19 Tex. Admin. Code § 110.59 - Oral Interpretation I, II, III (One to Three Credits)
(a) Introduction.
(1) Literature and its presentation are
integral to understanding the cultural aspects of a society. Students in Oral
Interpretation I, II, III will select, research, analyze, adapt, interpret, and
perform literary texts as a communication art. Students focus on intellectual,
emotional, sensory, and aesthetic levels of texts to attempt to capture the
entirety of the author's work. Individual or group performances of literature
will be presented and evaluated.
(2) For high school students whose first
language is not English, the students' native language serves as a foundation
for English language acquisition and language learning.
(3) Statements that contain the word
"including" reference content that must be mastered, while those containing the
phrase "such as" are intended as possible illustrative examples.
(4) The essential knowledge and skills as
well as the student expectations for Oral Interpretation I, II, III, elective
courses, are described in subsection (b) of this section.
(b) Knowledge and skills.
(1) Definition and theory. The student
recognizes oral interpretation as a communication art. The student is expected
to:
(A) explain definitions and theories of
oral interpretation as a communication art;
(B) analyze the role of the interpreter and
the ethical responsibilities to the author, the literary text, and the
audience; and
(C) develop and use a
workable theory of interpretation as a basis for performance choices.
(2) Selection. The student selects
literature for performance. The student is expected to:
(A) select literature appropriate for the
reader, the audience, and the occasion;
(B) apply standards of literary merit when
selecting literature for individual or group performance;
(C) choose literature that can be
appropriately adapted; and
(D)
select performance materials from a variety of literary genre.
(3) Research. The student uses
relevant research to promote understanding of literary works. The student is
expected to:
(A) read the text to grasp the
author's meaning, theme, tone, and purpose; and
(B) research the author, author's works,
literary criticism, allusions in the text, and definitions and pronunciations
of words to enhance understanding and appreciation of the chosen
text.
(4) Analysis. The
student analyzes the chosen text to assess its implications for adaptation,
interpretation, and performance. The student is expected to:
(A) identify and analyze the literary form or
genre;
(B) identify and analyze
structural elements in the chosen text;
(C) identify and analyze the narrative voice
and/or other speakers such as personae in the literature;
(D) identify and analyze the time, place, and
atmosphere;
(E) analyze the shifts
or transitions in speaker, time, and place to determine who is speaking, to
whom they are speaking, where they are speaking, when they are speaking, and
for what reason they are speaking;
(F) analyze individual units such as
paragraphs, verses, sentences, and lines for meaning and specificity;
(G) identify descriptive phrases, figures of
speech, stylistic devices, and word choices to analyze the imagery in the
text;
(H) trace the emotional
progression of the text; and
(I)
recognize literal and symbolic meanings, universal themes, or unique aspects of
the text.
(5)
Adaptation. The student adapts written text for individual or group performance
based on appropriate research and analysis. The student is expected to:
(A) maintain ethical responsibility to
author, text, and audience when adapting literature;
(B) apply appropriate criteria for lifting
scenes and cutting literary selections;
(C) use effective strategies for planning and
organizing programs focused on a specific theme, author, or central comment;
and
(D) write appropriate
introductions, transitions, and/or conclusions to supplement the
text.
(6)
Interpretation. The student applies research and analysis to make appropriate
performance choices. The student is expected to:
(A) justify the use or nonuse of manuscript
or other aids;
(B) justify
strategies for the use of focus, gesture, and movement;
(C) justify the use of vocal strategies such
as rate, pitch, inflection, volume, and pause;
(D) justify the use of dialect,
pronunciation, enunciation, or articulation; and
(E) use research, analysis, personal
experiences, and responses to the literature to justify performance
choices.
(7) Rehearsal
and performance. The student uses insights gained from research and analysis to
rehearse and perform literature for a variety of audiences and occasions. The
student is expected to:
(A) use effective
rehearsal strategies to promote internalization and visualization of the
text;
(B) use appropriate rehearsal
strategies to develop confidence and enhance effective communication of the
text to an audience in individual and group performance;
(C) participate in effective group
decision-making processes to prepare and present group performances;
and
(D) present individual and
group performances.
(8)
Evaluation. The student uses critical and appreciative listening to evaluate
individual and group performances. The student is expected to:
(A) listen critically and appreciatively and
respond appropriately to the performances of others;
(B) analyze and evaluate various performance
styles;
(C) use a variety of
techniques to evaluate and critique one's own and others' performances;
and
(D) set goals for future
performances based on evaluation.
Notes
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