An evaluation of the speech programs of the state colleges of California
Item Type text; Thesis-Reproduction (electronic) Authors Peterson, Wiley Karl, 1906-
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AN EVALUATION OF TKK 8PBBCH PROGRAMS OF THK STATE COLLEGES OF CALIFORNIA
t y
W. K . P e te r s o n
A T h e s i s
s u to a itt e d t o th o f a c u l t y o f th e
D e p a r t a e n t o f E d u c a tio n I n p a r t i a l f u l f i l l m e n t o f t h e re q u ire m e n to f o r th o d e g re e o f
M a s te r o f A r ts
i n t h e G ra d u a te C o lle g e U n i v e r s i t y o f A riz o n a
1 9 3 7
;
TABLES OF CONTENTS
C 2L_
C h a p te r P ag e
I . INTRODUCTION... 1 G e n e ra l B ackground o f t h e C a l i f o r n i a S t a t e
C o lle g e s The pro b lem T he P ro c e d u re
I I . THE SPEECH PROGRAMS OF THE STATE COLLEGES OF CALIFORNIA... .. 4 C h ico S t a t e C o l l e g e '
F re s n o S t a t e C o lle g e Humboldt S t a t e C o lle g e San D iego S t a t e C o lle g e San F r a n c is c o S t a t e C o lle g e San J o s e S t a t e C o lle g e
S a n ta B a rb a ra S t a t e C o lle g e
I I I . THE REPORT AND RECOMMENDED TEACH R-TRAINING SPEECH STANDARDS OF THE NATIONAL ASSOCIATION OF TEACH."JR1' OF SPEECH, STATE COLLEGE AND
NORMAL SCHOOL COMMITTEE OF 1 9 2 8 -3 0 ... 21 G e n e ra l I n t r o d u c t i o n
C om m ittee R e p o rt
IV . AN EVALUATION OF THE SPEECH PROGRAMS OF THE
STATE COLL :GES OF CALIFORNIA... 29 C h ico S t a t e C o lle g e
F re s n o S t a t e C o lle g e Humboldt S t a t e C o lle g e San D iego S t a t e C o lle g e San F r a n c is c o S t a t e C o lle g e San J o s e S t a t e C o lle g e
S a n ta B a rb a ra S t a t e C o lle g e
V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS• • • • 46
Summary
C om posite E v a lu a tio n T a b le C o n c lu s io n s
Recom m endations
VI BIBLIOGRAPHY 60
ABBREVimOHS
H .A .T .S . H a tio n & l A s s o c ia ti o n o f Teaohmz® o f B p e e e h . 1 9 2 8 -3 0 C o a a a itte e . N a t i o n a l A D B ooiation T ea o W r# o f
S p eec h S t a t e C o lle g e an a n o rm a l S c h o o l C om m ittee o f 1 9 2 8 -1 9 3 0 .
f h e C om m ittee w b a p p o in te d in 1928 and r e p o r t e d l a 1 9 3 0 .
CHAPTER I INTRODUCTION
The p u rp o s e o f t h i s s t u d y i s t o e v a l u a t e th e S p eec h P rogram o f t h e S t a t e C o lle g e s o f C a l i f o r n i a hy p r e s e n t i n g
t h a t program in d e t a i l ; and th e n m e a s u rin g t h i s p ro g ram hy com paring o r c o n t r a s t i n g i t n i t h t h e recommended s ta n d a r d s s e t up hy t h e N a ti o n a l A s s o c i a t i o n o f T e a c h e rs o f S p e e c h
% . . . . . % •
S t a t e C o lle g e and Norm al S c h o o l C om m ittee o f 1S 28-19S 0.
The s t a t e c o l l e g e i n C a l i f o r n i a i s an e v o l u tio n o f t h e s t a t e norm al s c h o o l. The f i r s t s t a t e n o rm al s c h o o l was fo u n d e d J u l y 2 1 , 1862 i n S an F r a n c i s c o . In 1871 t h i s i n s t i t u t i o n tos moved to San J o s e w here i t rem a in s t o t h i s d a y . T h e re a r e i n 1937, sev en S t a t e C o lle g e s i n C a l i f o r n i a —C h ic o , F r e s n o , H um holdt, San D ie g o , S an F ra n e l s e o , San J o s e and S a n ta B a r b a r a .
I t i s i n t e r e s t i n g t o n o te t h a t in t h e b e g in n in g t h e s t a t e n o rm al s c h o o l o f f e r e d o n ly a o n e - y e a r c o u rs e beyond th e e l e m e n ta ry l e v e l . By 1902 t h e c o u r s e had been in c r e a s e d to f o u r y e a r s . S in c e 1902 h ig h s c h o o l g r a d u a t io n h a s been a r e q u i r e m ent t o r a d m is s io n . . The tw o - y e a r n o rm al s c h o o l c o u r s e was
c o n tin u e d u n t i l 1 9 2 2 , when th e a c t e s t a b l i s h i n g t h e s t a t e t e a c h e r s c o l l e g e s became e f f e c t i v e .
i . Q u a r t e r l y J o u r n a l o f S p e e c h E d u c a tio n , 1 6 :4 2 -6 1
2
The S t a t e T e a c h e rs C o lle g e o f C hico was e s t a b l i s h e d as a b ra n c h o f t h e S t a t e S o m a l S c h o o l o f San J o s e in 1887.
% ': V ' - : . - ■ : • . .. ■: - . ' V . ' • T w o /y ea rs l a t e r in S e p te a h e r 1 8 8 9 , i t vyae opened as an in d e p e n d e n t i n s t i t u t i o n .
The S t a t e T e a c h e rs C o lle g e o f San D iego was opened as a s t a t e n o rm a l s c h o o l in t h e autum n o f 1 8 9 8 . V
The S t a t e T e a c h e rs c o l l e g e o f San F r a n c is c o was e s t a b -
• ■ . ■ " . - - ■ ■■■ : ■ '
l i e h e d i n 1889 a s a n o rm al s c h o o l.
The S t a t e T e a c h e rs C o lle g e o f S a n ta B a rb a ra was e s t a b l i s h e d i n 1909 a s th o S a n ta B a rb a ra S t a t e K e r a a l S c h o o l o f M anual A r ts an d Home E co n o m ies. I t was changed t o th e S a n ta B a r b a ra S t a t e n o rm a l S c h o o l i n 1 9 1 9 , and to t h e S t a t e C o lle g e
o f S a n ta B a rb a ra in 1921.
The S t a t e T e a c h e rs C o lle g e o f F re sn o opened as a s t a t e n o rm al s c h o o l S ep te m b er 1 9 1 1 , h a v in g e v o lv e d o u t o f th e p o s t g r a d u a t e h ig h s c h o o l c o u r s e e s t a b l i s h e d a t F re s n o i n
1910. I t was n o t u n t i l 1913 t h a t t h e c o l l e g e a s a s t a t e n o rm a l e x i s t e d a s a s e p a r a t e i n s t i t u t i o n .
Humboldt S t a t e T e a c h e r s C o lle g e * l o c a t e d . a t A r e a t a , was opened a s a s t a t e n o rm a l-s c h o o l A p r i l 1 6 , 1 9 1 4 .
P r i o r t o 1921 t h e s t a t e n o rm a l s c h o o ls w ere u n d e r th e
• - ■v' V-V '■
d i r e c t i o n o f l o c a l b o a rd s o f t r u s t e e s , i n t h a t y e a r t h e
- . ' ' _ _ .... ' * \ ■ ' ■
L e g i s l a t u r e changed a l l s t a t e n o rm al s c h o o ls t o s t a t e t e a c h e r s c o l l e g e s and c e n t r a l i z e d t h e i r c o n t r o l i n t h e S t a t e B oard o f E d u c a tio n , and t h e S t a t e D i r e c t o r of E d u c a tio n . D u rin g th e
\ - . - .
n e x t few y e a r s e a c h o f t h e c o lle g e s was a u t h o r i z e d to g r a n t
3
t h e B a c h e lo r o f A r ts d e g re e *2
Speech, a s d i s t i n g u i s h e d from E n g lis h made i t s f i r s t a p p e a ra n c e i n t h e c u r r ic u lu m o f a C a l i f o r n i a s t a t e C o lle g e
d u r in g t h e s c h o o l y e a r o f 1 926-1927 a t San J o s e S t a t e C o lle g e * I t m u st t h e r e f o r e h e k e p t i n m ind t h a t s p e e c h e d u c a tio n in t h e S t a t e C o lle g e s o f C a l i f o r n i a i s v e r y y o u n g , and i t may d e f i n i t e l y be s a i d t o he a new d e v e lo p m e n t. The S t a t e De
p a r tm e n t o f E d u c a tio n s a n c tio n e d th e e s ta b li s h m e n t o f a S p e e c h D ep a rtm en t a t San J o s e S t a t e C o lle g e in e i t h e r l a t e 1926 o r e a r l y 1927. T h is D e p a rtm e n t o f S p e e c h a t San J o s e S t a t e C o lle g e rem ains, t o - d a y a s t h e o n ly s e p a r a t e and d i s
t i n c t D ep artm en t o f S p e e c h in a C a l i f o r n i a S t a t e C o lle g e . 2
2 . P a c t s f o r i n t r o d u c t o r y s ta te m e n ts ta k e n from S t a t e o f C a l i f o r n i a D ep a rtm en t o f E d u c a tio n , B u l l e t i n Go. 1 2 .
