Recitation and Recital Project 3

Tutor:

Nina MARTÍNKOVÁ

Synopsis:

Each student attempts a working process with a solo recitor on a text. From selection through dramaturgical and interpretive preparations to execution. Sections of the instruction are working methods with children and youth and recognizing a whole range of ativities in which it is possible to get children for that.

Within the framework of preparation and execution of the performance project in small groups, student travel from the dramaturgical preparations to staging. This is conceived as a journey from building the foundation for recitation preparations to the interpretation of a text.

Prerequisites:

Each student, a future drama training instructor, should have personal experience in the preparation and execution of a solo and ensemble tutored performance. Based on the knowledge acquired through this process the student should have sufficient experience for use with children and youths. Varied and interesting activities to build interest in literature, reading and performance. An important condition for acquiring this experience in active participation in the lessons.

Study Objectives:

- Recognize and be aware of the inherent rules of speaking, develop ability to sense and judge text quality, look for a manner to communicate with the public personal experience from reading, personal opinion and stance.

- Based on text analysis, be able to purposefully internal and external expressive means. Use skills acquired in vocal training courses to prepare solo and joint performances.

- Learn methods to encourage children to recite. Discuss a range of topics which interest children depending upon their age.

- Find the staging key for material marked for joint performance, peer stage expression of an written text.

Outline and Syllabus:

Curriculum

- Personal development through activities moving toward performance.

- Building a foundation for reciting preparations.

- Working with particular artwork.

- Methods in working with children.

Syllabus

- Interpretation of studies via other artistic disciplines (music, movement, color).

- Training sensible imagination (association, imagination, working with metaphors, subtexts).

- Using personal experience for understanding the personal experiences of other people. Using the old to find new.

- Narrative, storytelling.

- Judging the artistic maturity of a poem.

- Looking under the surface of a text to its core, significance, deeply.

- A sensitive analysis of a text. (intuitive recitation, intuitive assembly)

- Range, composition, assembly.

- Inspired writing. (We can understand a poet when we at least try to become one.)

- Ego - a picture of oneself. (the material „I“, social „I“, spiritual „I“).

- Reproduction and interpretation. Sound tools for dividing dependent clauses

- Radio. (New, announcing and ending programs, Introductions, microphones).

- Selection of a text with consideration of the psycho-physical conditions, life and interpretive experience.

- Dramaturgical analysis. (uncovering the sense, relationship to the realities of life, form, language, style)

- Interpretive prepartations. (Creating imagination, internal text organization, speaking techniques, study, setting the form.)

- Communication. The author, the reader, performer, listener - viewer. mutual relations.

- Extra-linguistic tools. (Movement, stance, gesture, form; space, lighting, costumes, emotional effect on the listener)

- Criteria for evaluating presentational performance. The difference from a children's performance from an artistic performance.

Study materials:

BRUKNER, Josef-FILIP, Jiří

1997 Poetický slovník (Praha: MF - 2., rozš. vyd.)

FIŠAR, Vlastimil

1994 Přednes prózy (Praha-Prostějov: IPOS ARTAMA-Kulturní klub Duha - 3. upr. vyd.)

HÁLA, Bohuslav

1967 Výslovnost spisovné češtiny. Díl 1. Výslovnost slov českých (Praha: Academia - 2. vyd.)

HÁLA, Bohuslav, Miloš SOVÁK

1941 Hlas - řeč - sluch (Praha: Česká grafická Unie)

HALADA, Vladimír

1961 Technika jevištní řeči (Praha: Orbis)

HRABÁK, Josef

1958 Úvod do teorie verše (Praha: SPN)

HŮRKOVÁ, Jiřina

1995 Česká výslovnostní norma (Praha: Scientia)

1998 Próza versus poezie (Praha-Prostějov: IPOS-ARTAMA ve spolupráci s kulturním klubem DUHA)

HŮRKOVÁ, Jiřina-MAKOVIČKOVÁ, Hana

1984, 1986 Základy jevištní mluvy 1, 2 (Praha: SPN)

JUSTL, Vladimír

1985 Ano - slyšet se navzájem (Praha: Divadelní ústav)

KUBÁLEK, Vratislav

1983 Dětský přednes a rozvoj kulturních aktivit dítěte (Praha: Albatros)

MISTRÍK, Jozef

1971 Hovory s recitátorom; přel. Vlastimil Fišar, Hovory s recitátorem (Praha: Supraphon, 1976)

MUSILOVÁ, Daniela a kol.

1981 Slovníček uměleckého přednesu (Praha: SKKS, 2. rev. vyd.)

NOVOTNÁ-HŮRKOVÁ, Jiřina

1979 O přesvědčivosti uměleckého přednesu (Praha: ÚKVČ)

1986 Výslovnostní norma v uměleckém přednesu (Praha: DAMU)

PAVELKOVÁ, Soňa-VOBRUBOVÁ, Jana- ŠTEMBERGOVÁ, Šárka

1989 Výchova dětského přednašeče (Praha: ÚKVČ)

ROMPORTL, Milan a kol.

1978 Výslovnost spisovné češtiny. Výslovnost slov přejatých. Výslovnostní slovník (Praha: Academia)

ŠRÁMKOVÁ, Vítězslava

1985 Mimojazykové prostředky v uměleckém přednesu (Praha: Kulturní dům hl. m. Prahy)

ŠRÁMKOVÁ, Vítězslava-HŮRKOVÁ-NOVOTNÁ, Jiřina

1984 Mluvený projev a přednes (Praha: SPN)

ŠTEMBERGOVÁ-KRATOCHVÍLOVÁ, Šárka

1994 Metodika mluvní výchovy dětí (Praha: STD - 4. upr. vyd.)

VŠETIČKA, František

1994 Stavba poezie (Olomouc: Univerzita Palackého)

ZÁMEČNÍKOVÁ, Ema

1997 ?O přednesu (nejen) na základní umělecké škole v teorii a příkladech?, Deník Dětské scény ´97, č. 1-3

Note:

Schedule for winter semester 2009/2010:

The schedule has not yet been prepared

Schedule for summer semester 2009/2010:

The schedule has not yet been prepared

The subject is a part of the following study plans:

• Doporučený magisterský dramatická výchova (subject determining qualification)