Deaf Art, Advanced-Low, ASL 301, Lab 10
Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner. — The Pathways Project
About the Boise State World Languages Resource Center (WLRC) Language Activity Repository
The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.
How to use the WLRC Repository’s Activities:
1. Use the Activity as is:
Before you begin:
- Most activities are 30 minutes in duration, unless otherwise specified.
- Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.
If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.
2. Remix for Your Language Classroom:
When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.
Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials for your classroom, follow the instructions below:
- Google Slideshows:
- To begin, go to File -> Copy to create an editable version of the slideshow.
- Once finished with your changes, please complete the following steps to share:
- Click on Share
- Who Has Access
- Ensure link sharing is on and allow external access.
- Materials Saved as PDF: Please email pathwaysproject@boiseestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided.
Deaf Art, Advanced Low
Description:
Students will be discussing their personal experience with art including dancing, singing, painting, writing poetry, etc. They will be introduced to a few examples of artistic expression from Deaf individuals and asked to analyze these performances.
Proficiency Level:
Advanced Low
Keywords:
Art, Artistic Expression, Deaf Art, Deaf Performances.
NCSSFL-ACTFL World-Readiness Standards
- Standard 1.1 Students engage in conversations and correspondence in American Sign Language to provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.2 Students comprehend and interpret live and recorded American Sign Language on a variety of topics.
- Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of American Deaf culture.
- Standard 3.1 Students reinforce and further their knowledge of other disciplines through American Sign Language.
Idaho State Content Standards:
- COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
- COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
- CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
- CLTR 2.1: Analyze the significance of a product (art, music, literature, etc...) in a target culture.
NCSSFL-ACTFL Can-Do Statements:
- I can present my interpretations of a piece of art or music to someone else while respecting their interpretation.
- In my own culture, I can describe my artistic self-expression and how that has effected me.
- I can make a presentation persuading others of the influence of an art or music genre over time.
Materials Needed:
- iPad, one for the lab assistant to display video clips, Main Activity
- Poetry video
- Singing video 1
- Singing video 2
- Dancing
Warm-up
1. Begin by introducing the Can-Dos for today’s activity. Have a discussion about what the students are involved in artistically. Use the following guiding questions:
"There are different types of art besides physical art pieces such as acting, dancing, singing, writing, cosplay, etc. If you are not involved with any artistic activities now, what have you been involved with in the past?
Was your experience overall positive or negative? Why?
What was the most impactful part of your experience?
Was there anyone that served as a leader or teacher who guided you through the experience?
Would you consider taking up this activity again? Why or why not?
Are there any activities you've thought were interesting that you've never tried? Do you plan to pursue this interest? Why or why not?
Do you have a close friend or family member who engaged in an artistic activity? What did they do? What kind of impact did that make in your life?"
Main Activity
1. Ask students out of poetry, paintings, singing and dancing which they would prefer to chat about and go from there. There are discussion questions after each art category, follow them as needed.
A. Poetry - The lab assistant will show the video and follow the discussion questions below:
a. How is Deaf poetry different from hearing poetry?
b. How does the Deaf poetry make you feel compared to hearing poetry? More or less enjoyable? Why?
c. How would you think Deaf people perceive hearing poetry?
B. Painting - Have the lab assistant do a Google search of Chuck Baird's art, pick a few pieces to show to students
a. Explain the difference between De'VIA art and Deaf art (the lab assistant may need to help students with this).
b. Who is the target audience? What is the purpose of them seeing signs incorporated into their corresponding meanings?
c. Which is your favorite and why? What aspects stick out to you?
C. Singing - The lab assistant will show both singing videos, the first from 0:00-2:31 and the second from 2:40-3:40.
a. How would being the only hearing person in your family affect your self-expression?
b. How do you think losing hearing at a later age compared to being born Deaf affect your self-expression? Would you expect a different expression from different people with varying hearing levels?
c. What do you think the Deaf community feels about Deaf people in the music industry?
D. Dancing - The lab assistant will show the video and follow the discussion questions below:
a. How do you think the Deaf community sees Nyle DiMarco? In a positive or negative light? Why?
b. How do you think Nyle DiMarco affects the hearing community? Be specific.
c. If Nyle was not as attractive, do you think the hearing community would have accepted him so readily?
Wrap-up
Ask some of the following questions to finish the lab:
1. "What are your initial thoughts on these videos? Did they surprise you? Why or why not?"
2. "Do you think Deaf people are capable of artistic expression? Why or why not?"
3. "Do you think it's easier or harder for Deaf people to express themselves artistically? Explain."
4. "What kind of impact could this make on Deaf children/adults/the community?"
5. "How do you think the Deaf person's upbringing affects their self-expression? How is this similar or different than your self expression?"
6. "How do you think the world would react to being exposed to Deaf individuals expressing themselves in a speaking form?"
End of lab:
• Read Can-Do statements once more and have students evaluate their confidence.
(Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!
NCSSFL-ACTFL Can-Do Statements:
- I can present my interpretations of a piece of art or music to someone else while respecting their interpretation.
- In my own culture, I can describe my artistic self-expression and how that has effected me.
- I can make a presentation persuading others of the influence of an art or music genre over time.
Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...