Oral interpretation of children's literature was a unique class and overall experience. It was not what I expected when first signing up but offered me with valuable information beyond just children's literature. The class was a mixture of both English and communications that helped me to understand deeper meanings within children’s literature. This class also paralleled with materials discussed in my children's theater class but focused more on the actual act of presenting.
Presenting a piece of literature is something that requires certain knowledge of the piece. Prior to this class I only considered practicing the piece and being familiar with the words of importance. The activities, presentations, and readings in this class made me realize that the tone of which a piece is being presented is just as important as the text. With the change of tone a piece can be given a new meaning and go from inspiring to optimistic. A presenter is able to change their tone and invoke the feelings they want to the targeted audience. This is a vast difference from providing someone with material to read because it’s possible for them to interpret it in many ways. …show more content…
Typically when reading a piece that had words in a certain rhythm I ignored the rhythm created by the punctuation. Shifting to the rhythm in the punctuation rather than the rhythm created by the sounds of the words can change the piece. This subtle change is one that can give a piece an entirely different meaning, just as tone can. Many times the most common definition of a word is not the one intended and can serve as a double meaning. Small patterns in choice of word can also be subtle but can offer a much deeper meaning to a piece that might might not be visible without deeper