CPR :)!

CPR
Anna's speech was beautifully delivered and was easy to relate to because of her use of appropriately chosen examples and anecdotes. She invited her listeners to join her in her appreciation of her family and parents while simultaneously allowing them to understand certain family dynamics.
"What"

• At the beginning of the speech, there was a slight lack of focus, but it was quickly regained!
• Anna maintained eye contact with the audience throughout the speech
• The tone was conversational
• Articulation showed that Anna was reading from a script, but it did not take away from the quality of her speech!
• Conveyed emotion through intonation and facial expressions
• Brought up specific examples and anecdots to stress her point throughout the speech

CPR
She let me into a beautiful world
of comfort and love that a family holds
and I heard a powerful lesson which mentioned
that uncertainty is okay
and she always knew
that an answer was not always needed
but she never understood it until now

"How"
Anna's speech was particularly effective when she related her message to her meaning...she emphasized that her parents were not perfect, and then she proceeded to give examples about how lack of perfection is okay...for instance, she mentioned that her dad did not always have an answer, but that the answer could be the mystery of the question. She also mentioned that her mom would "tell her it's all good," and that sometimes "it's not all good but that's okay."
On emoment of distractin that occured was at the beginning of the speech when Anna didn't seem to be entirely focused. Fortunately, she quickly gained presence and maintained it throughout the speech!

Discussion:
Alexander advocated for using a poetic/artistic response because it causes the person to reflect more deeply about the content of the speech. It requires more thought which often brings up new ideas and perspectives. It is also a critique that allows the responder to show how the speech appealed to his/her emotion, which is important for the speaker to understand while considering his/her delivery.

CPR Assignment

What;

The way Mary opened her speech was almost invitational to a conversation. She seemed very candid about the way she was presenting her speech that it practically opened a door into her family's life and the life of her brother. The immediate juxtaposition of Andrew and Eddy to each other (serious academic vs. troublemaker) instantly drew a connection between Eddy and the audience; nearly everyone has known a class clown or has that one friend that always seems to get in trouble. Right from the get-go I could relate to Mary's tribute. 

CPR;

For some, it is not important to know what your plan in life is.

For some, living in the moment is good enough.

For some, this is the only way to find their calling.

For some, all that needs to be done is live life and wait.

For some, it's about forging your own path.

For some, there needs to be a higher calling.

For some, they answer it.

Within this group of unique individuals, we find Eddy.

How;

The moments of effectiveness were definitely how easy Mary was to relate to. She made her family seem so real and each individual in her family feel like people we have all known. Mary's conversational tone also made it easier to get involved in her tribute. The way she clearly laid out Eddy's train of thought helped with the audience's following of his growth as an individual as well. 

A moment of distraction in Mary's tribute was an inconsistent tone. When she would tell anecdotes or asides about her brother that got into detail, you could see her imagine these moments and relive her experience with her brother and with that her face would light up and it was impossible not to relate to her or engage during these moments. However, when she would go back to explaining the overarching timeline of her tribute, she would draw back the emotion a little bit into a less energetic tone. 

Discussion;

Alexander suggests using a CPR as an evaluation because it is much more personal than just a standard rubric. It's also a much more involved method of grading a speaker. Instead of just ticking off boxes as the speaker gives their speech, the CPR requires involvement from the evaluator in order to really listen and take in the information being presented. Overall it's a more effective and involved process of evaluation/critique than a standard rubric.

4.21.14

Meet up with your partner to read or explain the CPR you wrote for them and discuss: What evaluative insights you gained from watching the video and creating a CPR, and how this differed from your initial reactions to the speech

• The differences in reaction to the CPR written about you versus the feedback session after your speech
• How evaluating your partner’s work made you think about your own work differently
• What you see as the benefits and drawbacks of Alexander’s approach

• Peer Critiques and Cultural Perspectives

• "Perception Sunrays" activity - You are going to be disclosing different aspects of your identity and other class members are going to be responding with perceptions of that identity. Remember that your words are powerful and as communicators, we must be respectful of all. While stereotypes you may use might be negative stereotypes, hurtful statements will not be tolerated.
1. Draw a small figure in the middle of your paper representing yourself. Leave enough room for lots of added content around it
2. Add four lines like the rays of the sun; again be aware of leaving room.
3. At the end of the lines, draw two lines forming the letter "V"
4. Walk around the room and add perceptions regarding two of your classmates' identities
5. When done, please return to your seat and examine your sheet
• Reflection questions
1. Which perceptions were accurate?
2. Which perceptions were stereotypes?
3. Did any of the perceptions surprise you? Why?
4. How do people's perceptions of your identity affect how you feel about these identities?
5. How do you think these identities/labels have influenced your speeches?

CPR assignment

Sean walked up to the podium and immediately mentioned the topic in which he was discussing, the passing of Walter Payton and began to ask who he was. He started mentioning the statistics of the amazing career he had and then showed the human within the legend by telling stories of his nickname “sweetness.” He took a football legend and put a personality to it by showing Walter’s personal struggles from race as a young player to liver cancer and refusing to be moved up on the list simply because he was famous.

