Effective Communication in Professional Theatre Performance - Essay Example

Effective Communication xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Name xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Course xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Lecturer xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Date Introduction This essay will set to illustrate the importance of voice, body and group work communication in assessment work in class and in professional theatre performance. This essay disuses the importance of these elements in communication. The essay sets to explain how pace and rhythm are essential components of language of movement in theatre. The essay discuses emotions, confidence, disappointment and approval in-group work. It proves that speaking is not only how one says it, but also involves timing, pace, tone, inflection and how loud one speaks. The essay outlines how they convey understanding and bring out the feelings of sarcasm, affection, confidence or anger from the person speaking. The body was communicated well in the assessment work in class and in the professional theatre performance (Laban 1988). The lecturer was very still when describing scenes in class. Movement of hands explained his opening and closing remarks further by raising them to pint something when explaining. In addition, the lecturer took deep breath when making important points in class. Essentially, lecturers emphasized their points using body movements. They were refined when using their bodies. They moved efficiently clearly clarifying their lectures. They were able to do this using breath support and utilizing core to the maximum. Their physical connectedness was very effective in explaining their lectures. Besides, the lecturers turned their palms and breastbone. The looking direction involved moving the axis round which they turned. The important sessions were when the lecturers were showing their moods and feelings. The facial expressions changed when the lecturers were explaining something sad or happy. By this, they used one of Laban’s working actions of float. This worked very well as it helped to show the real expression of the situation that was explained. The students were able to feel in their elements when they were required to float, as they were more free and indirect as well. Wring was easy because it was not gentle. Being on the ground made them not to see others, this was important in driving the message, (Laban 1988). The performers relay felt like they could act how wring could be acted. Importantly, float was behind despair and agony in part of the performance in the theatre performance. In the professional theatre performance, a meticulous rhythm of music made people to jerk their bodies thither and hither. People moved around moving their bodies to the rhythm of the music. Particularly, the performers showed energy and quality of movements, (Laban 1988). The rhythm of walking by moving body parts (hands, legs and trunk) was very regular with calculated pace to go hand in hand with the rhythm. This made flow of information and the whole learning process to be clear and understandable. Group communication is very vital for effective teaching and learning in the classroom. This is because it enhances cooperation and objectivity among the group. According to Spolin (1983), in class group communication plays a big role in facilitating the teaching-learning process. By using group communication in class effectively, the teacher was able to enrich their teaching methodology thus making the learning process learner-centered. Since the learners are learning by participation they are able to enjoy learning thus making the interaction lively. The learners are also able to enhance communication and interactions amongst themselves through appropriate use of group communication. This facilitated good performance and achievement of goals in their performance. As stated by Spolin (1983), group communication is effective if there is sufficient prior preperations of the content of communication. This requires a proper analysis of the audience, the aim of the communication. In class, the teacher used group communication and thus prepared for the lesson before hand, this made the delivery of ideas effective and the learning process fruitful. The teacher and the learners were able to kestablish good working environment by effectively applying group communication to uphold trust and mutual respect. In proffessional theatre performance , group communication is uised to enhance trust among the actors such that each person appreciates the performance of others. This facilitate group work sincce most performances are done in groupd. As suggested byOddey (1984), effective proffessional theatre performance requires people to be of common minterest, respect each other and uphold each other participation, thus promoting conkfidence in each other and in the long run making their performance standard. This is what makes the audience entertained and appreciative of their performance Thus, in theatre performance the actors make use of the various stages of group communication. They analyzed their audience which was a good move into guiding their choice of performance. They also devised the various tools to use in their performance and agreed amongest themselves on the role to be played by each person.thus,group communication enhanced effective performance. Voice is very important in communication in class as well in professional theatre performance. Voice reveals the age, gender, emotional and relationship of the person talking. As such, the fragment of speech in reading what the speaker is talking about is very important in understanding the message that the speaker is talking about. The lecturers used voice as the chief medium of communication and passing message in class work assessment. This is different from the professional theatre performance where body language is used more. In the professional theatre performance, the movement of the body is the used to create rhythm, pace and the tone. In assessment of class work, the lecturers used voice to emphasize and to inform the students. Teaching was very fluent because voice not only made the message understandable but also every person in the class understood it. This is very important in teaching basic and fundamental elements. The actor’s voice in the theatre illustrated the emotions and the themes of the performance. Sometimes the actors words were being muffled to the listeners and the performers, this helped to follow the pitch of the actors. To drive the subject of the performance, actors and performers used voice to demonstrate their anger, confusion or confidence to the audience. As such, the audience could tell the mood of the rhythm as demonstrated by the performers and actors. To give the audience the subject material, the lecturers used balance intonation while in the professional theatre performance; intonation was combined with mono pitch. Notably, the lecturers used persuasive speech to teach some complex elements of their units. Emphasis were clearly visible where there was emotions. Essentially, voice plays a vital role in the quality of play in professional theatre performance and in classes. For instance, voice indicated the lecturers affect their mood, attitude and emotions. The students were able to understand the lecturer’s message because of effective colouring of voice by the lecturers. They used synthetic stimuli mostly differing in quality of voice depending on the subject of the elements. Essentially, actors used certain frequencies that resonated with their emotions and mood and combined them with different textures and timbres of sound. The lecturers have known the power of communicating using voice. Use of voice enabled the students to understand the message from the lecturers and get the theme at the professional theatre performance. Students found classes very helpful as they understand what they learn is not only theoretical but also accompanied with body movements to demonstrate and put emphasis. Movements are important as they define the feelings and signs that the lecturers emphasized. Essentially, the body movement in the performance and in class assessment defined emotions. Use of body movements is very important is learning they are very useful in helping the students to fully understand what the lecturers wanted to explain. The lecturers were not straining in putting movements. In essence, voice, body and group work were communicated to good effect in assessment work in class and in professional theatre performance. References Laban, R. V. 1988. The mastery of movement. Movement and the body (Part II) , Ch. 3, pp. 66-75. Read More