Education

Today we had a great discussion. I enjoyed it tremendously. Thank you for participating and sharing your thoughts, feelings, and opinions. These add to our learning experience and make the class so much more then I could lecture alone. This is the information that I said that I would send to you.

What is happening across the United States with the cutbacks and strict budgeting is affecting everyone. Education is feeling the brunt of these budget cuts. The National Association of the Deaf (NAD) is alarmed by a growing trend among some state governments seeking to cut costs by underfunding or closing state schools for the deaf across the country. Stateschools are a sacred and treasured part of Deaf Culture. Some Deaf people will agree that these school are the "Mecca" of Deaf culture and without them the culture will diminish. National Association of the Deaf (NAD) has sent out a alert and is asking for support.

Before I continue, let me explain what NAD is.

Established in 1880, the NAD was shaped by deaf leaders who believed in the right of the American deaf community to use sign language, to congregate on issues important to them, and to have its interests represented at the national level. These beliefs remain true to this day, with American Sign Language as a core value.

The advocacy scope of the NAD is broad, covering a lifetime and impacting future generations in the areas of early intervention, education, employment, health care, technology, telecommunications, youth leadership, and more – improving the lives of millions of deaf and hard of hearing Americans. The NAD also carries out its federal advocacy work through coalition efforts with specialized national deaf and hard of hearing organizations, as well as coalitions representing national cross-disability organizations.

On the international front, the NAD represents the United States of America to the World Federation of the Deaf (WFD), an international human rights organization.

Individual and organizational membership makes it possible for the NAD to ensure that the collective interests of the American deaf and hard of community are seen and represented among our nation’s policy makers and opinion leaders at the federal level.

The NAD is a 501(c)(3) nonprofit organization supported by the generosity of individual and organizational donors, including corporations and foundations.
The National Association of the Deaf embraces core, legal, and community values, as follows:

Core Values

Language. We value the acquisition, usage, and preservation of American Sign Language.
Culture. We value the right of deaf and hard of hearing Americans to share similar beliefs, sense of belonging, and experiences as a signing community.
Legal Values

Civil Rights. We believe in equality, dignity, and justice for all deaf and hard of hearing Americans.
Human Rights. We believe that acquisition and use of American Sign Language is an essential human right.
Linguistic Rights. We believe that American Sign Language must be preserved, protected, and promoted.
Community Values

Diversity. We value deaf and hard of hearing Americans with diverse perspectives, experiences, and abilities. We are committed to the elimination of audism, linguicism, racism, and other forms of discrimination.
People. We value advocates and allies as the builders of the American deaf community.


I
NAD Action Alert: Preserve State Schools for the Deaf

Submitted By Admin On Wed, 02/16/2011 - 17:19
The National Association of the Deaf (NAD) is alarmed by a growing trend among some state governments seeking to cut costs by underfunding or closing state schools for the deaf across the country. These proposals by state government officials and legislators are often based on the following factors:

drastically underestimating the financial costs of sending students to mainstream schools;
lack of understanding of deaf and hard of hearing students’ needs;
lack of understanding about required support services and resources for deaf and hard of hearing students such as teachers for the deaf and qualified interpreters;
lack of understanding of the availability of such resources and support services for deaf and hard of hearing students at their local school district.
These proposals by state government officials and legislators do not comply with the requirements of the Individuals with Disabilities Education Act (IDEA), a federal law that protects students who are deaf and hard of hearing. IDEA requires that every deaf and hard of hearing student receive a free appropriate public education (FAPE). For more information click on the NAD Position Statement on Schools for the Deaf.

The NAD urges its members and supporters in states where schools for the deaf are threatened to contact their state legislators and Governors to advocate against closing or underfunding their state schools for the deaf. State legislators and Governors must be told that that such short term savings will not translate into long term savings and children who are deaf and hard of hearing will suffer tremendously as a result of the system’s failure to meet their educational needs.

