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Saturday, January 23, 2010

Rainbow Company Theater

Saturday, January 23, 2010

Awards and Kudo's to Las Vegas's Rainbow Company

Congratulations to the Rainbow Company for winning the Medallion Award from the Children's Theatre Foundation of America, their highest award.

In the past, the Rainbow Company has received numerous other awards, including a recent Governor's Arts Award, the Nickelodeon's Parents' Picks 2009 Award and the National Recreation and Park Association's first-place Dorothy Mullen Arts & Humanities Award.

Rainbow Company is operated by the City of Las Vegas Department of Arts and Recreation.  In full disclosure I have performed in several Rainbow Company productions including "Cinderella" and "Weland's Sword." The Rainbow Company is a wonderful experience for adult and child actors, provides two full theater seasons a year, and operates a fun and professional theater training program for children and teeagers. Alum have gone on to launch the "American Girl" theaters in Chicago and New York City as well to as to careers in education, theater, film and other crafts.

The R-J article

SAG Award Winners at:

Day Five

Monday July 26, 2010. Links to your syllabus, schedule, daily notes, chapter reviews, support material, sample outlines, and potential topic ideas may be found at Information on the instructor may be found at
Day Five:  Listening Skills
Class Name: Oral Communication / SPC 62016
Instructor:                   Mr. Lynch

Daily Objectives: After this lesson you will understand or be able to:

V1       Improve your listening skills and understand why listening is a key part of the
            communication process.

V2            Understand Noise, Demographics and why we fail to communicate

V3            Understand the proofs and why we believe or reject arguments

V 4             Chapter Reports on Chapters assigned

VT1            Vocabulary up until Wednesday July 28…assignment due

VT2            Discussion of Bias, Prejudice, Stereotype

VT3              Workshop on Critical listening and Audience Analysis

VT4            Preview and pass out Quiz, due Monday of Week 4 (August 2)


Week Three
Discussions: Developing listening skills, audience analysis, demographics, proofs (Ethos, pathos, logos, mythos), bias, stereotype, prejudice
Reading Assignment: Chapter 5, 6
Homework: Quiz # 1, other

A competent listener:
1.            Uses eye contact appropriately.
2.            Is attentive and alert to a speaker’s verbal and nonverbal behavior.
3.            Is patient and does not interrupt, waiting for the speaker to finish.
4.            Is responsive, using verbal and nonverbal expressions.
5.            Asks questions in a nonthreatening tone.
6.            Paraphrases, restates or summarizes what the speaker says.
7.            Provides constructive verbal and nonverbal feedback.
8.            Is empathic, makes an effort to understand the speaker.
9.            Demonstrates interest in the speaker as a person.
10.         Demonstrates a caring attitude and is willing to listen.
11.         Does not criticize, is as nonjudgmental as possible.
12.         Is open-minded.
13.         Works actively at listening and understanding.

An ineffective listener:
1.            Interrupts the speaker, demonstrates impatience.
2.            Does not make eye contact, allows his or her eyes to wander.
3.            Is distracted and/or fidgety, does not pay attention to the speaker.
4.            Is not interested in the speaker.
5.            Gives the speaker little or no verbal and/or nonverbal feedback.
6.            Changes the subject.
7.            Is judgmental.
8.            Is close-minded.
9.            Talks too much.
10.         Is self-preoccupied.
11.         Gives unwanted advice.
12.         Is too busy to listen.
13.         Stops listening and does other things (text, read, videos, etc.)

Concepts to Understand and
Why We Study Communications
The basics of communication can be found several places on the web. A suggested start is the University, one of the top communication schools in the nation.