J u n e 1 5 , 1 9 3 4 . ~ ~ ~ ~ “
' CHAPTER I I W
THE SPEECH PROGRAMS OF THE STATE COLLEGE OF CALIFORNIA C M co S t a t e C o lle g e
The S p e e c h Program a t C h ico S t a t e C o lle g e i s U n d e r t h e d i r e c t i o n o f A lv a P a r k T a y l o r , P h . B . , P r o f e s s o r o f Eng
l i s h and Head o f t h e D e p a rtm e n t.
The S p e e c h o f f e r e d a t C h ico s t a t e C o lle g e i s o f f e r e d u n d e r th e h e a d in g —C o u rse s i n O r a l E n g l i s h . 3
The f o llo w in g c o u r s e s a r e o f f e r e d a s c o u rs e s in O ra l E n g l i s h ;
O r a l E n g lis h 2 a . P u b l i c S p e a k i n g - ( 3 ) .
C la s s p r a c t i c e b a s e d on t h e s tu d y o f th e fu n d a m e n ta l p r i n c i p l e s o f e f f e c t i v e s p e a k in g .
O r a l E n g l i s h 2b. P u b l i c S p e a k in g . ( 3 ) .
C o n t in u a t io n o f t h e p r e c e d in g c o u r s e . O ra l E n g l i s h 5 . O ra l I n t e r p r e t a t i o n . ( 2 ) .
T h is c o u r s e in c lu d e s a c o n s i d e r a t i o n o f d i c t i o n , . p o i s e , r e a d in g ,.p a n to m im e and c h a r a c t e r p o r t r a y a l and
o f f e r s a b ac k g ro u n d f o r f u r t h e r work in d r a m a tic a r t . O r a l E n g l i s h 6 . D ra m a tic I n t e r p r e t a t i o n . ( 2 ) .
A s t u ^ o f o n e - a c t p l a y s , w ith p r a c t i c e in th e p r e s e n t a t i o n o f p la y s b e f o r e a u d i e n c e s .
O r a l E n g l i s h 7 . P la y p r o d u c t i o n . ( 1 ) .
3 . C hico S t a t e C o lle g e C i r c u l a r o t I n fo m a t i o n . 1 9 3 6 -1 9 3 7 .
p p v , 6 2 -6 3 . . . . v :
8
The aim o f th e co u rse I s to prepare and p r e se n t b e fo r e th e p u b lic one t h r e e - a c t p la y each s e m e s te r , or a s e r i e s o f o n e -a c t p la y s In e a s e the s i z e o f th e c l a s s n e c e s s i t a t e s such c h o ic e . Hot g iv e n In (1 9 5 6 -5 7 )•
Oral E n g lis h 8* Dram atic A id s t o T e a ch er s. ( 2 ) .
A c o u r s e ■Intended p r im a r ily to a s s i s t p erso n s who may be o b lig e d t o handle s c h o o l, c lu b or community pro
d u c tio n s In r u r a l or se m lr u r a l com m un ities.
These c o u r s e s o f fe r e d as o r a l E n g lis h are a l l low er d i v i s i o n c o u r s e s , and th e r e fo r e no major or minor In Speech
i s p o s s i b l e , -
F resn o S t a t e C o lle g e
The Speech program a t F resno S t a t e C o lle g e i s a d i v i s i o n o f th e Department o f E n g lis h and i s r e fe r r e d t o a s the D iv i
s io n o f S p e ech , There are fo u r f u l l - t i m e I n s tr u e to r e i n sp ee ch a t F resno s t a t e C o l l e g e .4
•The d i v i s i o n o f sp e e c h o f f e r s a g e n e r a l m ajor in S p eech , a major f o r th e S p e c ia l Secondary C r e d e n tia l In Speech end a minor w ith o th e r d eg ree w ork,*6
”A co u rse i n Speech I s req u ired o f a l l s tu d e n ts w orking f o r K in d erg a r te n , Prim ary, g e n e r a l e le m e n ta r y , m d some sp e c i a l secon d ary c r e d e n t i a l s . ”6
Though th e sp ee ch cu rricu lu m a t F resn o S ta t e C o lle g e l e r e fe r r e d t o a s th e D iv is i o n o f S p eech , a l l c o u r s e s In sp e e c h
■ ■' • • - -. - ■
4* Q u e s tio n n a ir e , ( s t a t e C o lle g e -S p e e c h ), Prepared by W, K. P e te r s o n , May ie s V .
8* C ir c u la r o f In fo r m a tio n . F resn o S ta t e C o lle g e 1956-1957 P* 9 2 . ' "1 ™ -
6 . H u ntin g, George H, Q u e stio n n a ir e — (S ta te C o lle g e S p e e c h ), Op. o i t . p , 2 , Hay 1957,
6
a r e r e f e r r e d to ae E n g lis h ; .E n g lish . 2JU- P u n d a m o n ta ls-.o f S p e e c h ; E n g liB h 22 Fundcm exitalo o f O r a l R e a d in g , e t c .
The S p e e c h c o u re e s o f f e r e d a t F re e n o S t a t e C o lle g e a r e
■ - 7
a s f o llo w s : ..
E n g lie h 20 A »R .. P u ljli c tsp e a k in g . ( 3 - 3 ) .
A courB e d e v o te d t o th e th e o r y and p r a c t i c e o f : a p e e c h o r g a n i z a t i o n , end t o d e l i v e r y o f s h o r t s p e e c h e s . I t s aim i s , t o t r a i n one t o o r g a n i s e h i s tM n k in g an d t o
«cpresB h im s e lf o r a l l y w i t h f lu e n c y and r e a s o n a b le a c
c u r a c y . : . -
E n g l i s h 2 1 . F u n d am e n tals o f S p e e c h . ( 3 ) . .
The aim o f t h i s c o u r s e i s th e a c q u i s i t i o n ®f p l e a s in g and e f f e c t i v e s p e e c h h a b i t s ..
E n g lis h 2 2 . Ih m dam ontais o f O r a l R e a d in g . ( 3 ) .
The aim c f t h i s c o u r s e i s t o d e v e lo p in th e s t u d e n t t h e a b i l i t y to I n t e r p r e t and tsxpreas e f f e c t i v e l y t h e m eaning o f th e p r i n t e d p a g e . :
& i g l i s h 2 3 . F u n d am e n tals o f D r a m a t i z a t i o n . ( 3 ) .
D e sig n e d t o make e a r l y b e g in n in g s i n c r e a t i v e dram a
t i z a t i o n , e s c a p e from s e l f , e t c . E n g l i s h 25 A -B -C -D e b a tin g .. ( 2 - 2 - 2 ) .
S q u ad p r a c t i c e i n p r e p a r i n g team s f o r p a r t i c i p a t i o n i n t h e I n t e r c o l l e g i a t e d e b a te s o f th e y e a r . R e s e a r c h , d i s c u s s i o n s and much p r a c t i c e d e b a t i n g .
7 . C i r c u l a r o f i n f o r m a t i o n , o p . c i t . , ' p p . 6 2 - 9 6 . """
7
E n g lis h 33* E lem entary F le y P ro d u c tio n .
The fundam entals o f sp eech and pantomime are a p p lie d t o v o e a l p ro d u ctio n and e x p r e s s io n a s req u ired by th e tech n iq u e o f a c tin g *
E n g lis h 34A-B. E lem entary S ta g e C r a f t• • C o lle g e T heatre*
(2 -2 ) or ( 3 - 3 ) ,
S e t t in g s are d e s ig n e d ) sc e n e r y and s ta g e p ro p erty b u i l t a cco rd in g t o t e c h n ic a l sta n d a r d s) l i g h t i n g i s p l a t ted and th e s t a g e managed in th e s p i r i t o f th e b e s t t r a d i t io n s o f a r t and th e p r o f e s s io n a l t h e a t r e ,
E n g lis h 120 A -B, Advanced P u b lic S p ea k in g , ( 2 - 2 ) .
Emphasis p la ced upon sp e e c h e s o f from tw e lv e t o
tw e n t y - fiv e m in u tes in le n g t h , and th e developm ent o f a b i l i t y t o th in k on o n e 's f e e t , to a s s i m il a t e o n e 's m a te r ia l and d e l i v e r extem poraneou sly* P r e r e q u is it e i 8A-B*
E n g lis h 122* Oral E x p ressio n * ( 3 ) .