The state schools currently known to be in jeopardy by facing drastic budget cuts or closure are:

Cleary School for the Deaf (NY)
Kansas School for the Deaf
Lexington School for the Deaf (NY)
Mill Neck Manor School for the Deaf (NY)
New York School for the Deaf – Fanwood (NY)
Oklahoma School for the Deaf
Rochester School for the Deaf (NY)
St. Francis De Sales School for the Deaf (NY)
St. Joseph’s School for the Deaf (NY)
St. Mary’s School for the Deaf (NY)
Texas School for the Deaf
The known schools for the deaf that appeared to have survived threatened underfunding or closure are:

South Dakota School for the Deaf
Utah School for the Deaf
The NAD will attend the following rallies in support of state schools for the deaf:

Kansas School for the Deaf
March 2, 2011
10:00 am—1:00 pm
Kansas State Capitol Complex
SW corner of 9th and Harrison Street
Topeka, KS

Texas School for the Deaf
March 9, 2011
2:00 - 5:00 pm
South Steps of the State Capital
Austin, TX

New York Schools for the Deaf
March 10, 2011
10:00 am
The Well
State Capital Building
198 State Street
Albany, NY 12210
http://www.deafnyaction.org/?page_id=11

Preserving state schools for the deaf is the best option for deaf and hard of hearing children for the following reasons:

State schools for the deaf are a centralized resource of qualified teachers and staff with the necessary skills to be able to communicate effectively with deaf and hard of hearing children. The vast majority of school districts do not have any staff knowledgeable about educating, or communicating with deaf and hard of hearing children.
Closure of any state school for the deaf will force deaf and hard of hearing students to be served by their local school districts where they will be denied full access to the educational curriculum and to peers with whom they can communicate. The lack of direct access to the educational curriculum will set deaf and hard of hearing students way behind their hearing peers.
Closing a state school for the deaf is not a cost-saving measure. The cost to adequately serve each deaf and hard of hearing child in the child’s respective school district far exceeds the cost to send that child to a state school for the deaf.
Closing state schools for the deaf eliminates a continuum option that is federally mandated under the IDEA and that is often the only educational placement appropriate for many deaf and hard of hearing children in each state. Litigation against the school districts for failure to provide FAPE under the IDEA would wipe out any perceived savings.
Closure is not the only threat. Cuts in funding to state schools for the deaf require the schools to make severe cuts that compromise the educational needs of students.
Deaf and hard of hearing children need to be assessed by qualified educational staff with experience and training in specific assessment tools and techniques required for deaf and hard of hearing students as mandated by law. Most school districts do not have staff qualified to assess deaf and hard of hearing students. .
School districts are already facing financial cutbacks yet are expected to provide the resources to serve deaf and hard of hearing students who would attend school in those districts. Such financial pressures will lead to inappropriate and lacking educational services to deaf and hard of hearing children.
Many state schools for the deaf were created in the early years of this country, and enjoy a long history of developing educated and productive deaf and hard of hearing citizens. State schools for the deaf are a smart financial investment for the state and required by law. Closure or underfunding of state schools for the deaf would not save states money but conversely would be extremely costly in the long run and significantly devastate education for deaf and hard of hearing children. This will also reverse the progress that deaf and hard of hearing children have made in the last 100 years.

Keep our state schools for the deaf open and fully funded!

Information taken from:
http://www.nad.org/news/2011/2/nad-action-alert-preserve-state-schools-deaf


Now that you know what is currently happening and the threat to state schools, lets read why Deaf people may be so passionate about this. Below I have provided you with an excellent website with a wealth of information about Deaf people and their culture.


Deaf Linx
Fighting Audism Through Empowerment and Education
Information from:

http://www.deaflinx.com/DeafEd/OptionsGuide/LearningEnvironments.html

Residential Schools for the Deaf:

Traditionally, residential schools have had a long and venerable history in this country. They are well known for being bastions of Deaf Culture and most deaf kids who attend them eventually learn ASL. Residential school enrollment has decreased due to two major factors. Since mainstreaming became an option for many children, parents began sending their children to local schools. “At the schools for the deaf, everyone is amazed. Mainstreaming caught them completely off-guard. …They never expected to face losing students to the public schools.”113 Also, the population of deaf children has decreased due to vaccinations like the Rubella vaccination. As a result, a number of schools have closed. For the most part, the schools that remain open have opened Day School programs. In addition, many of these schools have needed to take in children with multiple handicaps in order to keep their doors open. “Enrollment showed a slight decline in the seventies…Then suddenly, mainstreaming got serious, and there wasn’t much money…Suddenly, the school began looking for kids in the really closed institutions, like the Rome Developmental Center.”114
There are real advantages to residential schools. The schools are designed with the needs of deaf students in mind. Some of the schools have excellent programs. The opportunity for peer interaction is available, as are extracurricular activities like boy scouts and after school clubs. “ The students are involved in student government, peer study-groups, volunteer activities in the community at large, sports …all kinds of extra-curricular activities.”115 A child who lives in a locality where he is the only deaf person for miles in any direction is able to meet other deaf children. Deaf kids have adult Deaf role models. “Educators and parents who advocate for the availability option point out that the presence of deaf adults who are well-educated and fluent in sign language has a significant long-term impact on young deaf children’s educational and personal well-being.”116 In many cases, friendships are made that last a lifetime. The children are exposed to the cultural values of the Deaf community and to the language of the Deaf, ASL.