Components of a Speech Transaction
A. Situation and Context
B. Speaker / Transmitter / Source
C. Channels / Media
D. Message
E. Symbols / Semantics
F. Encode
G. Decode
H. Feedback
I. Noise / Interference / Screens / Filters
J. Internal Noise
K. External Noise
L. Cultural Noise
M. All three forms of noise are interconnected and interact

 Semantic Noise is not one of the three forms of noise, it means the signals or symbols of a transmission are not being understood properly due to outside factors (the other three forms of noise)
O. The components of a speech transaction occur simultaneously and are interdependent
 All communication is transactional, involves a two-way passage of information, emotion, intent.
Intro into basic course concepts
A. Communication Model
- Intent of Transmitter,
- What was meant to be communicated
a. Sender,
b. Source
c. Speaker
2. Channel,
3. Medium. Media
4. Message, intended message
5. Receiver,
6. Listener,
7. T2 (not Arnold!)
8. Feedback
9. Encode
10. Decode

11. Codes
- Words, actual language, vocabulary
- How you say the words, voice, inflection, etc.
d. - Everything else, see, hear, smell, touch, etc.

12. Proofs,
- How we prove and argument, why we believe things
 Ethos, Credibility, Power, Likeability, Trust, Source, Expertise, Position
 Logos, Logic (some variance by culture)
 Pathos, Emotion, Emotional Appeal
 Mythos, Cultural, Cultural shorthand, David v. Goliath, Patriotism. Flag, etc. 
 Noise: Screens, \ Filters, Interference, anything that gets in the way of the message

13. Internal Screens,
- Whatever happens inside your mind or body to interfere with understanding the message as intended, or to interfere with transmitting the message in a way that will be understood
- Internal noise is what is occurring inside the transmitter or receiver. For example an event earlier in the day or in the life of the individual could change the way they interpret or send signals. Physical, psychological, cognitive forms of interference may impact how message is encoded or decoded, interpreted or received. Disabilities, health, fatigue, hunger, external events impact on how you feel or think, and unrelated thoughts are examples of internal noise.

14. External Screens
- Whatever happens outside of your mind or body to interfere with understanding the message as intended, or to interfere with transmitting the message in a way that will be understood.
- External noise is what occurred outside of the sender or receive. This could include sound, smell, lighting, temperature, time of day, events occurring at the same time as the message, other messages conflicting or concurrent with the intended message, environment, etc.

15. Cultural Screens
- Differences in culture (including Demographic, Psychographic differences) that interferes with understanding the message as intended.
- Differences in culture interfere with transmitting the message in a way that will be understood.
- Cultural noise comes from the self-identity, backgrounds, beliefs and culture of the sender and/or the receiver.
- Messages can have differing meanings. Protocol, prolific, etc.

 Semantic Noise, not understanding the words, not understanding the language
- Not one of the three forms of screens or noise, because semantic can cross internal, external and cultural boundaries and it simply means tat symbols (usually words) are not being transmitted or interpreted the same between parties in the communication transaction,

 Demographics as way of understanding yourself and your audience
a. Age
b. Gender (Sex)
c. Psychographics and Culture
d. Age and Gender are fixed properties
e. Psychographic is everything else you can measure or put a number to
f. Psychographic differs as it is self-identified, what you volunteer yourself as

B. The Communication Process
 Speaker/ Sender/ Transmitter
a. The source of the message
b. Requires technical skills
c. Requires enthusiasm and active stimulation
d. Involves intent
e. Requires understanding the Receiver
f. Requires decisions on how to send message
g. Requires knowledge, processing preparation and understanding

 Channel/ media
a. How the message is sent
b. Tolls used to send message
c. Media or Medium utilized in encoding and decoding message
d. Means by which the message is communicated
e. One of more channels may be used
f. May involve technical support or intervention
g. Could be as simple as eye contact

3. Message
a. Whatever is being communicated
b. Intended and unintended messages can be transmitted
c. Verbal and non-verbal transmissions
d. May or may not be interpreted properly by receiver

 Listener/ Receiver/ Audience
a. Every message is filtered through the listeners frame of reference
b. Listeners frame of reference is the sum total of their experiences, goal, knowledge, values, attitudes and beliefs.
c. No source and receiver have the exact frame of reference
d. A message and its transmission must be adapted to the audience
e. Noise gets in the way of the communication

