Performance Lectures
Performance Lectures
Research Lectures
Performance Monologues
Performance Lectures (PL) is a highly engaging performative approach designed to address the growing level of academic disengagement and sub-literacy that is growing exponentially at every level of US society. PL’s are designed to disseminate key facts of lecture information through an engaging delivery that is professional and personal; polemical and performative. PL’s link performance skills with research dramaturgy tailored to a myriad of specific topics that range from a personal story told through performing arts that centers on academic research (eg: An activist survivor’s journey with Black Lives Matter). PL brings together fully vetted research lecture materials interwoven with uniquely penned, highly skilled performance monologues. The pedagogical approach can be best likened to a formal lecture transformed into a stylized TED Talk and one-person person, followed by a moderated audience talk back. It may be structured in increments of four to twenty research sections, two to ten paragraphs delivering the dramaturgical research (lecture) and two-ten monologues that represent the Performance Lecturer’s unique perspective and journey (the hero’s journey delivered within a storytelling context). Each paragraph is 15 to 20 sentences each. The research lecture format is formal. The personal monologue is informal. The two combine to deliver an engaging and illuminating delivery model for education. The presentation may have lighting, props, chair, minimal costuming, and can range from 15 to 25 minutes, but also can be toured throughout the CSU and UC campuses system wide, in professional venues, and delivered in classrooms, outdoor settings, community centers, as well as private fundraising salons.
Research Lecture: The lecture dramaturgy is fact-based. It details the definitions, selectively offers bona-fide descriptions, documents facts, figures and identity, and provides various illustrated examples that give shape to the historical narrative, which expands an overall historical landscape to your research topic, while the particulars you select allow for nuanced descriptions, compelling anecdotes, and unique assessments by you on your focused researched topic; for example: Corruption in police cover-ups. It will be explored in detail with cited examples and referenced sources through the relevant retelling of the history of policing in America, how current incarceration rates are tied to the increasing privatization of prisons, and how poverty, especially within populations of color, is perceived and acted upon by the media and special interest groups.
The research paragraphs are intended to express a full and succinct explication (explanation, interpretation and analysis) of the issue that you have come to know well. Select only experiences appropriate to our classroom setting and audience.
Personal Monologue: This is an extended, multi-faceted first-person performative monologue that 1.) Describes who the PL is from one’s own perspective. 2.) Articulates in detail some acquired knowledge the PL possesses on one subject. 3. Details a unique journey or perspective that the PL has taken leading the individual performer to an awareness, liberation, perspective, and transcendence of self in situation.
The PL expresses the personal story and interweaves it with a subject of consequence: for instance: The search for a cure for cancer, the Baltimore riots, or the story of police corruption.
Shape the personal monologue as a sequence of experiences that begin with an introduction; reveal at least three opening separate illustrated examples that illuminate and deepen what you say about yourself, and conclude in a realized awareness. Link your narrative to experiences that have transformed you in a significant way, which will serve as a bridge leading you through each paragraph of your show, result in revealing how, why and what you have learned and how you now know what you know. Frame all paragraphs with a poetic voice. The overall performance becomes a formal and personal persuasive argument delivered with expert articulation, personal charm, and command of the stage.
This Performance Lecture is based on one’s subjective experience (the particular) and is considered 'an intimate perspective’ revealing particulars about a very interesting person: the PL, while also providing an examined glimpse into a particularly difficult issue confronting all of us in the world today (the universal).
The narrative discussion interweaves third person, second person, and the dualism of the PL’s performative / presentational first person. Constructed as an entire presentation that is delivered as an entirely seamless, engaging, and interactive creative expression.
The PL engagements can utilize short periods of time or longer significant time for the research and writing, and abundant reflection time for this assignment. It is not intended to be a facile or quick work, but rather an opportunity for you to consider in depth who you are in this time of your life, what you stand for, where you have come from, where you want to go, and what you believe in the world to be valuable.
Above all, reveal what you now have learned having gone through the journey.
Please be ready to perform as a rehearsal reading this Performance Lecture in the various incarnations in front of an audience.
Submit on Moodle in Turnitin and as a working performance script as part of your and in a separate fully refined and proofed draft.
Please remember to send an additional copy to me at tlarkin@performancepraxis.net, theresalarkin@me.com & tlarkin@calstatela.edu
All research is to be copied, highlighted in yellow (if used in the show) and submitted as an appendix with your performance script as part of the performance lecture assignment. Additional formatting guidelines will be provided. All work is to be in alignment with APA citation and formatting style sheet.
