xt754746t472 https://exploreuk.uky.edu/dips/xt754746t472/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1968-12 bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Oral Communication in Kentucky Public Schools", vol. XXXVI, no. 12, December 1968 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Oral Communication in Kentucky Public Schools", vol. XXXVI, no. 12, December 1968 1968 1968-12 2022 true xt754746t472 section xt754746t472  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

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Oral Communications

/n

Kentucky Schools

Commonwealth of Kentucky
EDUCATIONAL BULLETIN
VOL. XXXVI DEC. 1968 NO. 12
Published by

DEPARTMENT OF EDUCATION

Wendell P. Butler
Superintendent of Public Instruction

—

  

lCMlONS

MAY 1 l969

111 01 111111110“

VERS
UM LlBRARlES

FOREWORD

From time to time it is our pleasure to engage in a joint ven-
ture with certain of the professional groups, in the state who are
concerned with instruction in specific areas of the eurritulum We
are particularly ploud ot' the opportunity to make available to
hentuekv school people the thoughtful and piofessional 1101k of.
the membeis of the I‘mntmky Association of Communication Arts
Certainly, no aiea of the school (11rrieulum deselves n101e tho110ht—
ful planninn than the area of oral eonnnunieations. To facilitate
this planninn is the puipose of this issue of the 11/111‘111111/ Educa—
t1011al Bullctm.

\Vendell P. Butler
Superintendent of Public Instruction

 

  

 

 

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ACKNOWLEDGMENTS

In addition to the gratitude due the members of the Kentucky
Association of Communication Arts who have done the planning
and writing of the materials in this bulletin, we are further in—
debted to several individuals and agencies whose contributions
have made this publication possible. Particular thanks should go
to Mr. Don C. Bale, Assistant Superintendent for Instruction, whose
interest in strengthening the speech curriculum in Kentucky
schools resulted in our agreement to edit and publish this particular
guide. Special thanks also are due Joseph E. Burkhead, Jr., senior
speech and English major at Georgetown College, for his con-
ception of the cover design; to Mrs. Natalie Oliver, staff artist,
Division of Information and Publications, for her execution of the
cover design and other graphic accents throughout the book; and
to Mrs. Mary Marshall, Director, Division of Information and
Publications.

For materials previously printed elsewhere and used here with
Dermission, we are grateful to Edward Jenkinson of the Indiana
University English Curriculum Study Center, Indiana Department
of Education, Colorado Department of Education, Illinois Depart-
ment of Education, and the Speech Association of America.

Dr. Edwina Snyder, Chairman of the Curriculum Committee
for the Kentucky Association of Communication Arts and Associate
Professor of Speech at Georgetown College, has conscientiously and
COmpetently directed the work of her writing committee. She has
been assisted most effectively by Mrs. G. C. Webb, Co-Chairman of
the Curriculum Committee and Assistant Professor of Speech and
Director of Forensics, Morehead State University.

Martha Ellison, Coordinator
Curriculum Development

iii.

 

  

 

 

71‘

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TABLE OF CONTENTS

Page
Foreword, Wendell Butler .................................. i
Acknowledgments ......................................... iii

An Overview of Oral Communications
History ................................................ 2
Present Status .......................................... 3
The Curriculum ........................................ 5
The Clo—Curricular Program .............................. 7
The Teacher ........................................... 9
The Student ............................................ ll
Organizations .......................................... 13

The Oral Conununications Program

Public Speaking ........................................ 22
The Fundamentals of Public Speaking Course ........ 22
Discussion and Debate .............................. 27
Argumentation ..................................... 38
Analysis of Public Address .......................... 43
Parliamentary Procedure ............................ 48
Voice and Diction ...................................... 53
Drama ................................................ 56
Acting ..................................... . ....... 56
Creative Dramatics ................................. 62
Play Production .................................... 67
Dramatic Literature ................................ 71
Theatre History ................................... 74
Oral Interpretation ..................................... 77
Radio-Television ........................................ 80
Resources .................................................. 85
Appendices ................................................ 93

V.