5. Feedback
a. Message sent by listener to the speaker, receiver to the transmitter
b. The receiver becomes the transmitter
c. The transmitter becomes the receiver
d. Because all communication is transactional (involving a transaction of information, feelings or ideas) feedback operates under the same principals and rules as the original transmission and channel
e. Feedback may be immediate or delayed
f. Noise/ Screens/ Filter interfere with both the original transmission and the feedback
g. Successful speakers adjust their message based on careful studied reception of feedback

 Interference/ Screens/ Noise / Filters
a. Anything that impeded the communication of a message
b. Can be internal or external
c. May also involve internal and external cultural filters
d. External comes from outside, physical or psychological, of the speaker or listener
e. Internal involves anything, physical or psychological, involving what is inside the sender or receiver, speaker or listener.
f. External may be noise, lighting, major events, size or shape of room, sound, temperature, other speakers and so forth
g. Internal may be poor listening skills, lack of concentration, the other 50-% of what is going on in your brain, physical ailments or disabilities, fatigue and so forth.
h. Successful speakers overcome interference in a wide range of ways, numerous times during their message

a. Selecting symbols to communicate a message
b. Determining how to transmit the message
c. Combination of verbal, vocal, visual and other
d. Anticipating the receiver

a. Understanding symbols uses to communicate a message
b. Understanding the intent of the message
c. Understanding and translating verbal, visual and other codes
d. Anticipating the intent of the sender
a. How a message is encoded
b. Verbal are the words used, the vocabulary
c. Vocal is how the words are said or transmitted, vocal tones, inflections, etc.
d. Visual is everything else, all sight, sound, smell, tactile touch, etc.

a. Ethos - credibility, real and perceived
b. Logos – logic, common pattern of thought to a group
c. Pathos – emotional appeals
d. Mythos – myths, common stories and shorthand by culture

a. Explains an individual, group, audience, market or culture
b. Numbers
c. Age
d. Gender or sex
e. Psychographic (anything else you can put a number to
12. Cultural
a. The experiences and background of an individual, group, audience, market or culture
b. The common communication short hands of a group
c. The common beliefs or ideas of a group
d. May be geographic, biological, psychological, sociological, etc.

13. Semantics -language
 Transactional – two way involving passing of information, community, feeling or idea
a. Time, place and circumstances of communication
b. Reason for communication
c. Environment of communication
d. Methods of communication

 Negotiated Meaning- determining common ground on what a concept, idea, thought or object means

1. Understanding Diversity
2. How Diversity impacts Messages

a. The tendency of a group to believe that its way of thinking, doing things or culture is somehow better or superior to anyone else’s.
b. Does not mean others are not respected or valid
c. Ours is better, our way is right
d. Nationalism. Religious evangelism. Democracy, Etc.
e. Can play a positive role in creating group pride
f. Can play a negative role in creating perception of being superior
g. Can lead to positive growth or to prejudice and hostility

 Bias, Prejudice, Stereotype (see earlier in outline and also end of this weeks notes)
a. Bias is a tendency to feel one way or another about a person, place, object or idea. It is can usually be easily changed and may change by circumstance or environment
b. Prejudice is a strong culturally entrenched bias. It is not easily changed.
c. Stereotype is a bias that is used as a communication shorthand to quickly make judgments or understand and image or event. It is normal and may be prejudicial (difficult to change), situational or simple bias in its base. Television, film, commercials, first impressions all use stereotyping.
d. All bias, prejudices and stereotypes are value neutral; they may be good or bad based on the individual, situation, environment or circumstances of an event (communication).
e. Avoid prejudice in public speaking as it can create noise/filters/screens
5. Be aware and sensitive to today’s multi-cultural world
6. Be aware that thoughts, ideas, interpretations, mores, morals, ethics and attitudes are directly affected by culture and enculturalization
7. See the text. The subject is or can be highly controversial.