Research Lectures
Performance Monologues
Performance Lectures (PL) is a highly engaging performative approach designed to address the growing level of academic disengagement and sub-literacy that is growing exponentially at every level of US society. PL’s are designed to disseminate key facts of lecture information through an engaging delivery that is professional and personal; polemical and performative. PL’s link performance skills with research dramaturgy tailored to a myriad of specific topics that range from a personal story told through performing arts that centers on academic research (eg: An activist survivor’s journey with Black Lives Matter). PL brings together fully vetted research lecture materials interwoven with uniquely penned, highly skilled performance monologues. The pedagogical approach can be best likened to a formal lecture transformed into a stylized TED Talk and one-person person, followed by a moderated audience talk back. It may be structured in increments of four to twenty research sections, two to ten paragraphs delivering the dramaturgical research (lecture) and two-ten monologues that represent the Performance Lecturer’s unique perspective and journey (the hero’s journey delivered within a storytelling context). Each paragraph is 15 to 20 sentences each. The research lecture format is formal. The personal monologue is informal. The two combine to deliver an engaging and illuminating delivery model for education. The presentation may have lighting, props, chair, minimal costuming, and can range from 15 to 25 minutes, but also can be toured throughout the CSU and UC campuses system wide, in professional venues, and delivered in classrooms, outdoor settings, community centers, as well as private fundraising salons.
Research Lecture: The lecture dramaturgy is fact-based. It details the definitions, selectively offers bona-fide descriptions, documents facts, figures and identity, and provides various illustrated examples that give shape to the historical narrative, which expands an overall historical landscape to your research topic, while the particulars you select allow for nuanced descriptions, compelling anecdotes, and unique assessments by you on your focused researched topic; for example: Corruption in police cover-ups. It will be explored in detail with cited examples and referenced sources through the relevant retelling of the history of policing in America, how current incarceration rates are tied to the increasing privatization of prisons, and how poverty, especially within populations of color, is perceived and acted upon by the media and special interest groups.
The research paragraphs are intended to express a full and succinct explication (explanation, interpretation and analysis) of the issue that you have come to know well. Select only experiences appropriate to our classroom setting and audience.
Personal Monologue: This is an extended, multi-faceted first-person performative monologue that 1.) Describes who the PL is from one’s own perspective. 2.) Articulates in detail some acquired knowledge the PL possesses on one subject. 3. Details a unique journey or perspective that the PL has taken leading the individual performer to an awareness, liberation, perspective, and transcendence of self in situation.
The PL expresses the personal story and interweaves it with a subject of consequence: for instance: The search for a cure for cancer, the Baltimore riots, or the story of police corruption.
Shape the personal monologue as a sequence of experiences that begin with an introduction; reveal at least three opening separate illustrated examples that illuminate and deepen what you say about yourself, and conclude in a realized awareness. Link your narrative to experiences that have transformed you in a significant way, which will serve as a bridge leading you through each paragraph of your show, result in revealing how, why and what you have learned and how you now know what you know. Frame all paragraphs with a poetic voice. The overall performance becomes a formal and personal persuasive argument delivered with expert articulation, personal charm, and command of the stage.
This Performance Lecture is based on one’s subjective experience (the particular) and is considered 'an intimate perspective’ revealing particulars about a very interesting person: the PL, while also providing an examined glimpse into a particularly difficult issue confronting all of us in the world today (the universal).
The narrative discussion interweaves third person, second person, and the dualism of the PL’s performative / presentational first person. Constructed as an entire presentation that is delivered as an entirely seamless, engaging, and interactive creative expression.
The PL engagements can utilize short periods of time or longer significant time for the research and writing, and abundant reflection time for this assignment. It is not intended to be a facile or quick work, but rather an opportunity for you to consider in depth who you are in this time of your life, what you stand for, where you have come from, where you want to go, and what you believe in the world to be valuable.
Above all, reveal what you now have learned having gone through the journey.
Please be ready to perform as a rehearsal reading this Performance Lecture in the various incarnations in front of an audience.
Submit on Moodle in Turnitin and as a working performance script as part of your and in a separate fully refined and proofed draft.
Please remember to send an additional copy to me at tlarkin@performancepraxis.net, theresalarkin@me.com & tlarkin@calstatela.edu
All research is to be copied, highlighted in yellow (if used in the show) and submitted as an appendix with your performance script as part of the performance lecture assignment. Additional formatting guidelines will be provided. All work is to be in alignment with APA citation and formatting style sheet.