Oral i n t e r p r e t a t io n o f l y r i c , m onologue, n a r r a t iv e , and drama* Emphasis on s u i t i n g e x p r e s s io n t o thou ght#
E n g lis h 1 2 3 . Speech C o rr ectio n * ( 3 ) ,
D esigned p r im a r ily f o r s tu d e n ts p rep a rin g t o teach * A s c i e n t i f i c co u rse in sp ee ch c o r r e c tio n *
E n g lis h 124* Speech C lin ic *
D esigned f o r th o s e who have sp eech d i f f i c u l t i e s * E n g lis h 126 A-B* Advanced D ebating* ( 2 - 2 ) .
Squad p r e p a r a tio n f o r i n t e r c o l l e g i a t e d e b a te s* Con
t in u a t io n o f th e work o f 25A-B-0*
8
E n g lis h 1 8 8 . A rg u m e n ta tio n and D eb a te.
Hot g iv e n in 1 9 36*57. A co u rse d ev o ted to th e th e ory o f th e p r in c ip le s o f argum entation and p r a c t ic e l a p rep arin g o u t l i n e s , b r i e f s , and s p e e c h e s ,
E n g lis h 130A*B. D ra m a tiza tio n o f P o e tr y -C o lle g e T h e a tr e . ( 8 * 2 ).
,
A p p r e c ia tio n o f p o e tr y i s d evelop ed and expanded by b r in g in g i t t o l i f e through a r t f u l d r a m a tiz a tio n .
E n g lis h 131A-B. A rt o f M ike-u p. ( S - 2 ) .
L aboratory d r i l l s and ex p e r im e n ta tio n are under
taken t o a c h ie v e th e s k i l l req u ired f o r a r t i s t i c and e f - f e c t l v e make-up o f " s tr a ig h t * and " ch a ra cter* r o le s *
E n g lis h 152A-B. A rt o f Pantomime. (2 -2 )*
' ' •• ' . ' ■ •
B a sic p r i n c i p l e s o f an adequate e x p r e s s io n o f id e a s
. ' ■ ■
p h y s i c a lly are d is c o v e r e d and a p p lie d t o p r a c t i c e , E n g lis h 133A-B-C. Advanced P la y P rod uction*
T his cou rse im poses r e s p o n s i b i l i t i e s and d i s c i p l i n e o f la r g e e c a le c o l l e g e p r o d u c tio n .
E n g lis h 184-A -B . Advanced S t a g e c r a f t . ( 2 * 2 ) , ( 3 - 3 ) .
' : ' ■ • ' • , .
S p e c i f i c a l l y Intended f o r th o se s tu d e n ts who are q u a li f ie d t o assume th e r e s p o n s i b i l i t i e s o f k ey p o s it io n s o f le a d e r s h ip in th e a te r o r g a n iz a tio n .
E n g lis h 155-A -B . E d u c a tio n a l Drama, ( 3 - 3 ) .
A le c t u r e and la b o r a to r y co u rse d e sig n ed p r im a r ily
■■ ■■' ■ ’ . • - . . - .
f o r s tu d e n ts who are p rep arin g t o te a c h g e n e r a l s u b je c t#
and s u p e r v is e v a r ie d a c t i v i t i e s in th e elem en ta ry sc h v o la
9
P re p a r a tio n o f b ib l io g r a p h ie s , eo u rse o u t l i n e s , l e s s o n - p la n e , and d is c u e s io n o f methods f o r s p e e i f i e d e d u c a tio n a l l e v e l s and n e e d s , l a y f u l f i l l th e requirem ent o f a
methods cou rse f o r major in speech*
E n g lis h 136« Teacher# Course in Speeeh E d u c a tio n . ( 2 ) . P re p a r a tio n o f b ib lio g r a p h ie s , c o u r s e o u t l i n e s , le s s o n p la n s and d is c u s s io n o f methods f o r s p e e i f i e d e d u c a tio n a l l e v e l s . Hot g iv e n in 1 9 8 6 -3 7 ,
E n g lis h 1 3 7 , Shakespearean D ram atisation # ( 2 ) ,
R eserved f o r th o se s tu d e n ts p o s s e s s in g a background o f in t e r p r e t i v e t r a in in g * Hot g iv e n in 1 9 3 6 -3 7 ,
E n g lis h 189* P la y D ir e c tio n * ( 1 ) , :
Planned t o clim a x th e work o f sp eech t r a in in g and p la y p rod uction *
Humboldt S t a t e C o lle g e
The Speech Program a t Humboldt S ta te C o lle g e i s a d i v i s io n o f the E n g lis h departm ent known a s th e D iv is i o n o f Speech and Drama. P r o fe s s o r G arff B e l l W ilson i s D ir e c t o r 'o f Speech and Drama, and 1# the one f u l l - t i m e Speeeh i n s t r u c t o r ,
A major in Speech i s n o t o f fe r e d a t Huaboldt s t a t e C ol
l e g e , and no p r o v is io n i s found f o r t h e g iv in g o f a m in o r.
P u b lic Speaking 1A i s re q u ir e d o f a l l s tu d e n ts s e e k in g te a c h in g c r e d e n t i a l s . T h is co u rse i s r e q u ir e d d u rin g th e f i r s t se m e ste r o f t h e freshm en year*
The Speech c o u r se s o ffe r e d by th e D iv is i o n o f Speeeh and Drama a t Humboldt S ta t e C o lle g e arei®
B. C ir c u la r o f In fo r m a tio n . Humboldt S ta te C o lle g e . 16&6-37r P* 9 5 ,
10
S p e e c h 1A -IB . P u b l i c S p e a k in g . ( 3 - 3 ) .
A b a s i c c o u rs e i n .th e fu n d a m e n ta ls o f s p e e c h p l a n
n in g an d d e l i v e r y . .
Speech: 2A-2B. F u n d am e n tals o f E x p r e s s io n and I n t e r p r e t a t i o n .
( 3 - 3 ) . ; ' . • - . ..
A b a s i c c o u rs e i n v o ic e t r a i n i n g an d in t h e a r t o f o r a l e x p r e s s i o n .
Drama 1 0 . T h e w y and T e c h n iq u e o f A c ti n g . ( 3 ) .
T h is c o u r s e em braces t h e b a s i c p r i n c i p l e s o f Drama-
. t i e A r t . , •. \ ^ : ,
Drama 25 and 1 2 5 . D ram atic Work Shop. ( 2 ) .
: A l a b o r a t o r y c o u r s e i n a c t i n g and in t h e t e c h n i c a l p r a c t i c e s o f th e s t a g e .
Drama 15SA-B. P la y P r o d u c t i o n . ^
A l e c t u r e and l a b o r a t o r y c o u rs e d e s ig n e d p r i m a r i l y f o r t e a c h e r s an d s t u d e n t s who in te n d t o engage i n th e work o f p l a y p r o d u c t i o n . The seco n d s e m e s te r i s g iv e n
to p r o d u c tio n o f a v a r i e t y o f r e p r e s e n t a t i v e l y s e l e c t e d
■ p l a y s . . : .
S an D iego S t a t e C o lle g e
The S p e e c h P rogram a t San D ieg o S t a t e C o lle g e i s a d i v i -
,
s i o n o f t h e E n g l i s h D e p a rtm e n t, known a s The D i v i s i o n o f S p eech A r t s . P r o f e s s o r P a u l L . P f a f f i s i n c h a rg e as a f u l l tim e
i n s t r u c t o r in sp e e c h and h a s t h e a s s i s t a n c e in d r a m a tic a r t , o f P r o f e s s o r S y b i l E l i z a J o n e s .
Though, a m a jo r in s p e e c h a r t s i s p o t o f f e r e d a t San D iego S t a t e G©33.«g«e s u f f i c i e n t s p e e c h h o u rs a r e a v a i l a b l e _
t o co m p lete a m in e r . One s p e e c h c o u rse i s r e q u i r e d o f m a jo rs in P h y e i c a l E d u e a tio n a n d com m erce.
The C o u rse s i n S p e e c h A r ts o f f e r e d a t Ban D iego S t a t e ' A '
C o lle g e a r e : . -=
S p e e c h 1A. F u n d am e n tals o f P u b l i c S p e a k in g . ( 3 ) .
T r a i n i n g in fu n d a m e n ta l p r o c e s s e s o f o r a l e x p r e s s i o n ; m ethods o f o b t a i n i n g and o r g a n i s i n g m a t e r i a l , d e l i v e r y , ex tem p o ran eo u s s p e a k in g , open forum d e b a t i n g ,
;V e t c . - ■ " . ' ■ ' : . ■ :
S p eec h IB . E x te e tp e ra n e e u e S p e a k i r g . ( 3 ) . -
P r a c t i c e i n e x te m p e zan e eu s s p e a k in g on s u b j e o t s o f c u r r e n t i n t e r e s t , forum d i s c u s s i o n f o r q u ic k o r g a n i
z a t i o n t r a i n i n g . :
S p e e c h 1C. O r a l I n t e r p r e t a t i o n . ( 3 ) .
