That’s What He/She Said
Audience Analysis – Gender
Objective: After the activity with gender vocabulary, students will be able to write a paragraph that explains why gender analysis of the audience is important when giving a speech.
Materials: Handouts for each student
Steps:
1. Introduce the topic to the students. Explain why it is important to know the gender of the audience and why.
2. To reinforce this idea, give each student a handout.
3. Have the students get into groups of three or four (whatever works best for your class), and give them 10-15 minutes to complete the worksheet.
4. Give them instructions as to how they need to complete the worksheet.
a. Use your group members to try and define each of the words and if possible what activity or item the word is referring to.
5. Make your way around the class to see how they are doing, give the students hints, or help clarify anything they don’t understand.
6. When they are finished have a discussion over what they did.
a. Did they think it was difficult or easy?
b. Were there some words that were easier for one gender than the other?
c. Were there some that both the males and the females knew?
d. Were there words that others felt you should know, but you didn’t?
e. Did anybody get frustrated because they couldn’t figure them out?
f. How would they feel if somebody was giving a speech with those words and they didn’t know what the speaker was talking about?
7. Have the students verbally explain to you what the worksheet demonstrated to them about gender being important when giving a speech.
8. Before the students are dismissed, have them put into their own words why it is important to know who you are speaking to when giving a speech or any kind of presentation.
Results: The students should better understand why it is important to know who they are speaking to and why they need to think about this when writing a speech. After this I would suggest moving on to another topic of demographics.
Name:______________________
1. Blind Cast (sport): _______________________________________________________
2. Garter (apparel): _________________________________________________________
3. Hot Spot (sport): _________________________________________________________
4. Split End (sport): _________________________________________________________
5. Platform (apparel): ________________________________________________________
6. Deadfall(leisure activity): ___________________________________________________
7. Carom (sport): ____________________________________________________________
8. Camisole (apparel): ________________________________________________________
9. Sling-Back (apparel): _______________________________________________________
10. Pepper (sport): ___________________________________________________________
11. Backcheck (sport): ________________________________________________________
12. Buck (leisure activity): _____________________________________________________
13. Zamboni (sport): __________________________________________________________
14. Christian Louboutin (apparel): _______________________________________________
15. Hat Trick (sport): __________________________________________________________
16. Roof (sport): ______________________________________________________________
17. Manolo Blahnik (apparel): ___________________________________________________
18. Free Ball (sport): ___________________________________________________________
19. Halter Top (apparel): ________________________________________________________
20. Shoulder Deke (sport): _______________________________________________________
TEACHER’S KEY
blind cast – Casting at no particular target. (fishing)
garter — article of clothing for holding up a stocking or sock, usually an elastic band around the leg or an elastic strap hanging from a girdle or other undergarment. (apparel)
hot Spots — Good places to hunt. (hunting)
split end — The receiver that usually lines up on the line of scrimmage, but split to the outside of the formation. (football)
platform – type of shoe (apparel)
deadfall – A tree that has fallen into the water. (fishing)
carom — a rebound of the puck off the boards or any other object. (hockey)
camisole – a tank top (apparel)
sling-back – type of shoe, strap goes behind heel (apparel)
pepper — warm-up drill in which two players pass, set, and hit the ball back and forth. (volleyball)
backcheck — an attempt by a player, on his way back to his defensive zone, to regain the puck from the opposition by checking or harassing an opponent who has the puck. (hockey)
buck — This is a term used to designate a male deer. (hunting)
Zamboni — the brand of machine used to clean the ice. (hockey)
Christian Louboutin – brand name of shoes, signature design is red soles (apparel)
hat trick — three or more goals scored by a player in one game. (hockey)
roof — when the blocker smothers the hitter (volleyball)
Manolo Blahnik – brand name of shoes (apparel)
free ball — an easy return from the opponent.(volleyball)
halter top — woman’s top, secured behind the neck (apparel)
shoulder deke — a quick move of the shoulder in one direction and the player in another to fake out the opponent. (hockey)
Abbie Weidner
2 September 2009
For Once It’s Polite To Ask, “How old are you?”
TOPIC: Audience Analysis (Age)
OBJECTIVE: After completing a demographic analysis for the four youtube videos, the students will be able to identify why the age of an audience is vital towards choosing their speech topics.
MATERIALS: youtube video links:
http://www.youtube.com/watch?v=ypLomnSPyok “One Tree Hill” http://www.youtube.com/watch?v=rqQNSJTcIQg “Supernanny”
http://www.youtube.com/watch?v=QVK96kDAFqs “Fox News”
http://www.youtube.com/watch?v=o_edT4Bijo8 “Doug Funny”
piece of paper, pencil
STEPS:
1. Divide the students into groups of six with each group consisting of an even number of students. Assign one student from each group to be the recorder and one student to be the spokesperson. Give each recorder a piece of paper and a pencil.
