Musical Interpreting, Intermediate-High, ASL 202, Lab 07

Created Feb. 7, 2024 by Amber Hoye, Delaney Lyon, Camille Daw, Mimi Fahnstrom

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 in Spanish, follow the instructions below:

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  • 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. 

Musical Interpreting

Description:

During this lab students get a glimpse at the cultural importance of interpreters in a musical setting. Students also get to experience interpreting a song first hand for an audience. Students will learn how to interpret a song for others, helping their speed and accuracy improve. 

Proficiency Level:

Intermediate-High

Keywords:

Interpreting, Music, Musical Interpreting, presentational, presentation, song

NCSSFL-ACTFL Can-Do Statements:

  • I can give a brief presentation about any topic.
  • I can use expressive and receptive skills during a musical performance.
  • I can understand the cultural importance of interpreters at concerts/music events.

NCSSFL-ACTFL World-Readiness Standards

  • Standard 1.1- Students use American Sign Language to engage in conversations and provide information, express feelings and emotions, and exchange opinions.
  • Standard 1.3- Students present information, concepts, and ideas to an audience of viewers in American Sign Language.
  • 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.

Idaho Standards for World Languages:

  • COMM 1.1- Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
  • 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:

Main Activity

1. Make sure to get the slideshow going, this helps structure the lab.

2. Have each student present their (1 minute) prepared song. If there is a student who is willing to present without music in the background, let them do so. It's important that the lab group sees a musical presentation with and without music.  

3. Go over these questions with each person individually or ask as a group, just make sure to get a response from everyone and make sure everyone is involved in the discussion.  

      a. Were you comfortable presenting?

      b. Would you be able to keep up with the song/beat if you hadn't practiced it beforehand?

      c. Would you have been able to follow the beat if there were no music?

      d. (to the group) Did they do a good job showing the beat on instrumental parts?

Wrap-up

Ask the following to finish the lab: 

1. Do we feel comfortable with the can do statements?
2. What did you learn today about Deaf culture? 
3. How can you use this information in your interactions with Deaf individuals?
4. Has your view changed about how deaf people have to prepare for public events?

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 give a brief presentation about any topic.
  • I can use expressive and receptive skills during a musical performance.
  • I can understand the cultural importance of interpreters at concerts/music events.

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