: The o r a l i n t e r p r e t a t i o n o f l o n g e r l i t e r a r y s e l e c t i o n s b o th i n p o e t r y and p r o s e , a fu n d a m e n ta l c o u rs e d e s ig n e d
f o r t h e b e g in n in g s t u d e n t s in dram a a s w e ll a s th o s e m a jo rin g o r m in o r in g i n E n g l i s h l i t e r a t u r e ;
S p e e c h ID . A dvanced I n t e r p r e t a t i o n .
# a p h a s i 8 p la c e d on s t a g e p o i s e and g r a c e w ith a d e q u a t e a t t e n t i o n g iv e n t o v a r i a t i o n i n t h e p r e s e n t a t i o n o f l i t e r a r y s e l e c t i o n s . 9
9 . C i r c u l a r o f I n f o r m a t i o n , S an D iego S t a t e C o l l e g e , ly 3 6 - 3 7 ,
p p . 9 3 -9 5 .
1 2
S p e e c h 2 0 . C o r r e c t i v e S p e e c h . (1 ) (9 .weeks c o u r s e ) •
C o r r e c t i v e l a h o z m t e r y , t r a i n i n g p r e s c r i b e d on th e b a s i s o f v o c a l i z a t i o n t e s t s made on E d is o n M a ch in e . Re
q u i r e d o f e d u c a tio n m a jo rs who. f a i l t o m eet s p e e c h r e - . q u ir e m e n ts t e s t .
S p e e c h 55A-55B. D ra m a tic P r o d u c t to n . .
A c o u rs e f i r s t a n d s e c o n d y e a r s t u d e n t s i n w h ic h , th r o u g h p a r t i c i p a t i o n , th e y a c q u i r e an u n d e r s ta n d in g o f
c e r t a i n d r a m a tic p e r io d s an d ty p e s i n E n g lis h l i t e r a t u r e . S p e e c h 55C-55D. D ra m a tic E x p r e s s io n . ( 3 - 3 ) .
, A c o u r s e d e s ig n e d t o h e lp f i r s t and s e c o n d - y e a r s t u d e n ts r e a l i s e and d e v e lo p t h e i r own a b i l i t i e s f o r e x p re s s i n g e h a z e e t e r and l i f e .
S p e e c h 10IB . A rg u m e n ta tio n and D e b a te . ( 3 ) .
O b ta in in g an d o r g a n i s i n g o f e v id e n c e and t h e con
s t r u c t i o n and u s e o f th e b r i e f ; s tu d y an d d i s c u s s i o n o f o u r r e n t i s s u e s ; t h e p r e s e n t a t i o n o t fo rm a l and I n fo r m a l d e b a t e s . A t t e n t i o n to i n t r a m u r a l a n d i n t e r c o l l e g i a t e d e b a t i n g , ( o f f e r e d in ev en -n u m b ered y e a r s ) .
S p e e c h 166A-155B. A dvanced D ra m a tic E x p r e s s i o n . ( 3 - 3 ) . f o r tip p e r d i v i s i o n s t u d e n t s t r a i n i n g , f o r l e a d e r s h i p i n d i f f e r e n t f i e l d s a s w e l l a s d ra m a . M o re. a d v a n c e d fo rm s o f d r a m a tic e x p r e s s i o n s t u d i e d , e t c . S p e e c h . 156A-156B. A dvanced D ra m a tic P r o d u c t i o n . ( 3 - 3 ) .
The s tu d y o f m o r e .- 'd if f is u l t d r a m a tic ty p e s and p e r i o d s i n t h e p r o d u c t i o n o f p o e t i c and p r o s e l i t e r a -
IS
tu r e o f d i f f e r e n t c o u n t r i e a . P r a c t i c a l p a r t ic ip a t io n and dem onstration* ( o ff e r e d even-nm ibered y e a r n ) •
San F r a n c is c o S t a t e C o lle g e
The Speech Program a t San F r a n c is c o S t a t e C o lle g e i s a d i v i s i o n o f th e E n g lis h departm ent* P r o fe ss o r J e s s i e C a seb a lt
I s in charge o f Speech E d u ca tio n a t San F r a n c is c o S t a t e
C o lleg e* There are s i x in s t r u c t o r s who a s s i s t in th e v a r io u s d i v i s i o n s o f the sp eech program# I t i s p o s s ib le t o se c u r e
e i t h e r a m ajor or a minor in sp ee ch a t San F r a n c is c o S ta te C o lleg e* E n g lis h 3 , Fundamentals o f Speech i s re q u ir ed o f a l l s tu d e n ts a t San F r a n c is e o S t a t e C o lle g e*
The Speech Courses o f fe r e d a t San F r a n c is c o S ta te C ol
le g e are as f o l l o w s s * °
E n g lis h 3* Fundamentals o f Speech* (2 )*
E n g lis h 3M# Fundamentals o f Speech# (2 )» . (For M usic M ajors#)
E n g lis h 20# P la y D ir e c tin g # ( 2 ) ,
E n g lis h 21# Fundamentals o f Reading* (3 )#
E n g lis h 22# Fundamentals o f P u b lic Speaking* ( 5) #
E n g lis h 22B* P a rlia m en ta ry usage and c lu b o r g a n is a tio n # (2 )#
E n g lis h 25# Fundamentals o f Drama, ( 3 ) . E n g lis h 120* P la y D ir e c tin g * (2 )#
E n g lis h 1 2 1 , V oice Improvement# ( 2 ) ,
E n g lis h 122A# Speech O r g a n isa tio n and P r e s e n t a t io n , ( 3 ) , :
1 5 * Ban P r a n e iso o sta te " d o llo K e * G eneral C a ta lo g u e ,
pp, 6 9 ,7 0 ,7 1 , “ “ ---
14
E n g l i s h 122B. A dranoed C peech P r o o e n t a t i o n . ( 3 ) . E n g lis h 12215. P a r l i a m e n t a r y U »»ge. ( 1 ) .
E n g lis h 122A. Zomra D is o u s s io n . ( 3 ) .
E n g l i s h 123B. P r i n c i p l e s o f A rg u m en t. (3 )»
E n g lis h 1 2 % . D e h a te P r a c t i c e . ( 3 ) . E n g l i s h 12<A. S t a g e 'D e s i g n . ( 2 ) . E n g l i s h 12433. S ta g e C r a f t . ( 2 ) . E n g l i s h 1 2 5 . P u p p e tr y . ( 2 ) .
E n g l i s h 126A. A c tin g : T h e o ry and p r a c t i c e . ( 3 ) . E n g l i s h 126B. P la y P r o d u c tio n . ( 3 ) .
E n g l i s h 1 2 6 c . Advanced P l a y P r o d u c t i o n . ( 3 ) . E n g l i s h 129. V e rse C h o i r . ( 2 ) .
E n g l i s h 1 3 0 . D ra m a tic I n t e r p r e t a t i o n . ( 3 ) .
E n g l i s h 1 3 3 . M a s te r p ie c e s o f P e r s u a s i v e S p e e c h . ( 3 ) .
P r a c t i c e te a c h i n g i n t h e f o llo w in g f i e l d s i s a l s o o f - f e r e d a t San F r a n c is c o S t a t e C o l le g e :
E n g lis h 303A. S p e e c h c o r r e c t i o n . ( 2 ) . E n g l i s h 302B. S t o r y T e l l i n g . {2) . E n g l i s h 3030. The S c h o o l P l a y . ( 2 ) .
E n g lis h 304D. P l a y P r o d u c tio n and p a g e a n t in t h e s c h o o l. ( 1 ) . E n g l i s h 3 0 4 S p D e b a t e in t h e S c h o o l. ( 1 ) .
San J o s e S t a t e C o lle g e
A t San J o s e S t a t e C o lle g e t h e r e i s t h e o n ly S p e e c h D ep a rtm en t i n C a l i f o r n i a S t a t e C o l l e g e s . T h is d e p a rtm e n t was in a u g u r a te d in 1 9 2 7 -2 8 by a u th o r i t : / o f t h e C a l i f o r n i a
15
S t a t e B oard o f E d u c a tio n . P r o f e s s o r E l i z a b e t h K. J e n k s i s h ead o f th e d e p a rtm e n t an d h a s a s members o f h e r s p e e c h s t a f f s i x a d d i t i o n a l f u l l tim e s p e e c h i n s t r u c t o r s .
The f o llo w in g specich p ro g ra m s a r e o f f e r e d a t San J o s e S t a t e C o lle g e :
1* A. B . D eg ree w ith S p o c i a l s e c o n d a r y C r e d e n t i a l
i n Speech* .
2 . A* B* D eg ree w ith M a jo rs in S p e e c h an d one o t h e r S p e c i a l C r e d e n t i a l f i e l d .