There are some real disadvantages as well. Many families are not comfortable sending young children away to school. Some families feel that the home and family is the best environment for any child. ‘I do not recommend for deaf students to stay at residential schools for a number of reasons. These deaf children need to be with their family where there is love, discipline and nurturing. The residential supervisors’ are not capable of meeting every deaf child’s needs (emotionally and physically).117 Many parents feel that the act of sending their child to residential school isolates the child from the family. Finally, there is the issue of the quality of the education itself. Education quality varies from school to school. “One suggestion for finding out if a residential school has a good program [is to] ask around and see how many of the students there have deaf parents. The deaf community is pretty close-knit, and word travels fast on the grapevine. If a certain residential school is significantly good, many deaf families actually uproot and move into that school’s neighborhood. Also, deaf children with deaf parents experience no language barriers at home…and thus many of them have age-appropriate language and communication skills. The schools that these children attend usually have a curriculum which reflects this.”118

There are three oral residential schools in this country: Clarke School, The Central Institute for the Deaf and St. Joseph’s Institute for the Deaf. They serve the oral deaf extremely well. One young lady had this to say: “ I went to the Clarke School for the Deaf for seven years. It was an awesome experience. I learned to be confident and to be a leader at an early age.”119


This is going to be a very hard question, but I would like you to discuss what you would do if you had a child that was 5 years old and ready to go to school? You do not live near the stateschool so you will only see your child on weekends, holidays, and break.

Keep in mind your opinions are respected here. This is a safe place. Be sure to provide three reasons why you believe whatever you choose to be the best option. You must provide support and documentation for your decision. For example if you say the education is better, provide proof.

Take Home Exam

ASL PAH! means success. WHen using PAH facial grammar (it looks like you silently say PAH) along with the sign for success it means a great accomplishment. Even though ASL is not a written language PAH! has become a word that deaf people will actually write on banners, cards, signs, papers etc. So I wish all of you PAH! on your exam.






Introduction to Deaf Culture Midterm
Take Home Exam
Weeks 1-6
105 points
15 points each
Due: Monday, March 7th
Exams must be turned in BEFORE CLASS BEGINS
Each student will be required to post their exam on the blog after it has been turned in. Students will be asked to comment on another student's exam question and give feedback to their work.

Answer the following questions. Your exam must be typed, hand written exams will not be accepted. Typed exams allow me to read through your material much easier and quicker.




****HOW TO ANSWER YOUR ESSAY QUESTIONS****

Your responses need to include:


- facts, quotes, examples--proof of your understanding and proof that you have actually participated in class meetings, completed the readings/blogs, and watched the videos shown (provide examples).

- Sentences need to be grammatically correct.




Essay Questions:

1. What is audism? How will you approach educational opportunities to teach others about audism without creating hostility and defensiveness (Create a scenario and provide how you will respond)?




2. What are the two views of Deaf people? What are the cause and effect of each of these views? Which view do you believe people should participate in and why?



3. Why is American Sign Language so valued within the Deaf Community? Why do Deaf people feel so protective of ASL? Find an example of how the hearing community abuses ASL.




4. List two culture differences between the Deaf Culture and the Hearing/American Culture. Are your examples values, norms or beliefs?





5. Explain why the Deaf Community and the GLBT(Gay, Lesbian, Bi-sexual, and Transgender) Community are very parallel. Give one examples and explain in detail.






6. List the four avenues of membership to Deaf Culture. Give examples of each area. (You may list the four avenues and give a brief example of each, a long essay is not necessary for this question)




7. What percentage of Deaf children are born into hearing families? Where do most Deaf people acquire their culture and language as a result? Discuss both children and adults in your responses.

Deaf Values and Social Norms (revised)

Topic #1: Values

Values and Norms of the Deaf Community


Values of the Deaf Community:


Values are a part of cultural differences. Differences between values of Deaf and hearing people are often extreme.



Definition of Values:

Values can be defined as broad preferences concerning appropriate courses of action or outcomes. As such, values reflect a person’s sense of right and wrong or what “ought” to be. “Equal rights for all” and “People should be treated with respect and dignity” are representative of values. Values tend to influence attitudes and behavior.

Values Characteristic of the Deaf Community:

Deaf people have many values that are different from hearing people. However, some of them are in harmony with the values of hearing people.

