Our presentation will include video clips, vignettes, skit type demonstrations, audience involvement and participation, occasional lecture, the "feel" of a spectacle-keeping the audience entertained, won't be in classroom
We may borrow formal elements from the object of our study, especially if we choose to demonstrate actions that occurred during gladiator battles or public executions.
There may be ethical implications when borrowing. There is a possibility that borrowing will lead to misunderstandings in today's time and place. Public killings and other aspects of our study may be misinterpreted by the class. We will assist our classmates in thinking critically about the performance by engaging them in the performance itself, making them the audience of the "spectacle" we create. we will provide them information while also displaying our topic visually, in hopes that both types of presentation will help them understand our topic.
We will ensure that we stay within the 20-minute time period by these methods: Practice, continuous narrowing of our topic, constant group critique of what is "important" to portray/explain, and timing our performance each practice.
We will present textual and visual materials in an engaging way by using Video clips, active participation on our part (and the audiences)
We will structure our argument by proposing the argument or thesis at the beginning and then support it throughout our presentation (the idea that spectacles were intended to placate the masses and were used for political advancement, then support it.)
We will make sure our ideas are landing with our audience by preparing for little response, hoping for lots of response. Make feedback a necessary part of the presentation.
The idea of spectacle doesn't imply a passive audience or passive participants, and therefore we have chosen to begin to create a presentation that will represent the idea of "spectacle" to the best of our abilities. To reach this goal, we won't have a seated, formal, note-taking lecture.