 Other Key Terms
1. Stage Fright
2. Adrenaline
3. Positive nervousness
4. Visualization
5. Listener
6. Frame of Reference

 Transactional Communication, 
A. All communication involves a transaction
B. Communication is irreversible
C. Communication is power
D. We judge people by their communication skills
E. How we judge varies by culture
F. The Greeks
a. Democratic Concepts
b. Proofs
c. Codes
d. Absolute Truth
e. Relative Truth
f. Other
G. Polarization, and how communication can help depolarize
H. Disclaimers, use of
1. Rules of CCSN and the course
a. No weapons, pornography, deliberate attack, drugs or alcohol
b. Turn off cell phones,
c. No gum,
d. No food,
e. Control your beverages
I. Cost of Education
J. Introduction to use of numbers and statistics

 Communication changes over time, environment, culture
1. Definitions of words change
2. Understanding gestures changes
3. Audiences prefer conversational tone
4. Audiences prefer visual stimulus
5. Audiences can fact check on-line
6. Audiences are more questioning and less trusting
7. Minor mistakes are noticed and remembered more
8. Speaking may not involve video transmission, mediation, and other factors that may not have been a factor in the past
9. It is easier for audiences to record or photograph than in the past
 Mass media has influenced audience preconceptions

VI. Skills
A. Listening
B. Being open minded
C. Understanding why people differ
D. Bridging the differences
E. Understanding what influences you
F. Understanding how to influence others
G. Research
H. Outlining
I. Presentation
J. Dealing with question and answers
K. Informing
L. Persuading
M. Proper Special Even Speech
N. Ethics
O. Understanding cultural diversity
P. Presenting ideas and information effectively
Q. Applying multiple skills effectively

VII. Elements to be Aware of : Opportunities and Challenges
A. Ethics
1. The standard of what is right and wrong
2. A basic moral code which keeps society functioning properly
3. By sending a message you do impact the knowledge, view, perceptions and actions of others
a. Do no harm
b. Be truthful
c. Be honest
d. Be aware of your impact on others
4. Mediated communication ethical challenge
a. Plagiarism
b. Impact
c. Truth or lack of truth in content
d. Diversity and depth of content
e. Ability to “pod” or “cocoon”
B. Critical thinking skills
1. Assess the validity of information
2. Used by both speaker and audience
3. Assess, evaluate, select and use ethically and effectively
4. Must be open to and consider contrasting information or views
C. Cultural Sensitivity
1. Be aware of cultural perspective and sensibility of audience
2. Be aware of Noise, screens, filters, and situation context
D. Visual and Presentation Aids
1. Learn and use software
2. Lear and use other tools
3. Be able to use traditional aids
4. Be aware that audience tolerance of mistake has decreased
5. Professional in appearance and use
6. Used at proper times
7. Used for correct purpose
8. Grabs attention of audience
9. Informs, persuades or impacts audience

VIII. Contexts of Human Communication
A. Interpersonal Communication:
1. Two or more people interacting with each other as unique beings
B. Group Communication
1. Three or more people interacting to accomplish a task reach a shared goal or reach a compromise solution
C. Organizational Communication
1. Between or within organization for the objective of achieving common goals
D. Mass Communication
1. Originates with a media organization
2. Transmitted to a large, fairly anonymous and diverse audience
3. Or transmitted using electronic means to a non-exclusive audience
4. Or provided (such as in print or outdoor) for selection by a broad range of individuals choosing to receive the message
E. Public Speaking
1. An individual speaking or presenting to a group
2. Speaking or presenting to an audience over which the speaker has minimal control
3. Speaking or presenting with the intent of informing, entertaining, persuading or in other ways impacting audience members
4. Speaker has the primary responsibility for content
5. Time is limited or restricted for presentation

IX. Public Speaking skills are used everyday
A. Serves social, political and communal purposes
B. Informal in
1. Group meetings,
2. Classrooms,
3. Attempts to persuade
4. Attempts to inform
5. With strangers, family and friends
6. As part of civil duty and responsibility
C. Formally
1. Class presentations
2. Work presentations
3. Community presentations
4. Formal family events
5. Religious or other group events