A true legend is more than statistics and a recognizable name.

A true legend is someone who excels and makes a name for themselves through their craft but also someone who’s character is unlike any other. 

They are a leader and an inspiration. 

That’s exactly who Walter Payton was. 

Sean did a great job with this speech, I think he was most effective when he asked who Walter Payton was. That question formed the rest of the speech for him and really captured the attention of the audience. I also think that his use of stories were amazing to capture the essence of Walter Payton.

A moment of distraction throughout the speech was when Sean gave a lot of statistics. I think that it was important to know what a great player Walter was because its a major accomplishment, however the delivery was a little too much for someone not as knowledgeable in sports. I found myself wondering what those things were, so maybe a little explanation could have been helpful.

Alexander advocates for using a poetic/artistic response to evaluate student performances because he thinks that it causes more thought to go into responses. It also makes them more appealing, just as the performer being critiqued had to be thoughtful and intriguing, the person responding needs to do the same things. It also helps for mastery of the techniques and to find the meaning in the message of the performance.

CPR Assignment

From the moment Daniel walked up, it truly felt like he was addressing his mother, and family. He began with humorous jokes while giving a toast to his mom's birthday. Instead of preaching the lessons his mother taught him, he explained how the simple everyday moments taught him deep lessons. He was a picky eater, but that taught him to be tough. He did not like the cats his mom had, but that taught him to take the time to get to know someone and find out what they are really like. He also learned that it is not about what happens, but rather how you react to what happens that is important.

Daniel's speech made me feel as if I was there.
As if I knew his mother.
As if I had grown up right beside him.
The simple stories gave way to meaningful messages,
That deepened the relationship.

Moments of effectiveness were the lessons through the stories. It makes us realize that our everyday actions are more meaningful than we believe, and we should slow down in life to learn. Daniel did a great job of engaging the audience, even by telling his "uncle" to be quiet. The light hearted nature was also effective in that it was easy to follow and understand. Explaining the cultural aspects was also very helpful, for not everyone knew what they were. Moments of distraction were when you were not making eye contact, because then the audience did not have something to connect with. The audience could also tell when you were reading off your paper, versus when it was not scripted, there should be a balance and fluidity between the two.

Alexander advocates using a poetic or artistic response to evaluate student performances because it is more life like and has more meaning than just your average evaluation. The personal and educational levels are intertwined which means both form and function are evaluated. This method is more engaging for students in a reflexive process of their own work and their peers'. They can also use this technique to prepare for a performance.

CPR Homework Assignment/Reading Guide

Link to article: http://0-muse.jhu.edu.bianca.penlib.du.edu/journals/theatre_topics/v009/9.2alexander.html 

Alexander’s Poetic Critical Response

• Consideration of the speech as a whole as well as a consideration of its parts
• Pedagogy, pedagogical = of or relating to teaching
• Poetics - Aristotle versus Bakhtin, outcome versus intention
• Aristotle - poetic art produces psychological effects in its audience (outcome)
• Bakhtin - poetic art is used to produce certain psychological effects in the audience (intention)
• Aesthetic acts - acts that can be evaluated/judged/interpreted based on subjective response, the evoking of emotions or perceptions of beauty (so, depending on how you look at it, almost anything!)
• Alexander’s CPR:
• What: “the use of gesture, focus, voice; the construction and articulation of thought; the setting, scene, and environmental conditions established by the student for the reception of this performance; the intention behind the performance (ideological critique, argument, publication, etc.);”
• Immediate, Descriptive Responses: “...use description to recreate the performance from the moment that the student entered the scene.”
• Evaluative: “...cite moments of particular effectiveness, contrast them with moments of distraction”
• How: “How effective were these choices? How clear were the arguments, characters, and interpretations? How did I respond to the aesthetic communication of the performance as a whole?”
  

  -In greater detail - successes: “memorable gestures, phrases, emphases, pauses, characterization details.  

  
  

  -In greater detail - problems: “character slippage, lack of familiarity with the text, nervousness, vagueness in interpretation or argument”

Assignment: Please create and post to the blog a CPR for your partner's speech and answer the below online discussion question. Extra participation points will be given to those who comment on fellow students' posts.

Structure of the CPR:

1.) The what of the speech - Immediate Descriptive Response: 1-3 sentences of description to recreate the speech from the moment the speaker entered the scene.

2.) Creative Poetic Response - use creative prose or poetry to describe your subjective feelings and reactions to the speech

3.) The how of the speech - Evaluative descriptions:

• Think about the speech as a whole:
• What were the moments of effectiveness?
• What were the moments of distraction?

*Discussion Question: Why does Alexander advocate for using a poetic/artistic response to evaluate student performances?

Prompts for Peer Critique Notes 4.14 and 4.16

When your partner is presenting, please be sure to write down AT LEAST one of each:

• Content - WHAT the speaker is talking about
1. What about the content is effective
2. What about the content could be improved
• Delivery - HOW the speaker presents the content
1. What about the delivery is effective
2. What about the delivery could be improved