Camera-Ready Speaking

Prepared by: Kate Swartz

Purpose

The purpose of this activity is to emphasize the importance of camerawork during speaker-visible online public speaking. It is designed to help students practice looking up during their speaking, interacting with a single “audience” member, and adapting how they use notes during online public speaking.

Applicable Chapters/Concepts

(Mapes, 2019) Chapter 14: Online Public Speaking

Learning Goals

• Understand the difference between speaking to a large, in-person audience, and an unknown, camera-filtered audience
• Become more comfortable with speaking to a camera (eye contact)
• Practice using alternative notes and cues

Corresponding Course Objective

4) Rehearse public speaking to achieve greater confidence

Materials

• 1 Tennis ball per group
• 2-3 sheets of cardstock per person
• Optional: large frame (see Variations)

Time

Approx. 50 minutes

Process

Before the Activity

1. Speak with students about online public speaking, especially speaking to a camera, using notes and aids, and being in-frame. Showing some examples of great camerawork could assist in the explanation of “good” online public speaking.

During the Activity

1. Create small groups. It is recommended that groups are 3-4 people in size.
2. Give each group member 2-3 sheets of cardstock (see Variations). Give each group a tennis ball.
3. Have students spend 5-10 minutes writing out notes for a 1-minute speech. Notes should be written on the cardstock provided.
4. After students have prepared their notes, have them determine a speaking order. Once determined, have them select a camera person and a cue-card holder. These jobs will rotate depending on who is the speaker at the time.
5. Inform students of the speaking goal: to use the note cards as cue cards, and to maintain interactions – eye contact and/or purposeful gesture – with the tennis ball camera.
6. Give the first speaker one minute to speak. During their speech, the camera person will hold up the tennis ball at eye level, and the cue-card holder will hold the pieces of cardstock just below.
7. Repeat this until all speakers have gone.

After the Activity

1. Debrief the activity with students.

Debrief/Follow-Up Questions

These questions are designed to get students to think critically about the differences between working with a large, in-person audience and a singular camera that filters their audience, which may be larger or smaller. It also asks them to question how they would differ things, such as their body language and eye-contact practices, between in-person and online speeches.

1. How did preparing larger note cards compare to smaller, 3x5 notecards primarily used during in-person speeches?
2. Was it easier or harder to speak to a singular “camera” compared to a large audience?
3. Did you appreciate the stillness of remaining “in frame,” or do you prefer the opportunity to walk around a stage?
4. How do you think this in-class activity would compare to completing an online speech, using a real camera in a private setting?
5. Was it easy to remember that your “audience” is of an unknown size, or did it feel like you were speaking to only one person?
6. For camera people: Did the speakers largely make eye contact with the camera, or were you often filming the tops of their heads?

Assessment

Assessment of this activity is largely based on student feedback. Given that this activity is designed as a practice, it is not necessary to develop strict grading schemas. Instead, students’ feedback during the debriefing should be used to gauge whether they understand the differences associated with online speaking and have practiced good ways to engage in it.

Limitations

• This activity requires students to be able to engage in a variety of activities; namely, speaking, writing, and lifting.
• This activity mimics some of the conditions of online public speaking but does not necessarily provide robust practice nor mimic the specific conditions of online public speaking.
• Unless cameras are provided to students, or they are comfortable using their own cameras – though recommending this may highlight wealth disparities – students must rely on members’ feedback, instead of being able to view their own speeches and form their own self-evaluations.

Variations

• More cue cards, or larger cue cards, could be provided if speeches are supposed to be longer.
• Tennis balls could be replaced by any stand-in for a camera. It is recommended that whatever is chosen, however, is either an actual camera or a bright color, to draw students’ eyes.
• Speech topics could be given to students in advance, to cut down on brainstorming.
• Sample speeches could be given to students, to eliminate speech writing practice and focus solely on delivery.
• Large frames, or other boundaries, could be given to act as the camera “frame,” adding another visual layer of online public speaking to the students’ practice.

References

Mapes, M. (2019). Speak Out, Call In: Public Speaking as Advocacy. KU Libraries.