Public speaking

This study integrates visual art with a public speaking assignment to explore participants’ experiences and perceptions of engagement in the Teacher-Researcher’s course at Lynn University. Using an action research design and with informed consent, seven students volunteered as participants. This study investigates these seven participants’ experiences and perceptions of emotional engagement with the visual art integration implementation, consisting of instruction, activities, and assignments. Participants’ prior academic experiences and perceptions of art and public speaking frames the analysis of their perceptions and experiences of emotional engagement with this art integration implementation. Emotional engagement is operationalized as participants’ experiences and perceptions of art, public speaking, immersion, artistic mindset, and benefits. The Teacher- Researcher analyzes participants’ art making processes and products for experiences and perceptions of emotional engagement. The art integrated implementation involved participants learning about art and belief systems (religion and philosophy) and public speaking through art. Participants created visual art, which served as a focal point of a presentation they delivered. The Teacher-Researcher is interested in learning about emotional engagement with the art integrated presentation assignment to refine future research and practice.

Recognized leadership skills generally include communication skills and public speaking ability. Some children develop leadership and public speaking skills early in life. Some high schools and colleges emphasize public speaking. Adults frequently enroll in seminars such as Dale Carnegie programs or join organizations such as Toastmasters International. The researcher's own years of teaching and speaking experience have led her to believe in the potential value of public speaking for children, adults, and leaders in education organizations. Principals must speak competently and professionally. The purpose of this study was to determine how and when secondary school principals learned public speaking skills. The research also assessed their public speaking involvement and the importance they placed on public speaking for themselves, their staff, and their students. The researcher developed a questionnaire which was distributed to 101 middle and high school principals in Broward and Palm Beach county school districts in Florida. Completed responses were received from 52 principals. The most frequently cited-preparations for public speaking were college and high school courses. Public speaking skills were learned during high school and college years for 32 respondents. Only two had taken a Carnegie or Toastmasters course. Six principals said Carnegie or Toastmasters Youth Leadership type programs were offered in their schools, but 33 said they would be interested or wanted additional information. The principals most often cultivated public speaking skills by encouraging teachers to invite students to speak in class, inviting teachers and students to speak at assemblies, or by having drama clubs or debate teams. The last question was, "How important is public speaking in what you do today?" Very important was checked by 48 principals; somewhat important was checked by the remaining four respondents. The researcher believes that public speaking should be cultivated at all levels of education. Future research may consider whether resiliency of at-risk students could be enhanced by offering formal training in public speaking. The findings support the researcher's hypothesis that if school administrators recognize the importance of public speaking in their own experience, they are more likely to support its development among staff and students.