X. Public Speaking: Underlying Need to Speak in Groups
A. Public Speaking is an evolving art
1. Style used and expectations vary by audience and event
2. Listening skills have deteriorated
3. Attention spans are reduced
4. Formality is less required than in past
5. Perception of Ethos has changed
6. Speakers are expected to use visual aids correctly
7. Speakers in some situations are expected to entertain
8. Audiences have access to sources, fact-checking and additional information during and after the speech
9. Oral Communication is and always has been instantaneous
10. Oral Communication can be taped, photographed and redistributed easier than in the past
B. Public Speaking and all Oral Communication remain a basic human interaction
1. Social
2. Practical
3. Communal purposes
C. Comparison over the ages of ways public speaking has changed (table 1.1)
D. Developing Multiple Communication Skills
1. Skills can be used in other areas of life or in other work
2. Builds Confidence
3. Helps overcome anxiety
4. Become better listeners
5. Research
6. Oral presentation
7. Understanding persuasion
8. Understanding others
9. Adapt to audiences, situations, context
E. Patterns of Speech Organization (explained in later lessons)
1. Chronological
2. Sequential
3. Spatial
4. Categorical
5. Cause-Effect
6. Problem-Solution
7. Others

XI. Back to basics. Why learn to speak in groups or in public?
A. Objectives
1. Understand the value of a course in public speaking and applications in students’ life of the communication model
2. Understand the long tradition of communication studies
3. Identify the major similarities and differences between public speaking and everyday conversation (interpersonal communication)
4. Understand that nervousness is normal, and even desirable
5. Investigate methods of using or controlling nerves, making it work for you as a speaker
6. Understand the elements of the communication process and how to use them in everyday life
7. Understand to adapt to and grow stronger from cultural diversity
8. Understand ethnocentrism, when to use it and how to avoid it
9. Understand the concepts in the textbook
10. Understand how to apply all of these concepts to speaking in public
11. Using the tools for your own self-understanding and advancement.
B. Public Speaking is vital
1. Spreading, using and resolving ideas, influence and knowledge
2. Public speaking touches everyone and every aspect of life
a. Helps gain success in every aspect of life
b. Vital as a means of civic engagement
c. Can be a form of empowerment
C. Power
1. Career advancement, understanding communication is a key resource
2. Career advancement, being able to speak to groups is a key asset.
3. Understanding and using Communication will lead to improvement in:
a. Grades, Academics
b. Success (Money and otherwise)
c. Understanding others and the world around you
d. Marketing and being marketed or sold to
e. Civic Responsibility (more later)
4. Skills
a. Organizing thoughts
b. Tailoring message to the audience
c. Response to and adapting to feedback
d. Seeking Maximum Impact
D. Differences from one on one interpersonal communication
a. Public Speaking is structured
b. Public Speaking requires more formal language
1. Appropriate to audience
2. Best to communicate complete concepts and ideas
3. You are being judged by listeners
4. Your ethos is directly involved in communication (more later)
E. History and players in public speaking (see text)
F. Similarities between public speaking and everyday conversation
1. Thoughts are organized, logically, emotionally or culturally
2. Structured with a need to engage, reengage and motivate
3. Time, environment, group interaction and relationships come into play
4. Message is tailored to the audience
5. Message is situational and fixed in a time or place
6. Message is meant and designed for maximum impact
7. Messages adapts to feedback
8. All parties leave changed in one way or another by the interaction
G. Public Speaking requires a different method of delivery
1. Language use
2. Structures or Designs
3. Goals and Expected Outcomes
4. Time limits or frames are vital
5. Feedback is usually not in the form of interruptions, but non-verbal in nature
6. Effective speakers develop their own method of delivery, avoiding distractions, being too informal or too formal (dependant on situation), avoiding distracting mannerisms and verbal habits…