 

  

 

 

 

  

AN OVERVIEW OF
ORAL GOMMUNIGATIONS

History

Present Status

The Curriculum

The (Jo-Curricular Program
The Teacher

The Student

Organizations

  

OVERVIEW

Dr. Edwina Snyder

Chairman, Curriculum Committee
Kentucky Association of
Communication Arts and
Associate Professor of Speech
Georgetown College

Oral communications is a relatively new descriptive title which
seeks to encompass a number of closely related areas. Speech, drama,
radio-television, voice and diction, and oral interpretation are the
primary areas with which we are concerned at the secondary level.

Oral communications are justified as a vital part of a secondary
school curriculum because they genuinely contribute to the overall
educational development of individual students. Perhaps a few
observations will substantiate the reputable history of the discipline
and suggest the role that oral connnunications can play in developing
well-rounded, mature, thinking citizens.

History of Oral Communications

First, oral communications, in its separate areas, has a rich
history and compelling heritage. One of the earliest books known
to man (2500 BC.) dealt with basic practical speech training.1 The
greatest contribution of the ancient world to speech education, how-
ever, came through the Greek civilization in the fourth and fifth
centuries B.C. Aristotle, .lsocrates, Socrates, Corax, Demosthenes,
and others systematized speech knowledge and proved that the
knowledge and skills of speech are teachable; they further proved
that such training is almost essential to the development of a useful
citizenry. Aeschylus, Sophocles. Euripides, and their contemporaries
moved and stirred the populace by poetry and drama which have
endured to the present as the great models of all time.

The Roman rhetoricians, Cicero and Quintilian (106 B.C.-100
A.D.), continued the Greek tradition and even enlarged upon it as
they emphasized the speaker himself and the careful preparation of
the content and delivery of the speech. Plautus and Terence were the
outstanding playwrights of the time. \Vith their work, much of the
Roman theatre became commercial and attracted large audiences.

1Bnttiscombe Gunn, The Instruction of Ptah-hotep and the Instruction 0f
chemcni: the Oldest Books in the World—Translated from the Egyptian (Lon-
don: John Murray, 1948).

 

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Augustine and other church fathers kept the rhetorical tradition
alive through the middle ages and included reading aloud as a basic
part of speech training.

The Renaissance saw a burgeoning of theatre. About 1529, the
first rhetorical schoolbook, (116., the first speech text), was published
in London. It was Leonard Cox’s The Arte or Crafte of Rhetoryque,
based on the Ciceronian concepts.

The Restoration saw still further changes and growth in theatre
and rhetoric with the English theatre borrowing from French prac-
tices and rhetoric, expanding old and developing new ideas through
the works of John Ward, George Campbell, and Hugh Blair.

Names from the elocutionist period (1750-1850) are still well-
known in speech education. John Mason, Thomas Sheridan, John
Walker, and Gilbert Austin made certain contributions despite later
disfavor.

The American Colonial period, from 1607-1800, saw a slow but
sure growth of rhetoric through the efforts of men like John Quincy
Adams and John \Vitherspoon. Theatre was hindered by religious
and moral objections; however, it began early to get a foothold among
students of \Villiam and Mary College and Yale. This impetus soon
spread to other campuses.

The one who would teach speech at a college or university be-
tween the early 1800’s and the early 1900's had to sell the idea to
the individual college administration and receive permission to enlist
students on his own for the non—credit classes. Thomas Truebloocl
helped change this when he became the first university-employed pro—
fessor of speech at the University of Michigan. Since 1914, when the
forerunner of the Speech Association of America was created, prog-
ress has been rapid and sure in the development of speech education
in colleges and universities and in secondary schools. Today, more
and more emphasis is given to speech training—oral communications
training—from kindergarten through university.

Present Status

Today, with our accelerated involvement in mass communi-
cations with the proliferation of conferences, committees, decision-
making discussion groups. political speeches, public debates, travel-
ing lecturers, repertory theatres, touring theatre groups, summer
stock companies, Broadway theatre, and community theatre—it is
almost impossible for a young person to take his place as a cultured,
contributing mature member of his society unless he has had some

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specific training in at least some of these areas. Kentucky public
schools can help students begin that training.

More and more areas of our society are recognizing the dire
deficiences which exist in the ability of otherwise mature adults
to express themselves clearly and concisely: scholars who cannot
communicate their knowledge to eager students; scientists who can-
not communicate their research to the decision makers; the gov-
ernments and peoples who resort to violence because they cannot
communicate with each other. In an effort to overcome such de-
ficiences many industries are requiring their personnel to take
speech courses and are employing full-time teachers of communi-
cation. The armed forces are offering training in oral communi-
cations and are sending their men to universities for special classes.