Examples of Values within the Deaf Community:

ASL:

American Sign Language is the most highly regarded asset of Deaf Culture. Spoken English is almost completely useless to the Deaf. Even if they can learn to read lips, the comprehension of English doesn't even come close to the language of ASL. If the ears don't work, why would you force them to?

ASL is the natural language for the Deaf. To equate the fluency of English to hearing people, ASL is the match for Deaf people. They are not meant to use a language that is not their own, nonetheless be forced to.

The Deaf also aim to preserve ASL. There are many language systems that have been invented to try to "help" deaf children learn English (Sign Supported Speech, Signed English, and Cued Speech, to name a few). These are not languages and are not supported in Deaf culture. They have, if anything, deprived deaf children of their true language and ability to communicate effectively.

ASL is so important for Deaf people to communicate, they created vlogs (video logs). They are similar to blogs, but consist of videos. That way, the Deaf can communicate with each other in their first language.




Deaf schools over mainstreaming schools:

The entire way of life is learned for Deaf people at stateschools. Their language, their culture, and their identity. Often Deaf children are born into hearing families that not only know nothing about Deaf culture but do not use ASL when communicating with their children. As a result children in these families are often isolated. Their stateschool peers, teachers, dorm parents become their family.

Cochlear implants (pros vs. cons):

Regardless of the controversy of cochlear implants they have become deeply embedded into the cultural values of Deaf people. These devices have increased awareness and education that the Deaf community believe there is nothing wrong with them and they do not need to be fixed.

ASL over Signed English oralism:

ASl is the natural language of the Deaf. Oralism is often tiresome, frustrating, and a source of humilation to Deaf people. They preach their right to sign and acceptance of it.

Bilingual education over English only education:

ASL and English need to be taught. Deaf children with language exposure from birth (ASL) arrive to school with a language background. Deaf children that have not often do not have any language prior to school age. The results are devastating.

Deaf clubs over mainstreaming social outlets

Deaf people have the freedom and rights to socialize freely in their language with no communication barriers.

Deaf Schools over Mainstreaming Schools:

Deaf Schools provide Deaf children with their rights to be who they are and communicate freely with their peers, teachers, principal, and others without the presence of interpreters.


Topic 2:Norms

Norms of the Deaf Community:


Norms are a part of cultural differences. Norms are what make our cultures unique and often times can lead to misunderstandings and lack of acceptance from people that are not a part of those norms. There are several differences between behavioral norms of Deaf and hearing people.

Definition of Norms:


Social norms are the behaviors and cues within a society or group. This sociological term has been defined as "the rules that a group uses for appropriate and inappropriate values, beliefs, attitudes and behaviors. These rules may be explicit or implicit. Failure to follow the rules can result in severe punishments, including exclusion from the group."[1] They have also been described as the "customary rules of behavior that coordinate our interactions with others."

The social norms indicate the established and approved ways of doing things, of dress, of speech and of appearance. These vary and evolve not only through time but also vary from one age group to another and between social classes and social groups. What is deemed to be acceptable dress, speech or behavior in one social group may not be accepted in another


Norms differ for values in the following KEY terms:

– ideals

– rules

– ought

– should

What do NORMS imply?

There is a widespread agreement that people OUGHT to adhere to certain standards of behavior.

Other people judge the behavior of an individual according to how closely it adheres to those standards.

Individuals who repeatedly fail to follow the standards face some kind of negative reaction from other members of the group.

Examples of Deaf Norms:

Behavior norms:

Related to the behaviors of Deaf people. Sometimes they are aware or unaware that they “adhere to certain standards of behavior.”

Examples

Teasing with physical contact

– Back slapping

– Touching more casually

Code Switching from ASL to Signed English with hearing people. Accommodating to hearing world has become a habit. Some Deaf people as do this to keep power within the Deaf Community by using ASL for themselves and not allow others the opportunity to mess with it.

- Deaf norms with Grammar

– Use of tongue with speech

“I have not done it yet.”(tongue placed out of mouth)

– Facial expressions

Frowning with “wh” questions

– Pointing for spatial use and pronouns

– Eye contact (demanded and required)

– Straight forward talking

“You have gotten fat, what happened?” (often time this directness is used to actually inquire if someone is okay.


Group Norms:

– Deaf people, as a group, believe that members of the Deaf community should adhere to certain standards of behavior.

Examples of Group Norms

Deaf/Deaf Marriages

– Deaf community frowns on Deaf/hearing marriages

Feel betrayed but possible to accept if hearing person earns way into Deaf community

REASON: Feel it is a weakening of the Deaf Community.


