The Informative Speech

A classic standard, with a museum twist. This assignment uses the traditional standard that we all know and use in our COMM basic courses.

  • The goal of informative speeches is to teach, educate, and share information with the audience. In my class, we use artifacts from the Smithsonian Museum to reach this goal. Students choose any artifact from their digital collections to inspire your informative speech. It can be anything from a creative piece of art, an artifact from a historical movement or cultural experience, all the way to a scientific exploration of a topic. Truly, as long as students can point to an artifact as the inspiration, they’re free to cover any topic.

    You can tailor this to fit the needs of your speech requirements - but here is what I require;

    The project requires researching, writing a full-sentence outline, practicing the presentation, and delivering a 3- to 5-minute speech on the chosen artifact (including all the additional context or explanations the artifact requires). The final speech will include:

    1. An in-class presentation of the speech (using speaker notes to assist)

    2. The submission of a full sentence outline + citations

    3. A visual aid (PowerPoint, Infographic, or physical object)

  • Here are some examples using traditional organization patterns, inspired by the Smithsonian.

    Topical: The main points divide the topic into logical and consistent subtopics.

    Example Artifact – The Woolworth’s Lunch Counter at National Museum of African American History and Culture

    • Main Body Point 1 – Origins of Woolworth’s chain store

    • Main Body Point 2 – The Greensboro, North Carolina sit ins of 1960

    • Main Body Point 3 – The role of the lunch counter in civil rights movement

    Example Artifact – Dorothy’s Ruby Slippers from The Wizard of Oz at the National Museum of American History

    • Main Body Point 1 – Iconic Symbol in Film History

    • Main Body Point 2 – Influence on Fashion and Design

    • Main Body Point 3 – Pop Culture Legacy and Fan Communities

    Chronological (Time) Order: The main points follow a time pattern, either in the sequence of events, or in explaining a process from beginning to end.

    Example Artifact - Apollo 11 Command Module “Columbia” from the National Air and Space Museum

    • Main Body Point 1 – Design and engineering before the mission

    • Main Body Point 2 – The launch and moon landing

    • Main Body Point 3 – Post-mission legacy

    Example Artifact – The nation’s T. rex at National Museum of Natural History

    • Main Body Point 1 – Discovery in 1988

    • Main Body Point 2 – Excavation by U.S. Army Corps

    • Main Body Point 3 – Donation to the Smithsonian

    Spatial Order: The order of the main points shows a directional, geographic, or structural pattern.

    Example Artifact – “Washington Crossing the Delaware” by Emanuel Leutze from the National Portrait Gallery

    • Main Body Point 1 – Foreground – The Rowers and Ice-Choked River

    • Main Body Point 2 – Central Focus – George Washington and the Flag

    • Main Body Point 3 – Background – The Army and the Stormy Sky

    Example Artifact – Julia Child’s Kitchen at the National Museum of American History

    • Main Body Point 1 – Central Workstation

    • Main Body Point 2 – Stove and Oven Area

    • Main Body Point 3 – Dining Nook and Bookshelf

  • This section is meant to provide students with thinking questions to help them choose, interpret, and being to write your speech. These are NOT questions to answer specifically in your speech, but rather to help students decide how to learn more and approach their Smithsonian Artifact.

    Artifact Selection – Thinking Questions

    • What is the first object that grabs your attention? Why?

    • Which artifact do you feel curious about, even if you don't understand it fully at first?

    • Is there an object that connects with your identity, interests, or cultural background?

    • Does the artifact make you feel something—confusion, awe, discomfort, joy? What’s behind that feeling?

    • Is the artifact part of a bigger historical moment or movement that interests you?

    • Could this object help tell the story of a lesser-known person, place, or event?

    Artifact Interpretation – Framing Questions

    • What questions would you ask the creator or discoverer of this artifact?

    • What is the object made of, and what does that say about the time, culture, or technology it came from?

    • How was this object used or understood in its original context?

    • What do historians, scientists, or artists say about this artifact? Is there any disagreement or debate?

    • What are the social, cultural, or political implications of this artifact?

    • How does this artifact reflect the values, beliefs, or priorities of the time it came from?

    • What kind of expertise (scientific, artistic, historical) is needed to fully understand this piece?

    Organizing Your Thoughts – Speechwriting Questions

    • What’s the one thing you want your audience to walk away knowing about this artifact?

    • Can you connect this object to a bigger story, trend, or theme?

    • How can visuals (photos, videos, diagrams) support your explanation?

    • What kind of language (descriptive, analytical, narrative) will help your audience understand the artifact best?

    • What surprising fact, twist, or misconception can you highlight to hook your audience?

Next

Nonverbal Museum Observation