The January 1961 Speech Teacher reported the responses of
faculty members from nine professional schools who were asked
whether they would require 18 specific subjects as prerequisite to a
student’s entry in the professional school. Of the eighteen subject-s
listed, Oral Communication ranked fifth highest as a recommended
required course.

The basic problem is the eternal problem of civilization—man
has better hindsight than foresight. Industry, armed services, pro-
fessional schools, professional theatre. commercial and educational
television, radio stations, and graduate theological schools are having
to invest money and time in an attempt to make up deficiences in
adults when a bit of prevention through quality training at the sec-
ondary and even the elementary level would have made this un-
necessary.

This booklet purports to define, explain, and offer broad guide-
lines for approaches to the various related areas which comprise oral
communications. Bibliographies are included in the hope that they
may be of help to the individual teacher in developing a program
tailored for his own school system. The purpose of this booklet is to
suggest and inspire. More detailed helps are available through the
Kentucky Association of Communication Arts.

Resources for Overview

Gunn, Battiscombe. The Instruction of Ptahaho-tep and the Instruction. of Keg“
meat: the Oldest Books in the Tf’orhl—Tra"stated from the Egyptian. LO“-
(len: John Murray, 1948.

Robinson, Karl and E. J. Kerikus. Teaching Speech: Methods and Materials.
New York: David McKay Company, 1963.

\Vallace, Karl. .1 History of Speech Education in America. New York: Appleton
Centuryi‘rot’ts, lnc.. 1034.

 

 

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 .ic ORAL COMMUNICATIONS AND THE TOTAL CURRICULUM

Public address—and the related forms of speech communication:
debate and discussion~~is a study which is closely allied to
‘ disciplines in the social sciences and the humanities.
Like the student of literature, the student of public address
studies the art of communicating through verbal symbols.
' 3eeause the subject matter of so many public addresses is drawn
from political and social issues, the student of public address
must explore history and political science and have a lively
interest in current events.
The public address student’s interest in the response of the
listeners to his message makes his study in many respects similar
to that of the student of sociology and psychology.

[‘6 ‘

tical and the applied.
The student of drama needs the reader’s eye, the listener’s ear,
the dancer’s leg", the painter’s arm. and the musician ’s soul, for
the drama is a mixture of

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1 architecture
' movement
music
fashions
interior decoration landscape painting'—

a harmonious mixture to delight and to move.

Broadcasting is a journalistic medium: it is a business enterprise;
it is technology.

Artistic Medium Journalistic Medium,
The study of The study of broadcasting-
broadcasting requires is the study of a mass
familiarity with the medium which seeks to
arts, formerly only disseminate news and also
the “sound” arts but to influence opinions. In
with the advent of many ways the broadcast
television also the journalist and the public
visual. speaker are twins. Their
educations must be much
the same.

01

 

  

Business Enterprise

The study of broadcasting
is the study of business.
Sustained by profits

from commercial
advertising, broadcasting
is governed by the rules

of competition, supply

and demand, and the
return of a dividend, as
well as by the Federal

Communications Commission.

Electric Technology
Broadcasting is mikes,
monitors, tubes, lens,
cables, cables, cables,
UHF’s, VHF’s, cables,
clocks, transistors,
circuits . . . cables . . .

Broadcasting: Is it art, persuasion, entertainment, information,
electrical engineering, or free enterprise?

 

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ORAL COMMUNICATIONS AND
THE CO-GURRIGULAR PROGRAM

Administrators and teachers are faced with assuming responsi-
bilities for all co-curricular activities connected with the school. This
is a vital issue to the oral communications area, since in more and
more geographical locations this area is becoming a recognized part
of the curriculum. Professors Charles Balccr and Hugh Seabury, in
Teaching Speech in Today’s Secondary Schools,1 state: “The co-
curricular school program is interpreted as a part of the school pro-
gram which grows out of its curricular program, parallels it, and
contributes significantly to objectives which are identical or similar
to those of the school itself.” The Contest Committee of the North
Central Association further supported this by stating that, “Prin-
cipals and teachers should . . . treat the interscholastic speech activi—
ties as having educational values identical with those that govern
classroom instruction in speech.” Balcer and Seabury suggest the
following questions for self-evaluation of speech programs.