3 . A* Be D eg ree w i t h S p e c i a l S e c o n d a ry C r e d e n t i a l in S p e e c h and a G e n e ra l j u n i o r H igh S c h o o l c r e d e n t i a l . 4 . A* B . D eg ree w ith th o G e n e ra l E le m e n ta ry C re
d e n t i a l an d a G e n e ra l E le m e n ta ry M a jo r i n s p e e c h . 5 . a* B . D eg ree w ith t h e G e n e ra l J u n i o r High S ch o o l
an d G e n e ra l E le m e n ta ry c r e d e n t i a l s and a j u n io r H igh and G e n e ra l E le m e n ta ry M a jo r i n S p e e c h .
6 » A* B« D eg ree w ith a M a jo r in S p e e c h and E n g l i s h . 7 . A* B- D eg re e w ith a M a jo r i a S p e e c h .
The f o ll o w i n g c o u r s e s in s p e e c h a r e o f f e r e d a t S an j o e s S t a t e C o lle g e*11
S p e e c h A# B» C* E le m e n ta ry V o ice an d D i c t i o n .
D esig n e d f o r e t u d e n t s who n e e d c o r r e c t i v e and d e v e lo p m e n ta l v o ic e and a r t i c u l a t i o n p r a c t i c e .
S p e e c h 1a# B« O ra l i n t e r p r e t a t i o n * ( 3 - 3 - 3 ) .
S tu d y o f t h e m e c h a n ic s o f e x p r e s s iv e o r a l r e a d - 11 1 1 . B u l l e t i n o f in fo r m a tio n , f o r 19&6-&7. p p ., 1 7 9 -1 8 2 .
I S '
i n g , v o ic e p r o d u c tio n and a r t i c u l a t i o n *
# p e e o h o r a l I n t e r p r e t a t i o n * ( 3 - 3 - 3 ) .
The d e v o lo p a e n t o f s k i l l i n d r a m a tic r e a d in g ITote: San j o g s s t a t e C o lle g e o p e ra to o ’on a q u a r t e r
■ p l a n . • : * .■■■*._ - . - ■ • ■ ■ ;
S p e e c h 2a» 2®. P u b l i c S p eak in g * ( 3 - 3 - 3 ) *
6r®\i) d i s c u s s i o n o f im p o r ta n t t o p i c s , and d e l i v e r y o f ex tem p o ran e o u s s p e e c h e s . .S t r e s s e s th o u g h t , o r g a n iz a t i o n and p l a t f o r m te c h n iq u e * •
S p e e c h 2C. p u b l i c S p e a k in g . ( 3 * 3 - 3 ) •
A n a d v a n c o d c o u rs e in s p e e c h m aking w ith em phasis
on p e r e u a s io n * . . ^ .
• g p e e o h 3a» 3b< A rg u m e n ta tio n an d D e b a te . (3 * 3 ) •
„ .; i r g t s a e n t a t i v e t h e o r y and p r a c t i c e * S p e e c h 3 c. A rg u m e n ta tio n and D e b a te . ( 3 ) •
p e r s u a s i v e s p e a k in g w i t h s tu d y o f a u d ie n c e i n t e r
e s t s , w an ts and e m o tio n s . -
S p e e c h 7a#B»C* i n t e r c o l l e g i a t e D e b a tin g . ( 1 - 1 - 1 ) .
P a r t i c i p a t i o n i n i n t e r c o l l e g i a t e d e b a te s and g ro u p
d i s c u s s i o n . .. . V • ■ ' • •
S p e e c h 1 0 . R e a d in g . (1*1*1) *
R em ed ial r e a d in g d e s ig n e d t o i n c r e a s e r a t e and c o m p re h e n sio n .
S p e e c h 1 1 . T he c h o ic e o f p l a y . ( 2 ) .
The s tu d y o f o n e - a c t and L h rc c - a c t p la y s s u i t a b l e f o r p r o d u c tio n in ^LememW ^# j u n i o r and s e n i o r h ig h
CcllOOlB.
S p e e c h 49a, B , C . L a b o r a to r y T h e a t r e . ( 1 - 1 - 1 ) .
P r a c t i c a l work in p r o d u c tio n @f a b o r t p l a y s u n d e r
t r a i n e d d i r e c t i o n . ''
S p e e c h 55A»B. ( 1 - 1 ) .
L a b o r a to r y o o u ro e in a c t i n g . ■'
S p e e c h 57. D i r e c t i n g . (2 ) . ' ' ■ V
The s p e c i f i c arai g e n e r a l p ro b lem s o f d i r e c t i n g i n c lu d in g b u s in e s s , p l o t t i n g , th e p i c t o r i a l s ta g e and a l l i e d
• t o p i c s . ■ ' '
S p e e c h 6 5 . S p e a k in g C h o i r . ( 2 - 2 - 2 ) .
The s tu d y o f t h e te c h n iq u e o f d i r e c t i n g s p e a k in g c h o i r s , p a r t i c i p a t i o n i n s p e a k in g c h o i r s . ■ u p p e r
D i v i s i o n . •
S p eco h 100a • P h o n e t i c s . ( 3 - 3 - 3 ) . •
i n t r o d u c t o r y c o u r s e t o sp e e c h c o r r e c t i o n p la n n e d t o h e lp th e s t u d e n t h e a r and u nderstan d t h e n a tu r e o f s p e e c h e c w id e .
S p e e c h 100B. S p eech c o r r e c t i o n . ( 3 - 3 - 3 ) . *
: - The c l a s s i f i c a t i o n , d i a g n o s i s and tr e a t m e n t o f m in o r s p e e c h d e f e c t s .
S p e e c h 100C. S p e e c h c o r r e c t i o n . ( 3 - 3 - 3 ) . C l i n i c a l p r a c t i c e . . S p e e c h 104A.B* P la y p r o & i e t i o a . ( 3 - 3 ) .
D ra m a tic p r o d u c t i o n . Advanced l i g h t i n g , sc e n e
18
.d e sig n ,-a n d e o n e t r t t e t i o n ; . ^
S p e e c h 107a»B ,C .; i n t e r c o l l e g i a t e D e b a tin g . . ( 1 - 1 - 1 ) . P r e p a r a t i o n , p r a c t i c e and c o m p e titio n .
S p eech 110AtB?e* ;T h w t e r .'B a ^ ^ re m d ® » (3~3)« ;
Greek dram a t h r a t W e a r l y R e n a ls o n n c e . The Rena
i s s a n c e t o th e 1 8 th c e n t u r y . . The 1 8 th a n d I f t h c e n tu r ie s * S p eec h 111a,b,C« B r a a a t i e C r i t i c i s m and A p p r e c i a t i o n . ( 3 -3 - 3 ).
B a c % re u n d o f d r a m a tic c r i t i c i s m , n o d e m d r a m a t i c _ c r i t i c i s m and a p p l i c a t i o n t o co n te m p o ra ry p r o d u c tio n . S p e e c h 1 1 2 . Advanced i n t e r p r e t a t i o n . ( 3 ) •
. P la tf o r m te c h n iq u e s and r e p e r t o i r e * S p eech 1 1 3 . D r a m a tiz a tio n . ( 3 -3 ) *
How t o change p r o s e an d p o e t r y i n t o drama f o r
s c n o o l u s e . .
S p eech 1 1 6 . The A r t o f m a k e-u p . ( 2 ) .
A p r a c t i c a l c o u r s e f o r p r o s p e c t i v e d i r e c t o r s and a c t o r s .
S p e e c h 1 1 7 . R ad io S p e a k in g . ( 2 ) .
T h e o ry an d p r a c t i c e o f r a d i o / b r o a d c a s t i n g . S p e e c h 118a.B,C* s t a g e c r a f t . ( 1- 1- 1 ) .
D e sig n e d t o a o q m l n t th e s t u d e n t w i t h t h e u s e o f
t o o l s and s t a g e e q u ip m e n t. The d e a lg n ln g and c o n s t r u c t i o n o f s t a g e s e t s .
S p e e c h 1 2 0 . S t o r y T e l l i n g . ( 2 ) . .
A p r a c t i c a l c o u r s e in t h e a rra n g e m e n t and p r e s e n -
t a t io n o f e t o r y t i l i n g m a t e r i a l above th e e le m e n ta r y
' .. g r a d e s , V •' ' ' ■ - -
S p e e c h 124a*B*C. V o ice a n d D i e t i o n , ( 2 - 2 - 2 ) .
, A p r a c t i c a l c o u r s e s t r e s s i n g i n d i v i d u a l im provem ent i n v o ic e and a r t i c u l a t i o n f o r t h e d ev e lo p m e n t o f good A m erican s p e e c h .
S p e e c h 1 2 8 . ' c la s s r o o m S p eec h f o r T eaeh er® . ( 5 - 3 - 3 ) . S p eec h 1 3 0 . s c h o o l p ro g ra m s and E n te r ta in m e n ts . ( 2 ) .
P r a c t i c a l d ev e lo p m e n t o f p ro g ra m s , e t c . s p e e c h 1 3 4 . p u p p e ts and show, A r t i s t i c *
E d u c a tio n 1 4 5 . S tu d e n t T e a c h in g .
