Definition: According to the Ontario curriculum The Arts, "Choral Speaking, Chanting" is defined in the glossary as, "The reading or reciting of a text by a group. Preparation for a performance may involve interpretation of the text; experimentation with language, rhythm, volume, pace, and different numbers of voices; and rehearsal."
Application: The drama strategy known as "choral speaking" can be used in a variety of creative applications. Participants in a choral speaking activity have the opportunity to present a particular text through their own interpretive expression. In general, participants of a choral speaking activity will interpret a text by applying modifications to its tempo, dynamics, or rhythm. Usually these modifications will reflect the nature of what the text is attempting to convey or express. See the image below for some examples.
Curriculum: Analyzing choral speaking from the standpoint of The Arts Ontario curriculum document a variety of curriculum expectations can be suitably adopted to fit this drama strategy. For instance, the grade 6 expectation B1.4 states, "communicate feelings, thoughts, and ideas to a specific audience, using audio, visual, and/or technological aids to strengthen the impact on the viewer." In the case of choral speaking, participants are able to communicate their thoughts, feelings, and ideas about a text by creatively interpreting the way in which its words are delivered through manipulations of its tempo, rhythm, and dynamics. This naturally provides instructors with the opportunity to incorporate another art strand, namely, music. For instance, sticking with grade 6 curriculum expectations, specific expectation C1.2 states, "apply the elements of music when singing and/or playing, composing, and arranging music to create a specific effect." This latter expectation fits aptly with the nature and spirit of a choral speaking strategy as elements of music are precisely notions such as tempo, rhythm, and dynamics.
Reflection: In my experience, students generally enjoy participating in choral speaking activities. In my view, choral speaking combines both creativity and structure, a combination which most students tend to embrace. On the one hand, with choral speaking structure comes from the text itself. The text helps organize the concepts for students and provides a template for them to work with. This provides students with the structure that some might require so all the creative development is not left squarely on their shoulders. While on the other hand, students are able to be creative with the delivery of the text. Their conscious manipulations through the use of alterations between tempo, rhythm, and dynamics provides them with an engaging opportunity to demonstrate their interpretations of different aspects, such as, mood, using their own creative lens.
Accommodations: Perhaps the most significant accommodation requirement for this drama strategy is for those with hearing impairments. It might be difficult for those with severe hearing impairments to identify ranges in pitch or to identify subtle changes in rhythm or tempo. To assist students with such needs an instructor (or group member) might incorporate visual cues in the activity to help identify to the student with a hearing impairment when, for instances, the tempo speeds up or slows down, etc.
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