XII. Changes over time, location and culture
A. Listening Skills, Attention Spans vary by time, group, culture
1. Lincoln Douglas Debates lasted hours, audience of farmers
2. Billy the Kid was classically educated
3. 1960’s Debates and State of Union watched, listened to
4. Retention skills diminishing with decline in reading
5. Multi-Cultural effects (good and bad)
6. Decline or evolution of vocabulary
7. Use of verbal, vocal and visual shifts
8. Various other education research finding
B. Need for visual aids and entertaining or reengaging audience
1. Maintain attention and comprehension
2. Reinforce narrative on multiple levels
3. Amplify examples
4. Explain concepts
5. Use ethos, pathos, logos and/or mythos
6. Should be geared to audience
C. Conversational tone
1. Not the same as conversation
a. Less colloquial
b. One way verbal
c. Slightly above level of audience
d. Use contractions
e. Use personal pronouns
f. Inclusive
2. Similar to conversation
a. Vocabulary at audience level or explained
b. Use of repetition to reinforce, explain
c. Adapts to feedback from audience
d. Gives impression of one-on-one conversation
e. Eye contact (explained elsewhere in course)
D. TV impact on public speaking
1. Appear to be talking to each viewer individually
2. Not cemented to podium
3. Use of gestures
4. Eye contact
5. Jerry Springer, Jay Leno
6. George Carlin, stadium, TV studio
E. Internet impact on public speaking
1. Immediacy expected
2. Current information and events expected
3. Audience may be more informed
4. Audience may have stronger opinions or views
5. Audience has shorter attention span
6. Audience can research what you say during the speech
7. Audience can check your facts
8. Audience can do further research later
9. Speech may be taped for later on-line review
F. Need to do Public Speaking and Groups over Video or Audio links
1. Video conferencing becoming common
2. Video of live events becoming more common
3. Video extension of interpersonal now a reality

YOU ASK QUESTIONS  (in class, in person or via e-mail

Day Three

Links to Everest College Daily Course Objectives and notes may be found in the right hand column on the web site under Everest College (scan down).
Day Two:                    The Communication Process
Class Name:                Oral Communication / SPC 62016
Instructor:                   Mr. Lynch

Daily Objectives: After this lesson you will understand or be able to:
V1       Develop an understanding of the concept sin chapters 1, 2 and 4
V2            Understand the basic Communication Model
V4                 Apply interpersonal to Communication Model
V5             Understanding where Oral Communication fits into society
V 6            Ethics and Communication

VT1            Multiculturism
VT2            Preparing a speech

Statement: To communicate you must understand your audience and your audience must accept you.

Activity:  Chapter Reports on Chapters 1, 2, 3

Vocabulary: see vocabulary list below and under Everest on (updated weekly). Take the time to study these lists and you will be well on your way to acing the academic part of the course. I may require lists to be turned in at a future date, so get started on filling in definitions. Ask questions via e-mail ( or in class. There is no such thing as a “bad”, “dumb” or “stupid” question. Questions count as part of your discussion grade.

Assignment for Wednesday:
Review chapters 1, 2, 4
Review Day one and two handouts, including notes contained in handout.
Review your notes and handouts
Go to the website and post one idea, response or suggestion on the blog Be sure you indicate your name and “Everest M W 6 AM”.

Vocabulary and Concepts
Covers first week lecture, text Chapters 1, 2, 4 of 
"Principles of Public Speaking (German, Bronbeck, Ehniger Monroe)


audience / receiver / listener / recipient 

audience orientation


central idea




codes (verbal, vocal, visual)


communication model

consumer imperative


culturally governed act





Diversity and culture




ethics and responsibility



general purpose

graphic purpose

human speech

intellectual imperative

interactive process

interpersonal communication

listener / transmitter / source

listening and opening new horizons

message / intended message / interpreted (received) message


moral frames



negotiative process  / negotiated meaning / negotiated communication process




personal acts

personal purpose




purpose statement


rhetorical frame

shared purpose

skyhook principle

social act

social imperative

speaker / transmitter / source


specific purpose

speech apprehension

state apprehension



thesis statement or central idea

trait apprehension


value orientations