Loyalty to the Deaf Community

– Deaf people will cover and help other Deaf people.

Ex. Deaf worker helping another Deaf worker keep a job. If one Deaf worker makes mistake, the other Deaf worker with try to talk the hearing boss into giving another chance. If that chance is blown. The Deaf worker will not help out again.

Privacy issues are complex

– Don’t like Deaf people “whispering”. Signing under the table or writing notes. If you have private things to discuss, go outside or in a private room to discuss them.

- Details in explanations

– Start with a rhetorical question or the point and then give details and close with point and answer a rhetorical question.

Rules of Social Interaction:

How Deaf people go through the rituals of “getting together” in group settings.

Examples of Social Interaction Norms

Deaf Clubs

– Deaf people go through greeting rituals of hugging and asking questions such as “how are you?” or “what’s up with you?” or “long time no see.” They figure out when the last time they saw each other and “catch up.”

Introductions between hearing people and Deaf people

Converstaion openers

– Hi, I want to introduce myself. My name is “BOB”, I’m hearing.

Important to Deaf community to know if you are hearing or Deaf.

Usually Deaf people can pick up “a hearing accent” They can see if you are Deaf or hearing based on how you sign.

Attention Getting:

– Shoulder taps

– Waves

– Stomping ground

– Flashing the lights in the room

– Banging a table



The Deaf Goodbye:

– Prolonged goodbyes at the end of a social event

Reason – Deaf people don’t get to see each other often and they want the fullest opportunity to catch up on news and share information.

Review and Study Guide

Review:

The members of this community not only share a common language, they are also linked by similar beliefs and attitudes about themselves and about the world. Some deaf people do not view themselves as disabled. They describe themselves as part of a different heritage and culture--Deaf Culture. This strong sense of Deaf identity is nurtured by the community and passed on through generations.
ASL is the main bond that members of this community have. If you do not use ASL, you are not part of the Deaf community. Hearing people who use ASL can take part in the cultural and social life of this community. For example, hearing children with deaf parents (CODAs) acquire ASL naturally during childhood. They are a part of this community and some people even think they are a part of Deaf culture.

True proficiency in ASL is not just about having an extensive vocabulary. It's about signing in the context of Deaf Culture. Find Deaf events in your area and converse with people who use ASL in their day-to-day lives--Deaf people. Then, and usually only then, will you truly learn to be a proficient signer.

Becoming a Member of the Deaf Community

Becoming a member of this community means more than just learning American Sign Language. You need to be willing to enter the Deaf experience. The diagram below is my illustration of the diagram developed by Charlotte Baker and Dennis Cokely in 1980 to explain how a person qualifies for becoming a member of the community of the Deaf:


The center of the diagram represents Deaf Culture. To be accepted and fully participate in Deaf Culture, you MUST possess all four characteristics that define the culture: social, audiological, linguistic, and political. The Deaf community is illustrated by the other shaded portions of the diagram. You must have at least TWO of the characteristics to participate in the community of the Deaf. Let's take a look at each one:

Social
You need to join in the social life of the community of the Deaf for this characteristic. This means having attended a Deaf residential school, or having Deaf family members, spouses, or friends. A hearing person who uses American Sign Language, regularly attends Deaf community events, and advocates Deaf issues (a sign language interpreter, for example) will come as close to the center of Deaf culture as a person can who does not have a hearing loss. To learn more about the important social lives of Deaf people, read my Deaf Culture article.

Audiological
You MUST have a hearing loss to get credit for this characteristic. It doesn't matter if you are deaf or hard-of-hearing, to a Deaf person, hearing loss means deafness. Deaf is a term used in the community of the Deaf to mean a life experience instead of a hearing loss. To learn more about the different terms for deaf, read this section of my Deaf Culture article to learn about the special distinction between Deaf, deaf, hard of hearing, and hearing-impaired.

Linguistic
You must use and advocate American Sign Language. You not only need to memorize vocabulary, but also learn how to ask questions, make sentences, carry on a conversation, and provide information. You need to learn and respect the signing customs and etiquette of Deaf culture and use them to properly sign in ASL.

Political
You need to be a passionate advocate of Deaf issues and ASL. Political members of this community are usually Deaf people who hold positions in Deaf organizations like the National Association of the Deaf.

Attitude
All of the characteristics of the Deaf community are linked by attitude. You need to love the Deaf experience. If you have the proper respect, the willingness to learn about Deaf issues and deafness, and are enthusiastically involved, you will be accepted by the Deaf community whether you are deaf or hearing.

