SKILLS

It deals with the art of speaking well in public and relating better to oneself and others. The starting point is learning to listen, to observe oneself, and to activate one's own expressive resources in order to perform better in social interaction.



The knowledge and training of our biology of communication allows us to optimise our personal expressiveness, gain confidence, deactivate stage fright, and regulate the activation necessary to give the best of ourselves.



The dynamic of the classes is similar to an oral communication workshop, with constant practice and evaluation of individual progress (everyone will advance at their own pace and according to their possibilities), although the explanation, understanding and handling of the theoretical part of the subject is considered fundamental.



SPECIFIC SKILLS:



1. Apprehend and use the basic tools of rhetoric, the rules and structures of interpersonal and group communication.

2. Adapt expressive techniques and resources (verbal and non-verbal) to each communicative situation, adapting them according to the addressee.

3. Analyse the different modes of expression in a public space in relation to the staging.

4. Develop communicative skills for persuasion and manage an assertive mode of communication.



BASIC AND GENERAL COMPETENCES

- Acquire knowledge and understand the meaning and relevance of theories, concepts and methodologies in the context of the (inter)disciplinary field of audiovisual communication.

- Analyse, interpret, explain and critically assess facts, social processes, texts and communicative projects.

- Develop skills and abilities related to participation, management and optimisation of teamwork, applying informed criteria to decision-making and evaluation of results.

- Acquire knowledge and experience of professional environments and routines in the field of audiovisual communication.

- Search for, select, prioritise and analyse information from different sources, adapting its content to different narrative forms and strategies.

- Students are able to apply their knowledge to their work or vocation in a professional manner and possess the competences usually demonstrated through the development and defence of arguments and problem solving within their field of study.

- Students have the ability to gather and interpret relevant data (usually within their area of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

- Students should have developed those learning skills necessary to undertake further study with a high degree of autonomy.

- To deepen critical thinking and the ability to work in a team.



In addition, it is in line with the following two competences worked on in the degree:



- Discriminate, understand and analyse different theories, practices and discursive strategies of both fiction and non-fiction audiovisual texts.

- Develop skills and abilities for the planning, management and optimal development of teamwork.

I. Introduction. The process of human communication. Intrapersonal, interpersonal and social communication. Verbal and non-verbal communication. Message perception and processing. Active listening and observation. Mental preparation and expanded practice: seeing, doing and imagining to consolidate better communication habits.



II. Rhetoric and interactivity on the Net. From classical rhetoric to interactivity in the networks. The clarity of the new digital communication. From monologue to global conversation: a new era of secondary orality on the Net.



III. Public speaking, fear and self-confidence. Flow state and optimal experience. Emotional and relational intelligence. Resonant communicators. Leadership styles. Shared leadership.



IV. Preparation and presentation of an oral piece. Rhetorical operations. Parts of the speech. Rhetorical resources. Mental frameworks and cognitive frameworks. Ethical concerns: language and social construction of reality.



V. Use of inclusive and non-discriminatory language. Language and gender. Similarities and differences in the communicative behaviour of men and women. Approach to a non-sexist use of language.



VI. The art of controversy. Decalogue for a good debate. Assertiveness and automatic response styles. Models of assertive response in tense situations. Participation, creativity and teamwork.



Practical exercises:



-Individual analysis of an exemplary speech, writing and brief exposition.



-Final speech or humorous monologue. Writing and presentation.



-Investigation of one's own style of relating to others. Explanation and application of theory. Making records of interaction with others, analysis, experimentation and conclusions.



-Practical exercises agreed between students and teachers to improve written and oral expression.

Course tasks:

- Attention, understanding and application of theory in the different tasks.

- Analysis of current affairs examples or case studies of interest to students, proposed by the teacher or by the students themselves.

- Improvisation, writing, expression and interpretation exercises. Format of exercises: micro-stories, preparation of the beginning of a speech, storytelling, class presentation on a specific topic, poetry recital, etc.

- Debate exercises, taking as a reference specific guidelines for a good debate. Active listening and effective expression will also be worked on.

- Individual analysis of an exemplary speech, writing and brief presentation (approx. 3 minutes).

- Final speech, self-presentation. Writing and presentation.

- Analysis of one's own style of relating to others. Experimental and analytical work carried out throughout the course.



The process of continuous learning and evaluation makes it possible to fragment and advance in the tasks, in parallel with the progress we make in the programme. In this way, the work to be done by the students is spread evenly throughout the course and they receive personalised attention from the teacher in the different phases. Students will also contribute to the learning process of their classmates, providing opinions, constructive criticism, suggestions, etc. on the communicative style of their classmates.

Ordinary convocation

Students participating in classes:



Active participation in classes, debates and weekly exercises 20%.

Analysis and presentation of an exemplary speech 20%.

Final self-presentation: speech or humorous monologue 40%.

Final test: 20%.



Those who are unable to attend classes and take part in this continuous assessment may sit the final test for their assessment. Likewise, those who start with the continuous assessment, but stop coming to class or do not hand in their work may sit the final exam, as long as this option is requested in the first nine weeks of the term.



The student has the option to waive this option by not taking the final exam. In this case, he/she will be assessed as NOT PRESENTED.



Students who take the final exam or evaluation will follow the following evaluation system: practical work agreed with the teacher (60% of the final grade); final work or speech (40%).

The course materials are made available to students on the Egela platform, to which they must add at least one book of their choice, related to the aspects of greatest interest to them in the subject.

Basic bibliography

Todos pueden hablar bien en público. Roberto García Carbonell. Ed. EDAF, 2016

Jendaurrean hizlari Joserra Gartzia, Ed. Alberdania, 2008.

El arte de hablar en público. Barbara Berckhan et alt.. Ed. RBA Integral.2006

Manual del Cómico novato. Miguel Lago. Ed. Quatrocento, 2010

Gimnasia emocional. José Luis Bimbela. Escuela Andaluza de Salud Pública, 2008

Así hablan las mujeres. Pilar García Moutón. Ed La esfera, 2003

1997

Si persuadeo levantara la cabeza. Alejandro Espí Hernández. 2018

In-depth bibliography

Inteligencia social. Daniel Goleman. Ed. Kairos 2006
Taller de voz. Angels Molner. Ed. Alba.2005
La comunicación emocional. Carmen Sebastián. ESIC Ed., 2002
La isla de los 5 faros. Ferrán Ramón Cortés. Ed. RBA.2005
Tú eres el mensaje. Roger Ailes Ed. Paidos 1988. Mujeres, hombres y lenguaje. Jennifer Coates. Fondo de Cultura Económica, 2008
Comunicación en un mundo cambiante. Bethami A. Dobkin. Mc Graw-Hill, 2007
Psicología social de la comunicación : aspectos básicos y aplicados. Yolanda Pastor Ruiz (coord.), eds. Pirámide, 2006
Comunicación como proceso simpático Eva Aladro Vico CIC: Cuadernos de información y comunicación, , Nº 9, 2004, págs. 117-128
Introducción a la comunicación interpersonal. Maria Dolores Cáceres. Síntesis, 2003
No pienses en un elefante. Lenguaje y debate político. George Lakoff. Ed. Complutense.2007
La retórica. Aristóteles. Gredos. Madrid. 1997
La comunicación de las emociones. José-Lorenzo García. Tesis doctoral
http://eprints.ucm.es/tesis/19911996/S/3/S3017101.pdf

Journals

Revista de estudios de Comunicación ZER. UPV-EHU
CIC Cuadernos de Información y Comunicación. Universidad Complutense de Madrid
Cuadernos de Comunicación e Innovación Telos. Fundación Telefónica