2. Tell the students that they will be working with their groups to analyze four youtube videos. Explain to the students that they will be conducting a demographic analysis for these videos, and that the analysis is based on the age of the audience.
3. Ask the students if they are unclear of what a demographic is? If some students are confused, explain to them that a demographic is a characteristic used to classify people, such as age, race, or gender.
3. Tell the students that their analysis should be written on the paper provided, and it should include the age-range of the audience, and reasoning to why these age-ranges were chosen for the four videos.
4. The teacher will then give an example of such an analysis. An example that can be mentioned is, “For the second video, the audience age-range would be mid 20’s to a median age of 41. Our group came to this conclusion, because the video shows two adults caring for two younger children. This television show would attract an audience within this age-range, because most people within this age-range have children. Furthermore, the television show gives great incite on how to care for disobedient children.”
5. When the students are finished making their analysis of the four videos, have each spokesperson come to the front of the class. Have the spokespersons present their group’s analysis for the four videos. Call on which spokesperson you want to speak first and continue choosing the order of presenters after each spokesperson is finished.
6. After all the spokespersons are finished presenting their groups analyses, have the class reconvene to their normal seating.
7. Ask the students why television shows target a specific age group and how they attract those age groups to watch their program?
8. Then ask them why they think an audience’s age is vital when they choose their speech topics?
9. After the students have given their thoughts begin another discussion. Explain to the students that the better they know the age of their audience members, the better they can make their speech serve the interests and needs of their listeners. Clarify that they should look at all different ages and come up with a speech topic that a whole audience can find interesting.
RESULTS: After identifying the ways in which the age of an audience helps in the decision of a speech topic, the students will be to apply these principles when they choose their next speech topic.
Research: Osborn and Osborn the Seventh Edition Public Speaking textbook.
www.youtube.com (Activity video clips)
www.ehow.com “Public Speaking: Analyzing Audience Age” (Video Clip)
Abby Wolf
September 16, 2009
Size Really Does Matter!!!
TOPIC: Situational Audience Analysis–Size
OBJECTIVE: After this exercise, students will be able to identify the differences that are faced by speakers who present in front of different audience sizes.
MATERIALS: (none)
STEPS:
1. Have students pick a short personal story that they don’t mind sharing with the class.
2. Have students get into groups of two and take turns sharing their stories with each other.
3. After about 5-7 minutes (adjust to your class needs) of letting the students share their stories, have the groups of two join up to form groups of four.
4. Have each student share their story again with the group.
5. After about 10-15 minutes (adjust time to your class needs) of letting students share their stories with the group, have the groups of four join together to make groups of eight.
6. Once again, have the students take turns sharing their stories within their groups.
7. After each student has had a turn to share their story within the group, bring the class back together as a whole.
8. Have the students get up in front of the class and share their story for the last time.
9. After each student has shared, ask the students, in discussion form, what differences they noticed in their speech giving experiences within the different group/audience sizes.
RESULTS: In the future, students will be able to adjust themselves and their speeches according to their audience sizes.
Mandy Brabec
9-23-09
Analyzing Your Audience
Topic: Getting information about your audience.
Objective: After a brief instruction period, students will create their own checklist intended to analyze their audience.
Materials: None needed.
Steps:
1. Touch briefly on the importance of knowing your audience before giving a
speech. Refer back to what we discussed when choosing a topic (we chose a topic that not only we are interested in, but that would be appealing to our audience).
2. Instruct students on how to create a checklist that would help us to analyze our
audience. Remind them to keep in mind such factors such as age, gender, race,
religion, etc. or any other factors that seem pertinent to their topic.
Exp: The age range of my audience is from ______ to ______. Or, The audience is basically ____ the same race ____ a mixture of races. Knowing this kind of information will help us to know what kind of information we need to share with the audience. For example, a 15 year old student was not alive during the 1960s, so if a student is giving a speech on Janis Joplin, they would need to give some background information about what life or music was like in the 1960s.
3. Now include a predictions section. Create questions like, Audience level of interest in my topic is likely to be ____ high, _____ moderate, ____ low. Because _________________________________________________. This will help us decide if our topic is worth speaking on, etc.
4. Allow students 10-15 min. to brainstorm questions they can use on their audience survey. Write down the suggestions on the board so students can take notes.
Results: Students will create their own checklist as homework to be turned in the next class period.
Danielle Helzer
Dr. Lawson