Study Guide For Deaf Culture

Listed below are some of the main areas that we discussed the last 6 weeks. Be sure to review all of your notes and also key points from your power points. Keep in mind that this is a study guide but you are responsible for everything that was presented in class as well as on the powerpoints that I sent you. This is just an overview of information covered in class.

The exam will be multiple choice, T/F, short essay and essay. You will be given 40 minutes to complete your exam. We will discuss cochlear implants after the exam is completed.

Who are Deaf People?

*Pathological View vs. Deaf View
-What are these views? How are they different?

*Deaf and deaf
-What are the differences between the two of these?
-Can you be deaf and also be Deaf
-What is the correct terminology of hearing losses?

*The importance of Cultural identity of Deaf people
-Is everyone that is Deaf culturally Deaf?

What is Culture?

*What is Culture?
-How do we define culture?

* What is the American Culture?
-What are stereotypes?
-How do we identify?
-What do Americans value?
-Time orientation?


*What is Deaf Culture?

Deaf Culture has its own values, history, organizations, art and behaviors that mark those individuals who embrace the group. So be to deaf alone is not enough. Deaf Culture finds its center primary in American Sign Language and then shared values.





-Knowing that ninety percent of all Deaf people are born into hearing families, where do Deaf people get their culture from? What is very important to them?

*How do deaf people enter Deaf Culture? What may be conflicting to them as they do this? What will they need to change? (think about sharing information, lipreading etc.)

*What do Deaf people value?

*How are Deaf Culture and the Community different?


*What is American Sign Language? How do Deaf people communicate in ASL ?

-Who created ASL?
--Why was there such a battle in regards to ASL?
-Who is Stoeke and why is he important?
-When was ASL recognized as a true language?
-What did Alexander Bell believe about Deaf people?
-The Deaf President Now in 1988 is very important, why?
-What some other signing systems that have been created by hearing people? - (Cued Speech,.)

(to be discussed after the exam,)

*What are Deaf Social Norms? -Collectivism & Individualism
-High Content & Low Content
-Time Orientation

-What was the Golden Age of Deaf Culture? What was the Dark age?

Turning The Tables

Why do you think I picked this picture? Think about our class discussion this week, "Living in Other's World".



Hello Everyone,

I have been very impressed by your comments. They have been insightful, thought provoking and meaningful. I would like to turn the tables a bit and ask that you find an article that you feel connects to one of the videos that I have provided below. (you must watch all of them) (this article needs to be not directly connected) that you would like to share with the class. I would like it to to be something you feel should be shared and discussed and enhances the video you have selected. Summarize your article (link it as well), explain why you selected it, how it is meaningful to you, connect it to information we have learned in class as well as one of the videos below and finally create one question that you would like each student to respond to. You may not select a video that has already been chosen.

I look forward to this post very much!

I have found a variety of videos that I would like to share with you. They are all very different but still very connected. I have also found some comments on various videos that I would like you to read. I believe it is always important to read these comments posted below the videos because they more often than not show people expressing exactly what they think, feel or believe. Awareness that these beliefs, feelings, and thoughts exist helps us be aware of intolerance, lack of acceptance, ignorance (chosen or not), oppression, discrimination and many more. They help us understand more about Deaf people, Deaf pride, Deafhood, and Deaf Culture.

Comments below videos discussing Deaf Culture:

Comment #1: "You cannot simply say an impairment is automatically a culture. Let's say I have cancer. Now I am part of the cancer culture? No! It just means I have it. Oh, and, cultures have their own mindset/cliques that separates them from the mainstream aka no culture which is why there is a deaf culture. Simply because they choose to separate themselves from the hearing world."


Response #1:Cancer kills you. Deafness doesn't. Deaf people have their own culture and language. I actually have a DEGREE in Sign Language Studies and took CLASSES at University all about Deaf Culture.


Comment #2: First of all I have 2 masters degrees in sound engineering and music theory so im not "uneducated" second you have the same customs and behaviors as the country you protain to. if a group of people cant walk it does not mean they have their "own culture" they have an imparment so they go about doing things in a different way.

Response #2: What I mean is that you are uneducated about Deaf culture and ASL not necessarily what college degree you have. I have a Masters in Deaf Education and I grew up Deaf so just listen to what I have to say. People who don't walk dont have their culture because they dont have a language of their own while we do so that is a huge difference here. Deaf people have shared experience, genre, history, etc. that you will be surprised. Just read more about it, thanks.