1. Does my co-curricular speech activities program teach my
students a code of ethics?

2. Does my speech activities program help my students under-
stand and use the reflective process in arriving at con-
clusions‘?

3. Does my speech activities program give my students knowl-
edge about the communicative process and an understanding
of it?

4. Does my speech activities program result in an opportun—
ity for my students to receive a realistic evaluation of
their own speech performances in comparison with others?

a. Does my co—eurricular speech program grow out of a
curricular speech program?

6. Do I thoughtfully consider suggestions which I seek from
my own state and national speech organizations?

7. Do I maintain a sound and proper perspective on winning
in relationship to the educational values which can be
derived by students in my program?

 

1Charles Balccr and Hugh Seabury, Teaching Speech in Today’s Secondary
Schools (New York: Holt, Rinehart & Winston, 1965).

7

 

  

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ll.

1‘2.

Do I limit participation in co-currie,ular speech programs,
including interscholastic activities, to a few students, 01'
am I clearly giving evidence of my desire to help many
students in the school?

Have I adequately taken stock of the students’ speech
interests, needs, abilities, and capacities in my school?

Does my program succeed in teaching- social responsibility?

Does my program call for systematic evaluation by me as
to what I am accomplishing and as to what I want to
accomplish?

Do I take advantage of enough opportunities in my com-
munity to give my students real and meaningful speech
experiences?

It seems logical that subject matter learned and gained through
classroom activities should be re-inforced by co-curricular activities.

 

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qualifications.

THE TEACHER OF ORAL COMMUNICATIONS
The teacher of oral communications should possess certain basic

On August 19, 1963, the Speech Association of

America published an official document which described in some
detail the competencies needed. This document has been adopted
by the Kentucky Association of Communication Arts as its own
statement of guidelines and goals for the oral communications
teacher.

The program for the education of teachers of oral com-
munications should seek to develop the following general and
specific competencies for each person preparing to teach
speech in the school curriculumz'k’

I. GENERAL UOMPETENCIVES—Jl‘he competent teacher
of oral connnunications should have an understanding
of the nature of speech.

A.

B.

M-”

The, teacher of oral communications knows that.
speech, with its counterpart, listening, constitutes
the primary means whereby man most commonly
comes to an understanding of himself and his
universe. It is the basic means through which he
tornnilates thought and the major process through
which our society operates and maintains itself. It
is central to the functioning of religious, political,
social, and economic life.

The teacher of oral connnunications sees speech as
complex behavior which involves thought, attitudes,
and use of language, sound, and action. He views
it as a social process, an interaction among people
whose purpose is to effect commonality of" under—
standing.

The teacher of oral communications recognizes that
through speech the individual is helped to integrate
knowledge. He, knows that in a democratic society,
it is vital that intelligent individuals also be made
articulate in order that intelligence may prc 'ail.
Special attention must be given to individual dif-
ferences of students in regard to expectations and
performance.

gcompetencics developed from an official document of the Speech Associ-
iltlou of America, August 19, 1963.

 

  

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The teacher of oral communications recognizes that
speech can serve as an integrating and correlating
factor as it offers students training in the verbaliz-
ing of all phases of learning and knowledge.

The teacher of oral communications knows that
speech is learned behavior. He is aware that proper
learning of speech behavior contributes to the
development of the student’s personality and to
the process of self realization.

The teacher of oral communications is aware that
the most effective learning is achieved through
curricular instruction under a competent teacher.

SPECIFIC COMPETENCIES—The competent teacher
of oral communications in secondary schools must be
prepared to execute effectively any or all of the fol-
lowing duties:

A.

Teaching classes in oral communication fundamen-
tals. discussion and debate, public speaking, oral
reading of literature. dramatic production, and/0r
speech before microphone or camera.

Directing and/or coordinating co-curricular and
extra-curricular activities in debate, discussion,
speech contests and festi'als. theatre, and radio
and television production.

Planning and preparing or assisting others in the
preparation of programs for assemblies, community
ceremonies. and special occasions.

Preparing courses of study, making textbook selec-
tions, procuring audio-visual and other teaching
materials. and planning extra-curricular progl‘allls»
Serving as consultant in matters of speech to the
entire faculty and to the community.

