Artistic Self-Expression, Advanced-Mid, ASL 301, Lab 11

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 amberhoye@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@boisestate.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. 

Artistic Self Expression

Description:

The week before, students were asked to bring in a representation of their artistic self-expressing to share with others in the group. In this lab, they will be sharing those experiences and representations. Students will be given a short, 10 word, fingerspelling quiz from the lab assistant.

Proficiency Level:

Advanced Mid

Keywords:

ASL, Art, Self-Expression, Deaf Art, Fingerspelling, Fingerspelling Quiz.

NCSSFL-ACTFL Can-Do Statements:

• I can express what I am passionate about to a group using the target language.
• I can discuss cultural topics outside of my typical everyday conversation.
• I can explain my hobbies to others using the target language. 

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 1.3 Students present information, concepts, and ideas in American Sign Language to an audience of viewers on a variety of topics. 
  
• Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of American Deaf culture. 
  

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.
• COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
• 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.

Materials Needed:

• List of Fingerspelling Quiz words, one for the lab assistant, Warm-Up

Warm-up

1. Begin by introducing the Can-Dos for today’s activity. Ask students to take out a scratch piece of paper and a pencil. The lab assistant will then refer to the Fingerspelling list below and fingerspell each word twice. 

The lab assistant should gauge the skill level of the students to determine the speed at which they believe would challenge the students.

Main Activity

1. Students will share their expression openly with the group. This should follow a "show and tell" format, allowing students to actively engage the presenter in a dialogue. The following questions can be used to guide the conversation, as needed:

"How did you start this hobby?"
     a. Did anyone introduce you to this? Did you introduce this to any of your friends or family members?

"How has this impacted your life?"
     a. Is it something you needed at the time or do you continue to do this activity now?

"How long have you been doing this?"

"Do you think this is a better representation of who you are than other hobbies you've tried in the past? Why?"

"Do you see yourself continuing this passion in the future? Why or why not?"

Wrap-up

Ask some of the following questions to finish the lab: 

1. "Would any of your activities not relate to a Deaf person? Would it depend on their hearing level? Explain."

2. "What are some things you've learned about the other people in your class?"

3. "What are some signs you learned during this lab? In what context in your life could you use this vocabulary?"

4. "Was there any complication in explaining your self-expression or understanding someone else's expression? Why is that? What do you think you can do to improve your expressive and receptive skills?"

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 express what I am passionate about to a group using the target language.
• I can discuss cultural topics outside of my typical everyday conversation.
• I can explain my hobbies to others using the target language. 

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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...