the largegroup.Leaders Note:This icebreaker could be used with other speaking activi-ties in this section or to warm up the group before working on any projectarea.40 COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking2000 Michigan State University Board of Trustees. ICEBREAKER:Imagine It!FOCUS:PROCEDURE:To develop creativity and increase1.Set the stage by being enthusiastic yourself!participants comfort with acting in2.Have group members sit or stand in a circle.front of a group3.Start by passing around an imaginary object such as a baseball, aPURPOSE:flower or a basketball. Items that require action to use are the To help participants relaxbest.before working on their public4.As the object is tossed, rolled or handed around, each personpresentation skillsshould change the object to something else. To create an atmosphere of5.Encourage the participants to act out the motions completely,creativity and funeven exaggerating motions; the more dramatic they are the better.MATERIALS:This can help participants loosen up and relax their muscles beforethey try to do something more difficult like give a demonstrationNoneor speech.SETTING:6.If the kids are enjoying the game, try acting out imaginary scenesOpen area (inside or outside) withlike picking and eating an apple or learning to ride a bike.little or no furniture or obstacles7.When youre ready to quit, have the group talk about how theyTIME:felt being actors. Connect this to public speaking by explainingthe importance of using natural hand gestures and expressions510 minutesduring a presentation. For more advanced groups, try acting outemotions, expressions or action words things that are nottangible.COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking 412000 Michigan State University Board of Trustees. ACTIVITY:Tell Me a Story(Illustrated Talks)FOCUS:PROCEDURE:Using a visual aid in a presentation1.Give the group 5 to 8 minutes to select pictures from magazines.Suggest that they pick pictures that interest them or that seem toPURPOSE:fit together. To encourage creativity2.Have the kids glue their pictures to a poster board. Suggest thatthey arrange the pictures in the order of a story or just arrange To give participants a chanceto talk in front of a groupthem so they look nice. To illustrate a connection3.Depending on their ages or skill levels, you could have olderbetween speaking and usingparticipants make up stories about their pictures and youngervisual aidsones tell why they liked each picture they cut out. Participantscould use one of the story starters that follow (you may need toMATERIALS:help younger participants decide on an opening). I chose these pictures becauseScissors This is a story aboutMagazinesPoster board Once upon a timeGlue sticks4.Have the group members tell their stories to the rest of the group.What I Learned self-evaluationEncourage participants to point to the appropriate pictures atform (on pg. 8; one per person)each point in their stories. Remind them to re-establish good eyeSETTING:contact with the audience after they have pointed out eachpicture.Room with space for the group tospread outTIME:1530 minutes42 COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking2000 Michigan State University Board of Trustees. ACTIVITY:Show & Tell:A Demonstration WorkshopPURPOSE:PROCEDURE:Before the meeting:To understand the basics of a dem-onstration and increase opportuni-1.This activity puts young people in situations where other kids inties for public speakingthe group will respond to their presentation skills or give feed-MATERIALS:back. It should be done only when group members respect eachother and are willing to abide by the following guidelines forTips for Effective Demonstra-respectful behavior. If you choose to use this activity, review thesetions skill sheet (on pg. 36;points with your group in advance.one per person optional) Listen carefully to other peoples presentations.Delivering a Vocal Presenta- Provide feedback in a positive way.tion skill sheet (on pg. 31; Dont be rude, critical or hurtful.one per person optional) Be aware that everyone has differing abilities.Practice Demonstrations Be considerate of other peoples feelings.handout (on pg. 45; one per Follow the Golden Rule: Treat other people the way you wouldperson)like to be treated.Demonstration materialsPoster board2.Read the Tips for Effective Demonstrations skill sheet so you canMarkersdescribe the basic parts of a demonstration to the kids. You also mayTip Sheet for Evaluatingwant to copy the skill sheet for each person. See the Delivering aDemonstrations handout (onVocal Presentation skill sheet for more helpful hints.pg. 46; one per person)3.If you have an older group member who has presented aWhat I Learned self-evaluationdemonstration before, ask him or her to prepare and give a shortform (on pg. 8; one per person)demonstration.SETTING:During the meeting:Enough space for kids to break up1.Have the older member give his or her demonstration.into small groups to work on theirdemonstrations; area should include2.Divide the group into teams or have the participants work alone,a table for spreading out materialsdepending on their age and experience.during demonstrations3.Hand each team a practice demonstration topic and the materialsTIME:necessary for presenting that demonstration.30 minutes4.Give teams 5 to 8 minutes to create and practice their demonstra-tions. Encourage the teams to use posters to list ingredients ormaterials needed for their presentations.5.After each team gives their demonstration, pass out the Tip Sheetfor Evaluating Demonstrations handout. Help the team membersidentify the points they did well at and the ones they need towork on. Keep in