My PWR 2 course focuses on the rhetorical effects of music in film; how musical arguments shape, extend, and give meaning to the filmic storyline. For the first assignment, “Text in Translation,” students select a film score and analyze its particular effects. The first assignment paves the way for

the course’s major assignment, “filmography.” With this assignment, students make a short autobiographical film, creating a story line, writing a script, and selecting music that best represents and extends their argument. The final assignment, “Research Project Analysis,” asks students to reflect on their choices in shaping the content of their films in relation to their selection of music.

>That sounds fantastic. How does oral rhetoric fit into the course? We are wondering since one of the key goals of PWR 2 is to develop students’ skills in oral presentations.

Each assignment requires an oral presentation; these presentations form the basis of the course grade. The final presentation, where students must reflect on and justify their rhetorical musical strategy for “filmography,” is the most heavily weighted component of the course. Through these assignments students develop and enhance abilities in oral and multimedia presentation of research by engaging in an interactive process of autobiography, music and film.

>What a well-conceived course. How did you come up with the design for this course?

The idea for this course partly derives from my research on Paul de Philipsthal’s magic lantern shows from the early nineteenth century and my work in classical rhetoric. Phantasmagoria, the name invented for an exhibition of optical illusions produced by the magic lantern, were the invention of Philipsthal, whose selections in accompanying music were essential to the eerie effects he endeavored to create through projected images. Ultimately, the course is grounded in classical rhetoric and Quintillian’s emphasis on musical education in the training of an orator.

>We see that you practice what you preach. It’s great to know that your own research in the field of rhetoric contributed to the development of such an engaging pedagogical plan. What other factors shaped your strategies for course design and implementation?

>Terrific testimonial. And where are the students now in their journey to mastering multimedia forms of argument and delivery?

Students have just completed their first oral presentation for “Text in Translation.” The selections and justifications of musical scores matched to film were well-executed and persuasive; by learning to harness the power of music by analyzing musical arguments, students in turn shape and develop rhetorical skills to become powerful orators.