S u p e r v is e d by t h e s p e e c h d e p a rtm e n t.
• ■ . . •
E d u c a tio n 3 8 0 . The T e a c h in g o f S p e e c h . ( 3 - 3 ) %
The .c o n t e n t o f c o u r s e s in s p e e c h f o r j u n i o r and se n io r* -h ig h s c h o o l s .
S a n ta B a r b a r a s t a t e c o l l e g e .
The S p e e c h p ro g ra m a t S a n ta B a r b a r a S t a t e c o l l e g e i s o f f e r e d as p a r t o f t h e r e g u l a r E n g l i s h c u r r ic u lu m , o n ly t h r e e c o u rs e s a r e o f f e r e d in 1 9 3 6 -3 7 . T h ese c o u rs e s a r e c o n d u c ted by a p a r t - t i m e E n g lis h i n s t r u c t o r , n e i t h e r a m a jo r n o r m in o r i n s p e e c h i s o f f e r s a .
The c o u r s e s in S p e e c h o f f e r e d a t S a n ta B a r b a r a S t a t e
■. " ' . 1 2 C o lle g e a r e as f o llo w s :
12'. c i r c u l a r o f i n f o r m a t i o n , S an tr. r ^ r h a r a ^ t a t e c o l l e g e .
loSd-CTV p . 7 8 .
2©
E n g lis h 1 1 . F u n d a s e n ta lB o f S peech* ( 3 )*
A c o u rs e in g e n e r a l -ep eeo h * ' . . / ^ -
® i g l i s h 12* o r a l R ead in g * (3}»
O ra l t r a i n i n g in m e n ta l and .e m o tio n a l r e s p o n s i v e n e s s to l i t e r a t u r e , t o g e t h e r w i t h t h e a b i l i t y t o communi
c a t e t h i s a p p r e c i a t i o n t o o th e rs *
E n g l i s h 1 5 . P u b l i c S p eak in g * ( 3 ) . i .
p r a c t i c e in o r a l r h e t o r i c ; e x p o s i t i o n and a rg u m e n -.
t a t i o n ; o r g a n i z a t i o n and p r e s e n t a t i o n o f s u i t a b l e p l a t form s p e e c h e s .
CHAPTER I I I
THE REPORT AID RKCOKMMBXD fmCHHR»TRAl*IH6 SPE1CH STAMDAimS GF THE SAT10BAL ASSOC 1ATIOH TEACHERS 01 SPEECH STATE COLLEGE AID HORMAL SCHOOL COMMITTEE
OF 1928-1930
G e n e ra l ln ir e # u c * l® o
I n 1927 p ro fe B o o r L ouoene G. R o u w e n u . o f Wen t e r n S t a t e H orm al C o l le g e , Kaleunazoo, M ic h ig a n , r e p o r t e d t o
th e ^ m r t e r l y J o u r n a l o f S p e e o h E d u c a tio n In an a r t i c l e
—S p e e c h E d u c a tio n I n t h e n o r m a l s c h o o lo —a S u r v e y . ^
T h is s u rv e y b ro u g h t t o l i g h t d e p l o r a b l e c o n d i t i o n s i n t e a o W r - t r a i n i % i n s t i t u t i o n s p e e c h .
C o n d itio n s s u c h as*
! • L ack o f r e q u i r a n e n t s f o r t e a c h e r s .
2 . Ho m i f o r m i t y in e e u re e s ,- c o n t e n t , m e th o d s.
3 . XLaok o f o r g a n i z a t i o n an d a b s e n c e o f a s p i r i t - - . o f p r o f e s s i o n a l i s m .
4 . o n ly 13 o f 200 n o rm a l s c h o o l t e a c h e r s o f s p e e c h w ere '.members.. o f th e k.a.T « S .. " ' / . •
§ • • "H ot o n e a r t i c l e w r i t t e n by a n o rm a l s c h o o l
t e a c h e r o r r e l a t i n g t o n o rm a l s c h o o l p ro b le m s a p - 14 p e e r e d i n t h e q u a r t e r l y j o u r n a l o f S p e e c h in 1 9 2 1 ."
p r o f e s s o r R o u sse a u eon e lu d e s w ith t h i s s t a t e e s e t ; ' ■
" T h is s u rv e y i s in te n d e d t o show e x i s t i n g c o n d i t i o n s , i t i s n o t in te n d e d t o s u g g e s t r e m e d ie s . I t i s ex
te n d e d a s an i n v i t a t i o n t o n o rm al s c h o o ls f o r c o o p e ra - 1
1 S . q u a r t e r l y J o u r n a l o f S p e e c h E d u c a tio n , 8 ; 2 l i - 2 l V . ~ 1 4 . R o u s se a u , L o u s m e G. o p . c i t .
22
: t i o n and to th e n a t i o n a l a o s o e la tio n - o f T o a c h - ‘ e ra . o f S p eech f o r a o o ita n c e .'* 3'5 .
AB a r e s u l t o f th o o e c o n d i t i o n s fo u n d in >?oimal S c h o o ls and s t a t e c o l l e g e S p e e c h , and b e c a u s e th e II*a;T«B. came t o f e e l a r e s p o n s i b i l i t y f o r s p e e c h e d u c a tio n in t h i s c a te g o r y a com m ittee was a p p o in te d a t th e C hicago c o n v e n tio n - o f li .A-T «S.
i n 1 9 2 8 . T h is co m m ittee was g iv e n ir is tx u o tio n B in t h e r e s o l u t i o n c r e a t i n g t h e com m ittoo, " t o make a th o r o u g h s tu d y o f t h e s p e e c h program i n t e a c h e r s c o l l e g e s an d n o rm a l sc h o o ls th ro u g h t h e eoum try eWd r e p o r t w ith reco m m en d a tio n s w ith in
* . 0 ^ v ; ■ :
The co m m ittee m s a p p o i n te d i n 1928 by p r o f e s s o r u . n a r i g o f t h e u n i v e r s i t y o f M in n e s o ta , p r e s i d e n t o f t h e H a-
: ; ■ . . . . ' > . ■ : : ■ • . • . . . - - . ■■ : .
t i o n a l A s s o c i a t i o n o f T e a c h e rs o f S peech*
p r o f e s s o r c* P. i Lehman o f w e s t e r n S t a t e s T e a c h e r s C o l-. ~ ' . • »
’ • » * * ' * * • * • . . v. ■ '
l e g e , K alam azoo, M ic h ig a n -was a p p o in te d c h a irm a n . TW dom- m i t t e e ,' a s s u c h , \m s com posed o f e i g h t e e n 6utstandi% % s p e e c h
e d u c a t o r s from t h e r a n k s o f t h e t e a c h e r - t r a i n i n g t e a c h e r s o f s p e e c h &f t h e u n i t e d S t a t e s * T h e re was a l s o an a d v is o x y
co m m ittee o f f o u r r e p r e s e n t i n g e l e m e n ta r y , s e c o n d a r y an d c o l l e g i a t e s p e e c h e d u c a ti o n t o a s s i s t i n t h e ’s u r v e y t o b e
m ad e. '
The m ethods s e l e c t e d by t h e co m m ittee f o r o p e r a t i o n
T 5 T
16. RouBBenu,; L o u sen e c . 0p . o it* ~ :.‘
q u a r t e r l y . j o u r n a l o f SprW ntq—1 6 ;4 2 j R e p o rt o f t h e c a n - m i t t e e on b p e e c h E d u ca t'io n in T e a c h e rs C o l i v e s and n o rm a l S chool® .
was t o d iv id e among th e com m ittee members the s e v e r a l s t a t e s * Each com m ittee member was g iv e n one or more s t a t e s f o r survey*
The s p e c i f i c methods t o be used In d eterm in in g th e s t a t u s o f t e a c h e r - t r a in in g I n s t i t u t i o n sp eech wores
1* Uniform q u e s tio n n a ir e com piled by th e com m ittee*
2 . E xam ination o f th e c a ta lo g u e s o f ea ch te a c h e r * t r a in in g i n s t i t u t i o n *
3* Use o f a l l p r e v io u s ly com piled m a te r ia ls in th e f i e l d .
The com m ittee to o k two f u l l y e a r s f o r i t s su r v e y and study*
The r e p o r t o f t h i s S ta t e C o lle g e and normal S ch o o l Speech Committee was p r e s e n t e d .t o th e N, A* T, S* Annual C onvention h eld in Hew York C it y , January 1 9 3 0 , and adopted unanim ously by th e A s s o c i a t i o n * ^ ■
The com m ittee r e p o r ts t h a t s i g n i f i c a n t in fo r m a tio n was secu red from 85$ o f th e te a c h e r s c o l l e g e s and normal s c h o o ls o f th e U nited S t a t e s in regard t o th e f o llo w in g m atters*
1* . Humber and t r a in in g o f sp ee ch i n s t r u c t o r s . 2 . Humber o f c o u r s e s o ffe r e d *
3* . C ourses re q u ir ed o f p r o s p e c tiv e te a c h e r s * 4* , n om enclature o f c o u r s e s and departm ents*
5* L im ita tio n o f en r o llm e n t and c l a s s s iz e * 6* Speech c o r r e c tio n *
" iV* m inu tes o f N* A* T* S . N a tio n a l (Convention, New ¥o rk C it y , January 1 9 3 0 . Q u a rter ly J o u rn a l o f S p e ech .
