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This article was downloaded by: [University of Connecticut] On: 10 October 2014, At: 11:08 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Communication Teacher Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/rcmt20 Re-presenting Subversive Songs: Applying Strategies for Invention and Arrangement to Nontraditional Speech Texts Dacia Charlesworth Published online: 23 Jul 2010. To cite this article: Dacia Charlesworth (2010) Re-presenting Subversive Songs: Applying Strategies for Invention and Arrangement to Nontraditional Speech Texts, Communication Teacher, 24:3, 122-126, DOI: 10.1080/17404622.2010.489192 To link to this article: http://dx.doi.org/10.1080/17404622.2010.489192 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms- and-conditions

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Page 1: Re-presenting Subversive Songs: Applying Strategies for Invention and Arrangement to Nontraditional Speech Texts

This article was downloaded by: [University of Connecticut]On: 10 October 2014, At: 11:08Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registeredoffice: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK

Communication TeacherPublication details, including instructions for authors andsubscription information:http://www.tandfonline.com/loi/rcmt20

Re-presenting Subversive Songs:Applying Strategies for Invention andArrangement to Nontraditional SpeechTextsDacia CharlesworthPublished online: 23 Jul 2010.

To cite this article: Dacia Charlesworth (2010) Re-presenting Subversive Songs: Applying Strategiesfor Invention and Arrangement to Nontraditional Speech Texts, Communication Teacher, 24:3,122-126, DOI: 10.1080/17404622.2010.489192

To link to this article: http://dx.doi.org/10.1080/17404622.2010.489192

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the“Content”) contained in the publications on our platform. However, Taylor & Francis,our agents, and our licensors make no representations or warranties whatsoever as tothe accuracy, completeness, or suitability for any purpose of the Content. Any opinionsand views expressed in this publication are the opinions and views of the authors,and are not the views of or endorsed by Taylor & Francis. The accuracy of the Contentshould not be relied upon and should be independently verified with primary sourcesof information. Taylor and Francis shall not be liable for any losses, actions, claims,proceedings, demands, costs, expenses, damages, and other liabilities whatsoeveror howsoever caused arising directly or indirectly in connection with, in relation to orarising out of the use of the Content.

This article may be used for research, teaching, and private study purposes. Anysubstantial or systematic reproduction, redistribution, reselling, loan, sub-licensing,systematic supply, or distribution in any form to anyone is expressly forbidden. Terms &Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions

Page 2: Re-presenting Subversive Songs: Applying Strategies for Invention and Arrangement to Nontraditional Speech Texts

Re-presenting Subversive Songs:Applying Strategies for Invention andArrangement to NontraditionalSpeech TextsDacia Charlesworth

Courses: Public Speaking, Hybrid Basic Course

Objectives: Students will realize the importance of invention and arrangement when

developing speeches, use PowerPoint presentational aids, and manage communication

apprehension.

Rationale

Having taught public speaking in a variety of ways throughout the years, I keep

coming back to the words Cicero wrote in De Oratore. He believed that a speaker

must:

. . . first hit upon what to say; then manage and marshal his [or her] discoveries,

not merely in orderly fashion, but with a discriminating eye for the exact weight as

it were of each argument; next go on to array them in the adornments of style; after

that keep them guarded in his [or her] memory; and in the end deliver them with

effect and charm . . . (2001, p. 308)

Those familiar with Cicero’s work recognize the components of the rhetorical

canon in the excerpt above. Invention deals with the content of a speech, arrangement

involves placing the content in an order that is most strategic, style focuses on

selecting linguistic devices (such as metaphor) to make the message more appealing,

memory assists the speaker in delivering the message correctly, and delivery ideally

enables great reception of the message.

Dr. Dacia Charlesworth, Associate Professor, Indiana University-Purdue University Fort Wayne (IPFW),

Communication, 2101E, Coliseum Boulevard, Fort Wayne, 46805. Email: [email protected]

ISSN 1740-4622 (print)/ISSN 1740-4630 (online) # 2010 National Communication Association

DOI: 10.1080/17404622.2010.489192

Communication Teacher

Vol. 24, No. 3, July 2010, pp. 122�126

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Most students immediately grasp the importance of invention and how it applies

to public speaking; however, the concept of arrangement often requires more

explanation. While public speaking textbooks do a fine job of presenting various

organizational patterns (e.g., spatial, topical), most students seem to rely on the

cause�effect or problem�solution approach without truly investigating whether they

are the most appropriate choices. This activity encourages students to experiment

with invention and arrangement in a non-threatening manner.

Essentially, this activity requires students to apply the rhetorical canons of

invention and arrangement to deliver an informal presentation and engage in class

discussion. Research has demonstrated that preparing for and engaging frequently in

class discussion increases students’ comfort level in the class (Dallimore, Hertenstein,

& Platt, 2004) and that students’ comfort level during class discussion has a

significant effect on both oral and written communication (Dallimore, Hertenstein,

& Platt, 2008). Thus, students are presented with a non-threatening speaking

situation that should reduce their apprehension when delivering more formal

presentations to the class.

The Activity

Students listen to five protest songs (this genre was selected because of their clear

rhetorical messages), select their favorite, and then develop a PowerPoint presenta-

tion to re-present their interpretation of the song’s message using both an effective

and ineffective organizational pattern.

Before distributing and reviewing the handout for this activity, I review the

importance of invention and arrangement, and quiz the students on the various

organizational patterns available to them. Then I distribute a handout explaining the

assignment.

