1.1: Welcome to the World of Performance!

Overview

Most people associate performance with the stage, spotlights, costumes, lines, and applause, but performance extends far beyond the theater. From the moment we enter social life, we begin to perform. We learn how to speak, act, dress, and respond in ways that are shaped by cultural norms and expectations. Whether you’re raising your hand in class, greeting a friend, or showing respect to an elder, you’re engaging in performance, but what exactly does it mean to perform? And how does that differ from acting on stage?

In performance studies, “performance” functions as an analytical lens through which communication, identity, culture, and power can be understood.

Oral interpretation is the practice of bringing literature from the page into embodied, vocal, and spatial expression. It does not rely on costumes, props, or full theatrical staging, nor is it limited to skilled reading. Instead, it occupies a space between everyday conversation and theatrical presentation, drawing on aspects of both while remaining a distinct form of communicative art.

Through this process, you will explore how language conveys meaning, how vocal and physical choices shape emotional impact, and how performance can clarify or enhance the thematic elements of a literary work. Interpretation is not concerned with imitation or impersonation; rather, it is grounded in thoughtful engagement, curiosity, and intentionality.

Figure \(\PageIndex{3}\): One type of stage. (CC-BY-SA; Carlos Delgado)

Learning Objectives

1. Distinguish oral interpretation from acting.
2. Explore performance as a form of social inquiry and change.
3. Build confidence in public expression.

You’ve Enrolled in a Performance Class. What Does That Actually Mean?

At first glance, enrolling in a performance class might suggest you’ll be memorizing lines, stepping on stage, or learning how to project your voice to the back row of a theater. While those elements might be familiar in some performance-based courses, the meaning of “performance” in this context extends far beyond the theatrical stage.

In this class, performance is not just about acting. It is a lens through which we explore communication, identity, culture, and power. You will investigate how performance operates in everyday life and how interpreting literature aloud can deepen understanding, evoke emotion, and provoke critical thought. This course challenges you to think of performance not only as entertainment, but as a meaningful, transformative act.

In this class, you will learn how to bring literature off the page and into the body, voice, and space. Oral interpretation is not about acting out a scene with costumes and props, nor is it simply about “reading well.” It exists in a unique space between everyday conversation and theatrical performance, drawing from both, yet becoming something distinct.

At its core, oral interpretation is about connection: to the text, to the audience, and to your own voice. It asks you to explore how language communicates meaning, how structure and sound shape emotion, and how performance can amplify the message of a poem, story, or speech. Interpretation is not about imitation or impersonation; it’s about engagement. It’s about stepping into the world of a text with curiosity, empathy, and intention, and inviting your audience to come with you.

Oral interpretation is also more than a performance skill. It is a critical practice. Throughout this course, we will approach interpretation not only as an expressive art but also as a tool for reflection, analysis, and social change. Whose voices are heard in public spaces? Whose stories are told, and how are they performed? We will examine how performance both reflects and shapes cultural norms, power dynamics, and personal identity.

Exercise \(\PageIndex{1}\)

Activity 1: What Does Performance Mean to You?

Objective: To explore students’ initial perceptions of performance and compare them to broader definitions.
Instructions:

1. Write down the first three words or images that come to mind when you hear the word “performance.”

2. Share your responses in small groups and discuss similarities and differences.

3. As a group, create a combined list that expands the idea of performance beyond just acting on stage.

4. Reflect individually in a short journal entry: How do your initial ideas about performance compare to the expanded definitions introduced in the chapter?

How I Found Performance

When I decided to major in Communication Studies, I was completely unaware of the world of performance studies and oral interpretation. I originally chose to major in Communication Studies because I had no idea what I wanted to do with the rest of my life, and I figured communication was important in every career. Like many Communication Studies majors, my journey in the discipline began with courses in public speaking. I learned how to organize and deliver speeches, and although I made progress in overcoming some of my speaking anxiety, I still felt incredibly apprehensive in front of an audience. My heart would race, my hands would shake, and my face would turn red. I also noticed these physiological responses when speaking in small groups. The reality was that I had social anxiety, and even though I enjoyed learning about communication, I still struggled to feel comfortable speaking in front of others.

When I transferred from my community college to a university, I was required to attend a welcome orientation. The person leading the orientation was a Communication Studies instructor. During the session, he mentioned that he would be teaching a performance studies course and invited all of us to register. The thought of performing brought up many of the same anxious feelings I had about delivering speeches, perhaps even more intense ones. Still, the instructor seemed kind, so, reluctantly, I signed up for the class.

At the time, I had no idea that the course would completely open my eyes to a world that would change the trajectory of my life. I learned techniques to overcome my social anxiety within that class, and the idea of performing began to feel less intimidating. Now, I have the privilege of being the instructor who introduces a new generation of students to the world of performance and oral interpretation. I look forward to seeing what we create together.