mind that this may be hard for some kids andthat just standing up in front of a group will be a challenge always look for the positive first.COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking 432000 Michigan State University Board of Trustees. TALKING IT OVER:After all the teams have presented their demonstrations, encouragethe whole group to talk about their experiences. Ask the followingquestions. How did it feel to be speaking in front of a group? What did you find fun about doing demonstrations? Was it as hard as you thought it would be? When do you think you might do other demonstrations?44 COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking2000 Michigan State University Board of Trustees. SHOW & TELL HANDOUT:Practice DemonstrationsLeaders Note:These demonstrations can be done alone or as a team. For first-time demonstrators, it mightbe helpful to do team presentations.Making a Paper Airplane:Pencil Judging:Demonstrate how to properly fold a pa-Explain how you would use judging techniquesper airplane for best flight. (Talk aboutto rank a group of four pencils.the structures on the plane that haveto do with aerodynamics.)Folding Tissue Flowers:Napkin Folding:Demonstrate how to fold a paper rosetteDemonstrate three different ways toand demonstrate some of its uses.fold napkins for a dinner table.Peanut Butter SandwichSanding Techniques:Making:Demonstrate proper sanding techniques toachieve a smooth finish (include differentDemonstrate different methods for mak-weights of sandpaper and what each woulding a peanut butter and jelly sandwichbe used for).to suit your taste.COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking 452000 Michigan State University Board of Trustees. SHOW & TELL HANDOUT:Tip Sheet for EvaluatingDemonstrationsThe main purpose of any demonstration is to share information, ideas and skills with others. This could beaccomplished in many ways. The important thing is for you to have the chance to practice speaking skills.Dont intimidate yourself by trying to achieve a certain set of standards. However, there are some basicareas in which you can evaluate your own progress and set goals for improvement. Think about andanswer the following questions.TopicWas the topic appropriate for the audience age and interests? Why or why not?ContentDid the demonstration give enough information to spark the audiences interest? Why or why not?Was the information presented in such a way that the audience could replicate the techniques or ideasdemonstrated?PoiseDid you feel comfortable in front of the group? Why or why not?Do you feel that you presented yourself well? Why or why not?46 COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking2000 Michigan State University Board of Trustees. Tip Sheet for Evaluating Demonstrations handout continuedDeliveryWas your demonstration clear and organized?Was the audience interested enough to ask for more information?Did people respond as if they could hear everything?Introduction and ConclusionDid you tell the audience what you were planning to say and then sum up what you said at the end?OtherWhat else did you learn about giving speeches?COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking 472000 Michigan State University Board of Trustees. ACTIVITY:Lets Talk About NervesFOCUS:PROCEDURE:Increase public speaking skills1.Introduce the topic by telling a personal story about a publicspeaking experience. The story should contain something youPURPOSE:learned about yourself as a result. To help kids identify what2.Ask the kids if they also have some fear of speaking in front ofmakes them scared of publicgroups. Explain that some fears and symptoms of nervousness willspeakinggo away with practice. However, they need to learn what theymight be afraid of and how they can work around it and still be To help kids learn to plan forand around stage nervesable to share their ideas.3.Hand out pencils or pens and the What AreYouAfraid Of? hand- To help kids feel less afraid ofout to each person. Give them 5 to 7 minutes to write down somethe nervous symptoms theyof the fears they may have and to check off some of the symptomsfeelthis stress causes.MATERIALS:4.Bring the group back together to discuss their answers.What AreYo uAfraid Of?TALKING IT OVER:handout (on pg. 50; one perperson)1.Allow at least 10 minutes for discussion, depending on the size ofPens or pencilsthe group. Share the following information with the group. (ForWhat I Learned self-evaluationtips on reducing stage nerves or stage fright, refer to the Over-form (on pg. 8; one per person)coming Stage Nerves skill sheet on page 34.)SETTING:Here are some fears that people have noted about public speaking:Comfortable area where the group Boring the audience to sleepcan sit in a circle Burping uncontrollably False teeth coming looseTIME:Tripping on the way up to the stage2030 minutes2.Ask the group the following questions: What other fears can you think of? (Encourage the group tobrainstorm as many as they can.) Are you surprised at all the things people fear about publicspeaking? (Explain that when they can identify a fear veryspecifically they can work on overcoming it.) What might you do to prevent some of these fears from comingtrue? (For example, to help keep from boring an audience tosleep, you could read your speech to a friend to see how itsounds.)3.Ask the group to come up with at least one solution or problem-solving technique for each fear they listed. Encourage them to becreative and not to worry about whether the solution will work forevery public speaking situation.4.Ask for volunteers to talk about the nervous symptoms theyvehad before or while speaking in public. (You could open with48 COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking2000 Michigan State University Board of Trustees. something like, I always seem to get sweaty hands coldfeet an upset stomach when I know I have to get up and talkin front of others.) After theyve compiled a list of symptoms,encourage them to come up with some ways they can reduce thesymptoms (for example, to remedy or minimize an upset stomach,eat only a light meal before speaking).5.Give the group a final opportunity to talk about experiencestheyve had with speaking or reading aloud and how they felt.6.Remind your group that being scared or nervous is not a goodreason to avoid public speaking. Being able to express their ideasand share information isvery important.Even though publicspeaking may be hard now, the more they do it the easier it willbecome.TRY THIS, TOO:Ask a local radio, television or sports celebrity to speak to your groupabout his or her experiences with performance nerves.COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking 492000 Michigan State University Board of Trustees. LETS TALK ABOUT NERVES HANDOUT:What AreYouAfraid Of?Write a sentence or two about the things that scare youabout public speaking.This is how I feel if I have to talk in front of others: (Checkeach symptom that you feel.)My hands shake.I ge t a headache.My shoulders ache.I get dizzy.My mouth goes dry.My neck hurts.My heart beats faster than normal.I get sweaty palms.My stomach is upset and Im nauseated.My legs are shaky.I cant stop my feet from tapping.Other:50 COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking2000 Michigan State University Board of Trustees. ACTIVITY:Whats Wrong WithThis Picture?FOCUS:PROCEDURE:Before the meeting:To enhance understanding of basicpublic speaking skills1.This activity puts young people in situations where other kids inPURPOSE:the group will respond to their presentation skills or give feed-back. It should be done only when group members respect each To show kids how much theyother and are willing to abide by the following guidelines foralready know about goodrespectful behavior. If you choose to use this activity, review thesespeaking skillspoints with your group in advance. Listen carefully to other peoples presentations. To show how public speaking Provide feedback in a positive way.can be fun Dont be rude, critical or hurtful. To give kids a chance to speak Be aware that everyone has differing abilities.in front of a group Be considerate of other peoples feelings.MATERIALS: Follow the Golden Rule: Treat other people the way you wouldlike to be treated.Topics and Speaking Rules2.Cut out the Topics and Speaking Rules cards. If you have acards (from handout on pg. 53)large group, you might need more than one copy of each card. YouDelivering a Vocal Presenta-may want to add a few topics that are specific to your groupstion skill sheet (on pg. 31;interests.one per person optional)Pencils or pensDuring the meeting:What I Learned self-evaluation1.You might want to hand out copies of the Delivering a Vocalform (on pg. 8; one per person)Presentation skill sheet so the kids can refer to it during the restSETTING:of the activity.Room with an open area like a2.Tell the group that theyll be demonstrating the basic how-tosstage or speakers area on one sideof public speaking, but in an upside-down way. Tell them that thisTIME:will give them a chance to show what they know about goodpublic speaking skills.1015 minutes3.Have each person pick one card from the Topics pile and one cardfrom the Speaking Rules pile.4.Tell the participants to prepare a 30-second presentation on thetopic from their card. Their presentations should break the rulesthey know about the speaking skill they picked. For example,someone who chose the Speaking Rules card Eye Contact and theTopic card Talk about your favorite dessert might talk enthusias-tically about chocolate brownies while looking at the floor orceiling the entire time. This activity works best when the partici-pantsreallyexaggerate the rule theyre breaking.5.Tell them not to reveal what speaking rule theyre trying to breakso that the audience can guess which one it is.COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking 512000 Michigan State University Board of Trustees. 6.When the audience guesses what the speaker is trying to do, askthem to identify how good speakers would handle the speaking rule.7.Continue in this manner until everyone has had a chance to talk.TALKING IT OVER:Ask the group the following questions: Did this activity help you learn anything new about public speakingskills? Have you tried or heard about other good tips for speaking to agroup? Did this activity make it seem easier to try making a longer speechin the future? How could you share this information about public speaking withother kids or adults?52 COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking2000 Michigan State University Board of Trustees. WHATS WRONG WITH THIS PICTURE? HANDOUT:Topics & SpeakingRules CardsTopic Card:Speaking Rules Card:Describe your dream vacation.Audience ConsiderationTopic Card:Speaking Rules Card:Talk about your favorite dessert.Facial ExpressionsTopic Card:Speaking Rules Card:Talk about your favorite music.Hand GesturesTopic Card:Speaking Rules Card:Create a new commercial forVoiceone of your favorite products.Topic Card:Speaking Rules Card:Talk about someone who hasEye Contactinfluenced your life.Topic Card:Speaking Rules Card:Talk about a book youve read.Proper AttireCOMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking 532000 Michigan State University Board of Trustees. 54 COMMUNICATIONS TOOLKIT Vocal Expression & Public Speaking2000 Michigan State University Board of Trustees.