OTHER COMPETENCIES—The competent teacher of
o'al connnunications in secondary schools must demon-
strate:

A.

Personal proficiency in oral and written communi-
cation

Functional knowledge ot‘ the basic forms and W‘s
of speech as listed in IA and 1B

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 C. Ability in stimulating and guiding the speech
development of students

D. A rich academic background in general education—
particularly exhibiting interest in and knowledge
of current events and of the content areas of the
social sciences.

THE STUDENT OF ORAL COMMUNICATIONS

The student of oral connnunications has general and specific
needs of which the competent teacher will seek to be aware. A second
official document was adopted by the Speech Association of America
in August of 1966. The section dealing with the needs of the student
of oral communications is reproduced here as it first appeared in the
August, 1966 edition of Spectra, a published newsletter of the Speech
Association of America.

Jertain of the goals of speech instruction are shared with
other types of instruction, most notably training:r in written
composition. Among these are:

l. The ability to analyze ideas

2. The ability to analyze audiences

3. The ability to find evidence and arguments

—l. The ability to organize ideas clearly and cogently.

It is. however, a mistake to assume that because oral com-
munication and written communication involve similar problems
and aim in part at similar goals, training in one mode of com-
munication will automatically improve performance in the other.
Current research on the relation between speaking and writing
skills raises serious questions concerning this assumption.

This is not to say that all instruction in oral communication
is or should be carried on in a course in speechy or that all
instruction in written communication is or should be confined
to a course in composition. This is, however, to say that the only
way to insure adequate attention to all important aspects of
speech. development is to give each student an opportunity for
concentrated work in oral skills under the guidance of a teacher
Who is well trained in this mode of communication.

ll

 

  

In addition to the goals which it shares with instruction
in composition and with education as a whole, training in speech
aims at the following ends:

1. The ability to locate evidence and to develop arguments

for use in situations in which communication is to be
oral. The student must learn the many ways in which
arguments and appeals suitable for oral discourse differ
from those used when writing.

The ability to adapt language and ideas to a Wide variety

of speaking situations and to a wide range of audiences

3. Speaking situations vary from informal conversa-
tion to formal reporting or speech-making.

b. Audiences vary from one ’s family or close friends

to a teacher or principal to be addressed or a public ,

to be informed or persuaded.

Sensitivity to other persons as senders and receivers or
oral messages

3. Sensitivity to other persons as receivers involves
adjusting a message to the verbal and visual re-
sponses which are made as one speaks.

b. Sensitivity to other persons as senders involves ad-
justing one’s listening set to the ever-changing ver-
bal and visual cues which come from other members
of the audience as well as from the speaker himself.

The development of those skills of vocal and bodily ex-

pression by means of which the good oral communicator

conveys ideas and attitudes accurately and fully

a. These skills include acceptable pronunciation, clear
articulation, and pleasing voice quality.

b. These skills further include bodily responsiveness
which aids in communicating the idea or feeling
expressed.

12

 

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 ORGANIZATIONS FOR IMPROVEMENT OF
ORAL COMMUNICATIONS

Kentucky Association of Communication Arts

Dr. J. W. Patterson
President, Kentucky Association
of Communication Arts
and
Associate Professor of Speech
University of Kentucky

The Kentucky Speech Association was founded in 1931 by a
group of Kentucky secondary and college teachers of speech and
drama. The Association—~11ndcr its present name, Kentucky Associa-
tion of Communication Arts—aims at the improvement of speech
throughout the State of Kentucky on all levels, including elemen—
tary, secondary, and higher education, and for people of the State
in general. The Association unites those. people with an academic
or professional interest in speech for the specific purpose of ad-
vancing the cause of oral communication in all of its phases.

Membership in the Association is open to any person interested
in promoting its purposes. Currently, the membership includes 250
elementary, secondary, and collegiate teachers of speech and drama;
and 50 speech and drama majors at various Kentucky colleges and
universities.

The Association is an official department of the Kentucky
Education Association and is a cooperating agency of the Speech
Association of America and the Southern Speech Association.

The Association sponsors an annual Speech Educators Con-
ference, with the specific objective of promoting high standards in
the teaching of speech. In addition, the Association sponsors
luncheon and business meetings during the Kentucky Education
Association’s annual convention in Louisville and a special meeting
in each of the KEA Districts.

