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Speaking Idol Exercise: A Four-Minute Exercise in Peer Critiques and Impromptu Presentations

Amanda Leigh Brozana
Doctoral Student, University of Alabama
College of Communication and Information Science
albrozana@bama.ua.edu
G.I.F.T.S. Presentation
National Communication Association Convention
San Antonio, TX
November 2006

Goal:
The way in which we teach students is constantly evolving. Today's students often are asked to contribute to the learning process for themselves and their peers in many ways, including offering peer reviews or critiques. Falchikov (2000) traced the pedagogical lineage of peer assessments to social constructionism, androgogy, and Piaget's active learning.

Often such critiques are incorporated into courses such as basic speech, so that they may enhance the performance of students (e.g., Falchikov, 2000; Hanrahan, 2001; Sluij smalls, 2001; Smith, 2002; Topping, 2005). The real-world application for peer critiques seems self-evident. Many times at work or in our private lives we are asked to offer an informal and immediate assessment of an idea, product, design or performance. These off-the-cuff exhibitions can leave lasting impressions. The development of a student's ability to think on their feet critically, and present their ideas within an organized structure can only add to their social and professional capital.

The goal of the "Speaker Idol Exercise" is to allow students to develop a richer understanding of the basic speech structure, indulge in a brief reflection on sensitivity, and offer them another opportunity to fine tune their delivery skills. With the whimsical addition of a popular television segment, students should also become more relaxed when facing the task of creating and presenting a limited-preparation speech.

This exercise may also enhance students' feeling of ability in the public speaking arena. Used as an early exercise in a speech course, it can be a tool to motivate students by building confidence (Cashin, 1979).

Critiques:

Each student will be asked to perform several roles during the course of the class or classes in which the exercise is presented. Students will play the role of the active judge or the active spectator.

All students in the class will view an American Idol audition from the DVD created by Brozana that includes auditions from season five. The active judge will make notes about the performance during the clip. The active judge will then prepare their critique, using two minutes or less to organize their thoughts and comments, then orally critique the performance in such a way that is constructive and persuasive. Total time allotted for organization and presentation of the critique is four minutes.

Students are encouraged to use at least two topics or appeals to support their stance in the critique. Points are given for ability to use persuasive appeals, sensitivity/ethical treatment of the subject, clear organization/structure for the critique, usefulness, delivery and style, originality. Students should not give a critique that is so vague it would fit any audition, but should make every effort to tailor it to the performance which they have been assigned.

The class, or active audience members, will then cast their ballots to send performers to Hollywood or send them home based on the appeals used by the presenter in their critique.

References:

Cashin, W. E. (1979). Motivating Students (Idea Paper No. 1). Kansas State University, Center for Faculty Evaluation
      and Development.

Falchikov, N. (2000). Student peer assessment in higher education; A meta-analysis comparing peer and teacher
      marks. Review of Educational Research, 70, 287-322.

Hanrahan, S. J. (2001). Assessing self- and peer-assessment. Higher Education Research and Development, 20, 53-70.

Sluijsmans, D. M. A. (2001). Peer assessment in problem-based learning. Studies in Educational Evaluation, 27, 153-173

Smith, H. (2002). Improving the quality of undergraduate peer assessment: A case for student and staff development.
      Innovations in Education and Teaching International, 39, 71-81. Topping, K. J. (2005). Trends in Peer Learning.
      Educational Psychology, 25, 631-645.

Sample Form:

Judge: ______________________

Speaking Idol

Persuasiveness of Appeals (20 points)                                              
1     2     3     4     5     6     7     8     9     10

Clear Structure/Organization of Critique (25 points)                       
1     2     3     4     5     6     7     8     9     100

Usefulness of Critique (10 points)
1     2     3     4     5     6     7     8     9     10

Sensitivity/Ethical Treatment of Subject (20 points)
1     2     3     4     5     6     7     8     9     10

Delivery/Style (15 points)
1     2     3     4     5     6     7     8     9     10

Originality of Critique (10 points)
1     2     3     4     5     6     7     8     9     10

 

Send Contestant: To Hollywood        Home                 Total Points:______ /100

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