1 6 1 4 2 -6 1 . . —— --- --- •
23
84
7# The e x t r a - c u r r ic u la r a o t l v l t l e o , dram atic#*
d e b a te , e tc *
8 . S u g g e etlcn a f o r Improvement f o r tea ch er # in the f i e l d .
The d a ta th u s eocured were o v a lu ta te d in term s o f s ta n d - arde s e t up by th e co m m ittee, and d e f i n i t e recom mendations were th u s a r r iv e d a t .
The recommendations o f th e com m ittee are t h lr t e n in
1 R '
number and are as f o llo w s :
1 . That th e aim o f sp eech e d u c a tio n in te a c h e r - t r a in in g I n s t i t u t i o n s , w it h c o n s id e r a tio n to b oth academ ic and p r o f e s s io n a l a s p e c ts * sh ould be th a t embodied in the f o llo w in g t h r e e - f o ld sta te m e n t:
a . Our prim ary aim sh ould be t o s e r v e th e g e n e r a l body o f s t u d e n ts by c u l t i v a t i n g a c c e p ta b le sp ee ch s ta n d a r d s , a t t i t u d e s , a p p r e c i
a t io n s and s k i l l s * w ith the thought c o n s ta n t
l y in mind th a t th e in d iv id u a l th u s q u a li
f i e d w i l l f u n c t io n more p r o f i c i e n t l y b o th in s c h o o l and In the community. T h is aim in c lu d e s b o th command o f the s c i e n t i f i c f a c t s o f sp ee ch as a means o f s o c i a l c o n t r o l and such p e r so n a l q u a l i f i c a t i o n s as d i s t i n c t and p le a s in g v o i c e , b o d ily p o i s e , c o n fid e n c e b e fo r e
TtH deport o f S ta t e C o lle g e and Normal S c h o o l Speech C om m itiee,
OP. P i t , . 1 6:4 5- 4 5-4 7.
26
an a u d ie n o o , c o to n u n ic a tiv e n e o s In s p e a k in g , . an d a p p r e c i a t i v e i n t e r p r e t a t i o n o f l i t e r a t u r e *
• T». Our n o eo n d a ry aim s h o u ld he to s e r v e . g ro u p s o f s t u d e n t s , n o t n e c e s s a r i l y s p e c i a l i z i n g i n s p e e c h a s s u c h , v/ho a r e p r e p a r in g - to d i r e c t s p e e c h a c t i v i t i e s in e le m e n ta r y - and s e c o n d a r y s c h o o l s , by p u t t i n g them in p o s - s io n o f s p e c i a l know ledge and s p e c i a l s k i l l s t h a t a r e t o f u n c t i o n d i r e c t l y in t h e cichool s i t u a t i o n . Exam ples a r e c o u r s e s in s t o r y t e l l i n g , c h i l d r e n s ' d r a m a tic s , and elem en
t a r y p h o n e t i c s .
e . .. A t h i r d a im , o f co n c ern t o s u c h t e a c h e r s c o l l e g e s a s p o s s e s s adequate f a c i l i t i e s *..., sh o u ld b e to s e r v e t h a t g ro u p o f s t u d e n t s p r e p a r i n g to te g o h s p e e c h , w h e th e r in th e •
e le m e n ta r y o r s e c o n d a r y ,s c h o o l s . T h is aim c o v e rs n o t o n ly t h e d ev elo p m en t o f th o s e s p e e c h - p e r s o n a l i t y q u a l i f i c a t i o n s w h io h a l l p r o s p e c t i v e t e a c h e r s s h o u ld h a v e , b u t , i n a d d i t i o n a know ledge o f t h e p r i n c i p l e s o f
sp ee ch e s s e n t i a l t o th e te a c h in g o f t h e su b j e c t , an d a h ig h d eg re e o f p e r s o n a l p r o f i c i e n c y i n one o r more o f t h e s p e e c h a r t s .
2 . T h a t no t e a c h e r be c o n s id e r e d a d e q u a te ly p r e p a r e d t o te a c h any p h a s e o f s p e e c h who h as n o t had th e same .
26
g e n e r a l acad e m ic t r a i n i n g and e d u c a t i o n a l b a c k g ro u n d ' r e q u i r e d f o r t e a c h e r s i n o t h e r a c a d e m ic b r a n c h e s . 3 . T h a t t o i n s u r e a d e q u a te e m p h a s is , s p e e c h s h o u ld
bo o f f e r e d in a s e p a r a t e d e p a rtm e n t, e n jo y in g some
d e g re e o f in d e p e n d e n t a c t i o n a c c o rd e d to o t h e r d e p a r t - . m e a ts .
4 . T h a t t h i s in d e p e n d e n t departm ent b e a r th e name S p eech .
5 . T h a t t e a c h e r - t r a i n i n g i n s t i t u t i o n s sh o u ld p r o v id e an a d e q u a t e , t r a i n e d s p e e c h s t a f f to a d m i n i s t e r a
re q u ire m e n t t h a t - e v e r y s t u d e n t t a k e a t l e a s t one s p e e c h
c o u r s e . . ■ • ' . • ■ ■ .; ■ '
6 . T h a t t h i s r e q u i r e d minimum s h o u ld b e a g e n e r a l f o u n d a tio n c o u r s e , w ith p r im a r y e m p h asis on d e v e lo p
in g th e p r o f i c i e n c y o f t h e i n d i v i d u a l .
7 . T h a t s p e c i a l i z e d c o u r s e s , s u c h a s p u b l i c s p e a k i n g , d e b a t i n g , i n t e r p r e t i v e . r e a d i n g , e t c . , s h o u ld b e g iv e n o n ly w hen. th e y may b e g iv e n i n a d d i t i o n t o s u c h a fu n d a m e n ta ls c o u rse *
8 . T h a t i n m aking s p e e c h a v a i l a b l e f o r a l l s t u d e n t s o r r e q u i r e d o f a l l s t u d e n t s , c a r e s h o u ld bo ta k e n t o a v o id c l a s s e s t h a t a r e so l a r g e as to p r e s e n t any "
a d e q u a te o p p o r t u n i t y f o r i n d i v i d u a l p r a c t i c e . The e n r o llm e n t o f ah o r d i n a r y s p e e c h c l a s s s h o u ld r a r e l y ex ceed t w e n t y - f i v o .
27
9 . Tha/. s p e e c h progrom in t e a c h e r - t r a i n i n g i n
s t i t u t i o n s , hy em phasis on s u c h w a t t e re ao v o ic e ' ' , ■ t r a i n i n g and p h o n e t i c s , s h o u ld g iv e g r e a t e r a t t e n t i o n to th e neodn o f th o n e p r e p a r i n g to t e a c h in t h e e l e m e n ta ry g r a d e s .
1 0 . t h a t in th e p r e ^ m m tio n o f s p e c i a l i z e d s p e e c h t e a c h e r s , p r o v i s i o n s h o u ld in o r o a e I n g ly he made f o r th e t r a i n i n g o f th o s e who a r e q u a l i f i e d to t e a c h
s p e e c h and d i r e c t s p e e c h a c t i v i t i e s In t h e e le m e n ta ry
g r a d e s . V
1 1 . T h a t an in c r e a s e d am ount o f c o r r e c t i v e s p e e c h
work sh o u ld h e o f f e r e d by t e a c h e r - t r r ? i n i n g i n s t i t u t i o n # ;
•w here f e a s i b l e , t o Im prove t h e s p e e c h o f th o s e o f t h e i r own s t u d e n t s who h a v e d e f e c t s , b u t p a r t i c u l a r l y to t r a i n t e a c h e r s who can t r e a t i n t e l l i g e n t l y a t , l e a s t t h e s i m p le r s p e e c h d e f e c t s o f s c h o o l c h i l d r e n . 1 2 . T h a t tw o q u e s tio n # n o t i n v e s t i g a t e d by t h i s com
m i t t e e sh o u ld b e g iv e n a t t e n t io n and i n v e s t i g a t i o n : (1 ) What s h o u ld be t h e c o n t e n t and o r g a n i z a t i o n ©f s p e c i f i c c o u rs e s as a d o p te d t o th e n e e d s o f p r o s p e c t i v e t e a c h e r s ? (2 ) In term # o f c o u r s e s , a c t i v i
t i e s and p e r s o n a l s k i l l , w hat s h o u ld c o n s t i t u t e th e t r a i n i n g and e q u ip m e n t o f th e s p e c i a l i z e d sp e e c h t e a c h e r in h ig h s c h o o l and g ra d e s ?