The Association also sponsored in 1967 and in 1968 four in-
Service workshops at selected locations throughout the state. The
Workshops were one-day events with particular emphasis on tech-
niques and methods used in the classroom. Key university, college,
and high school personnel discussed concerns of the speech teachers,
including curricular and extracurricular speech instruction.

Other activities include the publication of a calendar of special
activities for the yeary the naming of the “Outstanding Young

13

 

  

Speech Teacher of the Year,” and special recognition of research
activities by its members.

A recent development in the Association was the organization
of the Kentucky Student Speech Association. This organization in-
cludes undergraduates who are majoring in speech at various Ken-
tucky institutions of higher education. This group formally banded
together to promote speech activities in these institutions offering
speech and drama and to gain a greater influence in the administra-
tion of college speech and drama programs.

The Kentucky Association of Communication Arts also c0-
operates with other organizations dealing with speech and drama
in Kentucky, including the Kentucky High School Speech League,
the Kentucky Intercollegiate Oratorical Association, the Kentucky
Intercollegiate Forensic Association, and Kentucky chapters of the
National Forensic League.

Standing committees include: Committee on District Meetings,
to promote the work of the Association in each of the KEA Districts
in Kentucky; Research and Publications, to promote scholarly ac-
tivities among the membership and to examine projects proposed
for publication by the Association; Professional Ethics and Stand-
ards, to consider problems of professional ethics and standards;
The Committee on Curriculum and Certification, to consider prob-
lems of curriculum and certification.

Those interested in obtaining additional information about the
Association should write to Executive Secretary Dr. Denver Sloam
University of Kentucky, Room 3, Frazee Hall, Lexington, Kentucky
40506.

Southern Speech Association

The Southern Speech Association is composed chiefly of 81366011
and drama teachers from twelve southern states, including Kell-
tucky. The Association is dedicated to the improvement of instruc-
tion and research in speech. It is especially concerned with ’th
study of Southern public address. .

The Southern Speech Association sponsors an annual conventtlo11
and publishes The Southern Speech Journal. It is a cooperatlng
agency of the Speech Association of America and the Southt/T11
Humanities Association. Sustaining members also receive pubhca'
tions of the \Vestern State Speech Association and the Central
States Speech Association.

Kentucky is represented on the Executive Council of th
sociation by two persons: one coming from a college and one

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coming from a high school. Usually, the officers of the Kentucky
Association of Communication Arts fill these posts.

Kentucky has hosted the annual convention on two occasions,
including the first meeting at Berea College in the 1930’s. The
Association also met in Louisville in the 1950’s.

Those seeking more information about the Southern Speech
Association should write the Executive Secretary, Kevin E. Kearney,
Department of Speech, University of South Florida, Tampa, Florida,
33620.

Speech Association of America

The Speech Association of America was founded in 1916 as an
agency to promote the growth of speech as a discipline and the
professional concerns of speech teachers. The Association is dedi-
cated to the study of speech as an instrument of thought and of
social cooperation, to the promotion of high standards in the teach-
ing: of the subject, to the encouragement of research and criticism
in the arts and sciences involved in improving the techniques of
Speech, and to the publication of related information and research
studies.

The Association includes 800 members from the United States
and from more than twenty foreign countries. Members include
elementary and secondary school teachers, college and university
teachers, speech clinicians, administrators, theatre directors and
actors, radio and TV directors and producers. students of speech,
lawyers, ministers, personnel supervisors, and military personnel.

The Association serves its members through five publications,
an annual convention, an employment placement service, twenty-
one interest groups, twenty-five committees, and numerous special
Services. The Association’s most useful publication for instructors
lJerhaps is The Speech Teacher. Each issue gives practical suggestions
”11 teaching; methods and on extracurricular activities. Special sec-
tions include book reviews, reports on periodical articles, and audio—
visual aids.

Much of the work of the Association is carried on through its
lll't‘llly—fth‘ standing: committees. These include Curricula and
(li‘l'tit'ieation. Freedom of Speech, international Discussion and De—
l‘alc. Professional Ethics and Standards, Publications, and Research.

The members also promote, their special eoneerns by joining one
”1‘ more of the twenty-one interest groups. The. interest groups
“WT annually during the