These videos enhance what we discussed on Wednesday about living in others world (Earth and Eyeth). Please include in your posting which one effected you the most even if you did not select it for your posting. YOU MUST WATCH ALL OF THESE. There is not a required text so these blog postings are very important. All information can be on exams so be sure to take your time.

http://www.youtube.com/watch?v=tKJo-krJJNY&feature=related

http://www.youtube.com/watch?v=_cGjmx0gCIc&feature=related

http://www.youtube.com/watch?v=CDbaOHpQWGI&NR=1

http://www.youtube.com/watch?v=P-Gc85nQK8w&feature=related


http://www.youtube.com/watch?v=ffrq6cUoE5A

http://www.youtube.com/watch?v=UMF6_tR3h6k&feature=related

http://www.youtube.com/watch?v=JXvtALsh7WI&feature=related

http://www.youtube.com/watch?v=nqFZc5eRAMc&feature=related

http://www.youtube.com/watch?v=x1XzvRBInnQ&feature=related

http://www.youtube.com/watch?v=ggKKl_4FCks

http://www.youtube.com/watch?v=E5l-2Jo14cQ&feature=related

http://www.youtube.com/watch?v=nJ-2HArRc8w&feature=related

The Deaf Community: Where do Hearing People Fit In?

Please read the variety of articles and respond to the questions below.

Information taken from:
http://library.thinkquest.org/11942/deafculture.html

Deaf Culture

When thinking about deaf culture, realize there is a barrier dividing people who are deaf from hearing people, and it is communication. A large portion of deaf culture revolves around this fact of life. Lack of communication inhibits the interaction between people. So, to overcome this, many people who are deaf key in on socialization. Deaf people are famous for "DST," Deaf Standard Time. That is, the Deaf have a tendency to be late because they like to chat for long periods of time.

However, not Deaf are involved with the Deaf Community. Not all people who are deaf, especially young deaf children of hearing parents, have access to -- or even know -- other people who are deaf. Nine out of every ten deaf children are born from hearing parents who have no experience or knowledge of the deaf community. There are deaf children whose parents do not know Sign Language. And, there are deaf children who do not know other deaf children. Many have a hard time making good friends because they either don't have the opportunity or they don't share the same language with other children. We feel it is important, like many other deaf sites on the Internet, to raise awareness about these issues.

Deaf Communities are extremely tight knit worlds that exist to preserve friendships and interaction. Deaf Communities also serve as a rallying point to create the political strength the Deaf need to lobby for the support they need from the larger community. Schools for the Deaf provide a center for the community, an emotional core, if you will. These schools are considered extremely important and essential to the well being of individuals as well as the group. Deaf Communities are quick to act if anything threatens their school funding. Also, religion often plays a large role in the lives of the deaf, because they provide opportunities for interaction. An announced sporting event for the Deaf can draw thousands from all over, not so much for the sport but for the socialization. Deaf people like to hang around a lot of the same places where they know that they would find other deaf people, such as coffeehouses and movie houses that play open-captioned movies.

Identity is another important issue with the Deaf Community and individuals who are deaf. They question the common notion: "Are deaf really handicapped?" They say "No!" It is important to all deaf that to remain strong and independent. They want to prove deafs can make it in the world, and they often give themselves and each other encouragement to develop the confidence to make it as whole and independent people in the world. The only thing they can't do is hear. If they have the benefit of a good education and develop their skills, the Deaf can function as well as anyone else.


The Deaf are very straightforward and uninhibited in the way they communicate with each other, and with all other people as well. They don't "pussy-foot" around. Sometimes this directness comes off as seeming rude. Hearing people tend to cover up their true meaning more than the Deaf do. This confuses communication. The Deaf read the body language before the words, so most of the time they know the real meaning even when the words don't match up. The words confuse the meaning, and makes it difficult to communicate.

Historically the Deaf have been one of the world's repressed minorities. In times past, the Deaf were often referred to in negative ways. Today sensitive and informed people use positive language that recognizes, and values, the differences. Deaf people are "people" first and "deaf" second. Being "deaf" does NOT make one "dumb". People who are deaf are very sensitive to any put down, and rightfully so.

