Performance of autobiographies are beneficial for both performers and their audiences. It is educational and therapeutic for them. It facilitates many valuable insights, techniques, and skills. First, it has encourages a close study of history and aggressive research from first-hand sources. Further, performance of autobiography requires careful study of character, crafted skills of scriptwriting, perceptive consideration of non-verbal communication, attentive study of voice, careful selection of appropriate performance frames, and effective engagement of audiences.  Finally, performance of autobiography over videoconference equipment facilitates marketability of communication majors, as they learn to perform and communicate in an empathetic way to audiences at a distance over cameras.

Communication students at the University of Mary Hardin-Baylor must develop a performance of autobiography. These one-person, autobiographical productions are performed for distance audiences, as well as for on-site audiences in theaters, museums, schools, churches, and performing arts, cultural, historical, and civic organizations (see Solo Repertoire). Communication students begin the process of producing one-person, autobiographical performances by choosing historic characters, who display fascinating, multi-faceted, paradoxical, or ironic characteristics. The students look for characters who struggle with universal issues and who significantly develop over time. They look for characters whose stories reflect universal truths. Often, these characters are pioneers and role models who struggle with sociological and cultural barriers. (Howard, 1996) Often these characters effect the beginnings of the removal of these barriers. Performance studies students look for characters who are ethnically diverse. Finally, the students look for characters with whom they can empathetically bond.

In writing a script, student writers must consider non-verbal communication dimensions such as kinesics, proxemics, tactile communication, and object language, especially in the communication of the subtext of personae. Student performers of autobiography must consider how the personae will reveal themselves through gestures, movement, posture, facial expressions and so forth. Writers, performers must consider how the personae’s use of relational and environmental space will reveal their conflicts, desires, and motivations. Performers of autobiography need to consider how the personae would reveal themselves through touch and handling of objects.

Student writers/performers must consider what the physical appearance of the personae should be and how it will reveal them. Students of performance of autobiography must consider how the personae would use physical business, activity and movement to reveal their subtext and relationships with other personae and the audience. The producer, performer of autobiography must carefully plan costumes, props, and set and analyze how these will reveal personae. Characters react to their worlds according to their interpretation of events. The interpretations of the characters are revealed through their bodies, as well as through their voices. The writing of the language of the script depends on the voice of the characters and narrators.

If the script is to include a narrative voice, the student may write a scene from the third person point of view. This narration would include language which is written to tell or to describe rather than to show. The language of the narration would be written in complete sentences, which may be longer than high context, fragmentary phrases of dramatic scenes. The narrative scene could be written to go backward in time, rather than be written to be performed in the present. As well as the point of view of the personae in their scripts, student writers and performers of autobiography must consider many other aspects of voice in the personae in scenes they write. They must consider the historic period, the culture, the status, the education, the dialects, the geography, the physical surroundings, the health, and the credibility of the personae for example. Of the voice of the personae, the student writer, performer must consider if the form of the voice is literary, ceremonial, conversational and so forth. The student writer, performer must also consider the relationship of the voice of each scene with the audience, that is whether or not the voice in the scene is closed or open in nature to the audience. Frames of scenes determine the relationship of the personae with the audience. Thus, the form of the script depends on the frames of the scenes.

Student scriptwriters use three categories of scenic frames: lyric, dramatic, and epic. The lyric scene is a private scene in which the character is alone revealing his or her thoughts aloud as he or she thinks aloud, prays, speaks to himself or herself in a mirror, speaks aloud while writing in a journal or diary and so forth. The character in the lyric mode uses high context language. That is he or she speaks in a kind of shorthand or fragmented way. Dramatic scenes in which the character speaks to another very familiar person can also be high context. The character in dramatic mode can speak subtly through negotiation, manipulation, or implication with someone he or she imagines on the stage, speaks to offstage, or speaks to as a character in the audience. The script uses low context language with clear, complete sentences in narration in the epic mode, that of the storyteller.

The frames of each scene establish the performer’s relationship to the audience. One-person performances of autobiographies can incorporate some interesting interactions with the audience. The reflective lyric frame provides the most private, vulnerable mode for the performer as character; however it closes off the performer as character from a relationship with the audience. The audience views the scene through the imaginary fourth wall. However, the performer as a lyric character can move through the audience without acknowledging them. The conversational dramatic mode, in which the performer as character interacts with a specific other, also is closed in relationship to the audience as a whole. However, the specific other can be placed in the audience and the performer as character can move through the audience as he or she interacts with the specific other.

The presentational epic mode is most open in the relationship of the performer as character and the audience. The epic narrator can move close to the audience. The audience can become a group of characters. The audience can become people in a scene in which the performer as character finds himself or herself in a social situation. Making the audience characters in a social setting in which the performer as character finds himself or herself can serve to define the character in a social context. Making the audience characters also enables interesting interactions for the audience with the performer. Frames which establish relationships between performer as character and serve to keep the performer as character and the audience in the same place and time strengthens believability in the audience.

Audiences from the various sites of long distance, educational, videoconference performances often follow the performances with questions and discussions of significant topics, which are directed to the performer and other audience members. Often the audience members respond in a vulnerable, transparent way. Many of the comments and questions from audience members are very personally significant. It is almost as if the videoconference configuration encourages an atmosphere of anonymity, which paradoxically encourages questions and discussions which are personal in nature, not unlike the personal questions and discussions among strangers on radio or television talk shows or in internet chat rooms. Performance Studies students are able to communicate human interest and empathy in highly technological communication arenas. They find that performance and communication over videoconference equipment does not depersonalize the performers, the characters performed, nor the audience in the communication interaction. Ironically, often the performers, characters, and audience interact more personally over videoconference equipment than in on-site performances. Further, both on-site and distance performances often incorporate audio-visual elements such as props used as visual metaphors, archival photographs, film footage, period music, sound effects, and voice-overs, which serve to engage audiences.

Communication students at the University of Mary Hardin-Baylor are able to interface performance studies, speech communication, and mass communication. Corresponding to the revolution in computer technology, there has been an explosion in video technology, such as in the areas of videoconferences, distance learning via video equipment, educational videos and so forth. Communication students at the University of Mary Hardin-Baylor are trained in skills of empathy and storytelling, as well as in camera presence techniques, for video programming as well as for television and broadcast journalism.

UMHB communication students are able to perform to multiple, distance audiences at once over regional videoconferencing and videostreaming networks. One such network is the Bell County Network for Educational Technology (see BellNet). It connects community colleges, independent school districts, and other Bell County entities with each other and onto Texas' largest digital network, the Trans Texas Videoconference Network (TTVN) of the Texas A & M University System. TTVN connects over 90 sites. This videoconference hub connects with other hubs around the world. It facilitates distance learning and interactive communication.

Further, communication students at the University of Mary Hardin-Baylor are effectively working and performing in regional radio and television stations and video production studios. Faculty in the Department of Communication and Dramatic Arts are striving to produce students who are fine scholars and artists with skills that are practical and marketable. For this approach the program is growing significantly in numbers of students, in artistic output, and is gaining the respect and collaboration of regional communication and artistic institutions.

References

Howard, Diane "The Relationship of Internal Locus of Control and Role Models in Female College Students." Ph.D. diss., University of Texas at Austin. [Online] Available http://www.dianehoward.com/Dissertation.htm, 1996.

Howard, Diane. Autobiographical Writing and Performing: An Introductory, Contemporary Guide to Process and Research in Speech Performance. [Online] Available http://www.dianehoward.com/publication.htm, 1999.