| Materials needed: | Television set, videotape of a scene from a movie or television show illustrating several components of the communication process, for example: the opening scene of Say Anything, (1989) a film directed by Cameron Crowe. This scene involves a valedictorian delivering a commencement address at her high school graduation. |
| Time needed: | 30 minutes or the preference of instructor. |
| Objective: | Students should be able to identify and understand functions and implications of the components of the communication process. |
| Procedure: | Have students view the portion of the movie or television show, that illustrates an example of the communication process at work. Following the viewing, ask students to identify components of the process including context, climate, source, message, channel, feedback loop, receiver, encoding/decoding, interference, and timing. Then hold a discussion using the following questions |
Discussion questions:
1. How does each component affect others?
2. How does each component affect an interpersonal situation, a public-speaking situation, a small-group situation, or a situation involving a member of another culture?
3. Is one of these components more important than another? Why or why not?
4. Are you aware of these components in your interactions with others? Why or why not?
5. In the situation that was
just viewed, what made the communication process effective or ineffective?
| Closing thoughts: | Once we have a basic understanding of the components of the communication, we can to begin to understand the connection of all the parts and analyze their interactions. |
Activity 1:2 Characteristics of Human Communication: A Focus on Unerasability
| Materials needed: | Three to five copies of the discussion questions listed below. |
| Time needed: | 15 to 25 minutes for small-group discussions or longer if you wish to have a whole-class discussion or time allows. |
| Objective: | Students should be able to understand that communication is irreversible by detailing a personal experience that illustrates this fact. |
| Procedure: | Ask students to break into three to five small groups (depending on the size of the class). Ask each student to think about a time when he or she said something that could not be taken back or someone said something that he or she wished the other person had not said. Tell students that they will be sharing this information with others so they should choose something they are comfortable discussing. Ask students to take out a blank sheet of paper and identify the person with whom they were communicating the nature of the relationship, the place, and what was said by both individuals. Next, have students discuss the questions in their small groups. |
Discussion questions:
1. How did you feel after the interaction?
2. How have subsequent interactions been with that individual?
3. If you were the one who made the faux pas, how did the other person let you know?
4. If you were the one on
the receiving end of the faux pas, did you let the other person know? Why
or why not?
| Closing thoughts: | Often when students
read the characteristics of communication, they memorize the information
and don't critically think about the implications.
By having to recall a particular instance, they can begin to understand the importance of internalizing the information and applying it to their own lives. |
Activity 1:3 Examining Myths of Communication
| Materials needed: | Three to five copies of the list of discussion questions below. |
| Time needed: | 15 to 25 minutes for small-group discussions, or longer if you wish to have a whole-class discussion or the time allows. |
| Objective: | Students should be able. To offer examples from personal experience that illustrate some of the myths about communication. To understand why such myths are false. |
| Procedure: | Ask students to break into three to five small groups (depending on the size of the class) and give each group the list of questions. After the groups have discussed or read the six myths in the text ask students to choose one of the myths that they could refute by telling one of their own experiences. Ask them to share their example with the rest of their group. Finally, have students answer the list of questions within their groups. |
Discussion questions:
1. Can you identify any more communication myths of your own?
2. How do you think these myths got started?
3. Did you believe any of these myths? Why or why not?
4. Do you know individuals who still believe these myths to be true?
5. How would you rate the effectiveness of communication with that individual?
6. What can you do in your
own experiences to make sure these communication myths are not perpetuated?
| Closing thoughts: | It is important to recognize that these communication myths are based on the experiences of individuals and are often perpetuated by people who do not understand the process of communication. |