26
1 3 . That th e Tl.A.T.S* s h o u ld f i n a n c e means o f s e c u r in g p u b l i c i t y f o r t h i s r e p o r t , e s p e c i a l l y t h a t i t may,, r o a c h th e t e a c h e r s r e s p o n s i b l e f o r s p e e c h , th e c h a i r man o f t h e c o u rs e o f s tu d y c o m m itte e , an d th e p r e s
i d e n t o f e v e ry t e a c h e r s c o l le g e and n o rm al s c h o o l is . _ t h e c o u n tr y ; t h e h ea d o f e v e r y U n i v e r s i t y s c h o o l o f e d u c a tio n and c o l l e g e d e p a rtm e n t o f e d u c a tio n ; and ev ery s t a t e s u p e r i n t e n d e n t o f p u b l i c i n s t r u c t i o n . R o te : R ecom m endations 2 , 4 , 8 , 1 2 , 13 a r e n o t deemed m a t e r ia l t o t h i s s tu d y and a r e in c lu d e d o n ly to make t h e com
m i t t e e r e p o r t c o m p le te . They w i l l be d is r e g a r d e d h e r e a ft e r * B ecom m endations 9 and 10 a r e com bined f o r e v a l u a t i o n p u rp o s e s
s i n c e t h e i r i n t e n t i s i d e n t i c a l . .
CHAPTER IV
AN EVALUATION OF THE SPEECH PROGRAMS OF THE STATE COLLEGES OF CALIFORNIA
lb I s .th e objeefc o f t h i s s tu d y t o e v a l u a t e th e s p e e c h program o f each C a lif o r n ia S t a t e C o lle g e by c o m p a rin g , o r , c o n t r a s t in g th a t program w ith th e se v e n p e r t in e n t reeommen*
d a tlo n a o f the 1928*1930 T eachers* C o lle g e and Normal S ch o o l Speech Committee r e p o r t to tho N . A. T, S»
I t i s n o t th e purpose o f t h i s stu d y t o c r i t i c i z e but t o e v a l u a t e r e a s o n a b ly th e S t a t e C o lle g e S peech program o f C al*
i f o r n l a i n th e hope th a t t h i s program may c o n tin u e t o Improve i n i t s e d u c a tio n a l c o n tr ib u tio n #
F o r th e sa k e o f c le a r n e s s and b r e v i t y t h e s e v e n p e r t i n e n t recom m endations, r e t a i n in g th e o r i g i n a l com m ittee r e p o r t numbers, o f the 1938*30 Committee w i l l h e r e a f t e r be u sed i n
the f o llo w in g fo rm s :
1 . a . S peech f o r g e n e r a l s t u d e n t improvement»
b e S peech f o r s p e c i a l e le m e n ta r y and seco n d a ry use#
o# S p eech a d e q u a te f o r p ro d u c in g T e a c h e rs f o r th e s u b je c t#
3# S ep a ra te S p eec h d e p a rtm e n t#
6# A d eq u ate s t a f f f o r r e q u ir e d sp eech #
6# Fundamentale Course#
7 . The p o e l t i e n o f s p e c i a l i z e d S p eech Ooureee in th e c u rr icu lu m .
80
9* In cr ea se d em phasis on sp eech in p rep arin g tea ch * ero f o r th e elem en ta r y f i e l d *
l i e E x ten sio n o f C o r r e c tiv e Speech program*
C hico S t a t e C o lle g e
1* ' Speech f o r g e n e r a l S tu dent improvement*
a* The S peech Program o ffe r e d a t C hico S ta te C o lle g e , w ith th e e x c e p tio n o f Oral E n g lis h 8 (Dram atic A ids t o T ea ch ers) i s o b v io u s ly
in ten d ed f o r g e n e r a l stu d e n t sp ee ch im prove
ment* The c o u r s e s o f fe r e d a r c . P u b lic Speak
in g , Oral I n t e r p r e t a t io n , D ram atis I n t e r p r e t a t io n , E xcep t f o r th e ab sen ce o f a sp ee ch fun dam en tals c o u r s e , th e s e o f f e r in g s meet th e f i r s t aim o f the S t a t e C o lle g e
sp eech program as o u tlin e d by the 1 9 28-80 com m ittee*
b . Speech f o r s p e c i a l e le m e n ta r y and s e e -
ondary use* .
O ral E n g lis h 8 , Dram atic A ide t o
T eachers i s o f fe r e d d e f i n i t e l y as a sp e c i a l sp eech a id co u r se f o r te a c h e r s n ot maj
o r in g in s p e e c h , but o b lig e d t o assume community and s c h o o l d ram atic r e s p o n s i b i l i t i e s .
e . Speech ad eq uate f o r producing te a c h e r s o f th e s u b je c t*
31
S in c e n e i t h e r a m in o r o r g a j o r in s p e e c h ia a v a i l a b l e a t C hico S t a t e C o lle g e i t i e im p o s s ib le t o p ro d u c e q u a l i f i e d t e a c h e r s o f .ep eecn .
3 . s e p a r a t e S p e e c h D s p a r tm e n t.
S p e e c h a t C h ic o S t a t e i s c a l l e d O ra l E n g l i s h and i s p a r k o f th e r e g u l a r E n g l i s h c u rric u lu m *
5 . A dequate S t a f f f o r r e q u i r e d S p e e c h .
Ho s p e e c h i s r e q u i r e d a t C hico S t a t e C o l le g e , and w ith p r e s e n t s p e e c h s t a f f s u c h w ould be im p o s s ib le . 6 . F u n d a m e n ta ls C o u rs e •
No S p e e c h F u n d a m e n ta ls c o u r s e i e o f f e r e d a t C hico S t a t e C o l l e g e .
7 . The p o s i t i o n o f S p e c i a l i s e d S p e e c h C o u rse s in th e C u rric u lu m .
W h ile t h e 19 2 b - 30 C om m ittee s p e c i f i c a l l y recom
mends t h a t s p e c i a l i z e d s p e e c h c o u rs e s s u c h as p u b l i c S p e a k in g , D e b a te , e t c . , n o t be g iv e n u n le s s t h e y . a r e
g iv e n beyond a S p e e c h F u n d a m e n ta ls c o u rs e ; we f i n d a t C hico. S t a t e no fu n d a m e n ta ls c o u r s e , w h ile a p u b l i c s p e a k in g c o u r s e , as an i n t r o d u c t o r y c o u rs e i s g i v e n . 9 . I n c r e a s e d s p e e c h em p h asis i n p r e p a r in g t e a c h e r s
in th e e le m e n ta ry f i e l d .
With t h e p o s s i b l e e x c e p tio n o f O ra l E n g l i s h 5 , a c o u rse in g e n e r a l o r a l i n t e r p r e t a t i o n , no s p e e c h
32
c o u rs e s a r e o f f e r e d a t C h ico S t a t e c o l l e g e w hich m ig h t Toe i n t e r p r e t e d a s em p h asis i n th e e le m e n ta ry
sp e e c h f i e l d ,
1 1 . E x te n s io n o f c o r r e c t i v e s p e e c h pr@#mm*
lio c o u rs e s in c o r r e c t i v e s p e e c h a r c o f f e r e d a t C hioo s t a t e c o l l e g e , C h ic o s t a t e c o l l e g e i s o f f e r i n g a minimum g e n e r a l s p e e c h p ro g ra m ,
F re s n o S t a t e C o lle g e
S p e e c h i s a s e p a r a t e D i v is i o n o f t h e E n g lis h D ep artm en t a t .F r e s n o S t a t e C o lle g e ,
. . ' ; \ v • • • V:; ■■■ - ■ :
1 . S p eec h f o r g e n e r a l s t u d e n t im provem ent'.
a . E le m e n ta ry C o u rse s in p u b l i c s p e a k in g , i n t e r p r e t a t i o n , dram a, d e b a te , e t c . , in ad
d i t i o n xo a f u n d a m e n ta ls s p e e c h c o u r s e o f f e r u n q u e s tio n a b l e e v id e n c e o f o p p o r t u n i t y f o r g e n e r a l s t u d e n t s p e e c h im provem ent a t F re sn o S t a t e c o l l e g e .
b . S p e e c h F o r S p e c i a l E l e m e n t a r y a n d s e c o n -
• . d a ry u s e . . .. . ■; . .. . • .
The s p e e c h D iv is io n a t F re sn o S t a t e C o l
le g e o f f e r s a g e n e r a l m a jo r in s p e e c h , a m a jo r f o r t h e S p e c i a l S eco n d a ry c r e d e n t i a l and a s p e e c h m in o r w i t h o t h e r d e g re e w ork. T h is v e r y b ro a d c u r r ic u lu m makes p o s s i b l e p r e p a r a
t i o n f o r a lm o s t any s p e c i a l e le m e n ta ry o r