Handout

RE-PRESENTING SUBVERSIVE SONGS

Log onto Blackboard and click on ‘‘Engagements.’’ Click on the ‘‘Protest Song’’ folder.

You will find five protest songs: ‘‘Dear Mr. President’’ by P!nk and the Indigo Girls,

‘‘Mosh’’ by Eminem, ‘‘Won’t Get Fooled Again’’ by The Who, ‘‘For What It’s Worth’’

by Buffalo Springfield, and ‘‘American Idiot’’ by Green Day.

After listening to each song, select one that affected you*either positively or

negatively. Feel free to find a copy of the lyrics online to make sure you understood all

of the words but do NOT watch a video of the song!

Using PowerPoint, your task is to create two versions of your interpretation of

the song you’ve selected. For your interpretation, feel free to use words, phrases,

colors, or images harvested from the internet to represent what you felt while you

Communication Teacher 123

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Page 4: Re-presenting Subversive Songs: Applying Strategies for Invention and Arrangement to Nontraditional Speech Texts

listened to this song. After you’ve identified the images you wish to use,

identify an organizational pattern (e.g., topical, spatial, cause�effect, problem�solution, chronological) that will most effectively and ineffectively convey your

message.

Slide 1 is to be a Title Slide (see below for the assignment template). The first

representation of your interpretation (Slide 2) is to be an organizational pattern that

effectively presents your message. The second representation (Slide 3) is to use an

organizational pattern that ineffectively presents your message. For example, if I choose

to arrange my images topically for Slide 2, then I could choose the cause�effect pattern

for Slide 3 because it wouldn’t be as effective as the topical organizational pattern.

Slides 4�6 are to include an explanation of your collage (see below for the specific

questions I’d like for you to address).

You will find the ‘‘Custom Animation’’ feature helpful for having specific images

appear at specific times. After your images are placed where you would like them,

open Custom Animation (to open, click on Slide Show on the toolbar; then Click on

Custom Animation). Once that window is open you’ll be able to order the appearance

of your images. Remember that the template you use will influence the reception

of your message; so be sure to consider the formality of the template, the type of

font, etc.

Grading: I am looking for thoughtfulness evident in your project. I want to see that

you’ve really grappled with your interpretation of the song, as well as the

organizational patterns available to you and have tried, to the best of your abilities,

to represent your interpretation visually. Of course, your thoughtfulness will be

displayed in the explanation of Slides 4�6, so be sure to answer these questions

thoroughly.

Presentation: The structure of the presentation will follow the organization of

the slides. Focus on trying to establish a connection with the audience so that they

will understand the reason behind your choices. This presentation will not be

graded.

Assignment Template

Slide #1: Title Slide Slide #2: Effective Organizational Pattern

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Debriefing

This activity allows students to see firsthand how the arrangement of information can

positively and negatively effect the reception of a message. By exposing students to a

variety of organizational patterns, they can discuss whether they agree with the

speaker’s decisions to use a specific organizational structure. Using songs for this

activity has the added benefit of demonstrating that public speeches are not the only

types of messages worthy of analysis and doing so allows students to work in a

medium that might pique their interest more than public speeches. In addition, this

activity allows students to work with PowerPoint and apply basic rules for visual aids

(e.g., I teach my students the 6 �6 rule: no slide should have more than six words

across and no more than six lines of text). Moreover, this activity reifies the

Slide #3: Ineffective Organizational Pattern Slide #4: Invention Strategies

Slide #5: Arrangement Strategies Slide #6: Arrangement Strategies

Slide #7: Effective Sample Slide (Spatial Pattern):

Slide #8: Ineffective Sample Slide (Chronological Pattern):

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importance of the rhetorical canon in its entirety: students certainly acknowledge that

they use invention and arrangement in this exercise. During the follow-up discussion,

however, students also discuss how the concepts of style, memory, and delivery are

evident in this activity, as well.

Appraisal

Students identify this project as one of their favorites. They like being able to take a

brief respite from typical examples of research (e.g., scholarly sources) to consider

developing an argument in a different way. Students also like speaking about their

own re-presentation of a song and report feeling very comfortable doing so. If time is

an issue, students could choose to present either their effective or ineffective

interpretation.

References and Suggested Readings

Buffalo Springfield. (1966). For what it’s worth. On Atco (SD) 33-200A [CD]. Hollywood:

Columbia Records.

Cicero. (2001). De oratore. In P. Bizzell & B. Herzberg (Eds.), The rhetorical tradition: Readings from

classical times to the present. (pp. 289�339). Boston: Bedford/St. Martin’s Press.

Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2008). Using discussion pedagogy to enhance

oral and written communication skills. Higher Education, 56(3), 163�172.

Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2004). Classroom participation and discussion

effectiveness: Student-generated strategies. Communication Education, 53(1), 103�115.

Eminem. (2004). Mosh. On Encore [CD]. Santa Monica: Aftermath Entertainment.

Green Day. (2003). American idiot. On American idiot [CD]. New York: Reprise Records.

P!nk & Mann, B. (2006). Dear Mr. President. [Recorded by P!nk and the Indigo Girls]. On I’m not

dead [CD]. Los Angeles: LaFace Records.

Townshend, P. (1971). Won’t get fooled again. [Recorded by The Who]. On Who’s next [CD].

London: Polydor Records.

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