Even though the Deaf in America all have regional, even school, differences or they were taught a variety of different language systems growing up, once people who are deaf get together they quickly find a common ground in language so they can communicate with each other. This is usually ASL. The Deaf all over the world are very flexible with each other because they value so much the chance to form real, meaningful relationships. The Deaf pick up what others are saying by starting with very gestural signs that look much like what they mean. Sometimes these signs are called "iconic" (like "icon" pictures used to represent actions on the computer). Sign language can be very efficient and the Deaf are able to learn variations in each other's systems quickly. Deafs tend to joke that it would be better for the world's sake if each country's diplomats were Deaf, because they can find ways to resolve their differences, come together, and be strong. The Deaf could do the world good!
LISTENING IN ON DEAF CULTURE



Information taken from:
http://www.colorado.edu/journals/standards/V5N2/AWARD/halpern2.html
Listening In On Deaf Culture



Ideally, this article would be written by a Deaf person. It seems only logical to me that a member of any culture is better than an outsider at understanding and explaining the complexities of that culture. So in a sense, I write this article for other outsiders--hearing people who may never have realized that there is such a thing as Deaf Culture. To keep this essay coherent, I have used "deaf" to refer to a physical characteristic and "Deaf" to refer to cultural identity.

STANDARDS Editorial Note: The section headings in this article link to related sites on Deaf culture.



by Carla A. Halpern




In mainstream American society, we tend to approach deafness as a defect. Helen Keller is alleged to have said, "Blindness cuts people off from things; deafness cuts people off from people." This seems a very accurate description of what Keller's world must have been. We as hearing people tend to pity deaf people, or, if they "succeed" in the hearing world, admire them for overcoming a severe handicap. We tend to look at signing as an inferior substitute for "real" communication (let alone language!). We assume that all deaf people will try to lip-read and we applaud deaf people, such as Marlee Matlin, who use their voices to show us how far they have come from the grips of their disability. Finally, when we hear about devices such as the cochlear implant, we joyously hail them as hopeful signs that we can some day eradicate deafness altogether.

Given this climate, many hearing people are surprised, as I was at first, to learn of the existence of Deaf culture. Imagine -- deafness not as a defect, but as a source of connection! Imagine yourself deaf, growing up with a beautiful language, visual literature, humor, and theater. Imagine taking pride in your identity without any desire to become a member of the majority culture. For many deaf people, their community is a comforting relief from the isolation and condescension of the hearing world. But the Deaf community is far more than a "support group" for people who share a physical characteristic.

Members of the Deaf community may have hearing levels that range from profoundly deaf to slightly hard-of-hearing. But no members of the Deaf community are "hearing impaired." Inside this community, deaf people become Deaf, proudly capitalizing their culture. Hearing people suddenly find that they are handicapped: "Deaf-impaired."

Quite a different perspective, isn't it?

My own introduction to Deaf culture grew out of graduate studies in linguistics. I had always been curious about sign language, but had no idea that it would lead me into a completely new world--into a culture which has survived profound oppression, discrimination, and tragedy. The language and history I learned were colorful but painful at times: I learned of the turn-of-the-century Milan conference, at which all kinds of sign language were targeted for annihilation--and the resulting case histories of deaf children denied education; growing up illiterate--or without any real language at all. In addition, I learned of the relentless efforts to make deaf children "normal", whatever the cost.

In other words, I learned of a culture which has survived through the mainstream world's complete denial of its existence.




Not a Disability

From a deafness-as-defect mindset, many well-meaning hearing doctors, audiologists, and teachers work passionately to make deaf children speak; to make these children "un-deaf." They try hearing aids, lip-reading, speech coaches, and surgical implants. In the meantime, many deaf children grow out of the crucial language acquisition phase. They become disabled by people who are anxious to make them "normal." Their lack of language, not of hearing, becomes their most severe handicap.

While I support any method that works to give a child a richer life, I think a system which focuses on abilities rather than deficiencies is far more valuable. Deaf people have taught me that a lack of hearing need not be disabling. In fact, it need not be considered a "lack" at all. As a hearing ally, therefore, I feel I have an obligation to follow the suggestions of deaf adults and work for both the use of American Sign Language and a positive portrayal of Deaf culture in the classroom. Deaf children are entitled to know that they are heirs to an amazing culture, not a pitiful defect.

In order to follow through on that obligation, one of the best things I feel I can do is try to educate other hearing people about the realities of American Sign Language and Deaf culture. Language is one of the most critical aspects of most cultures, and one which sets deafness aside from other "defects", such as blindness, physical disability, or illness. And no, sign language is not "universal." Nor does it always correspond to the spoken language in the same country. For example, American Sign Language (ASL) is native to the United States and Canada. Deaf Canadians might use English, French, or both as a written language. But deaf people in Great Britain, while they may write in English, use a completely different sign language.




American Sign Language

ASL is essentially the offspring of indigenous "new world" sign languages and French Sign Language (La Langue Signe Francaise, or LSF). LSF merged with the indigenous sign languages when it was brought to the United States in 1817 by Laurent Clerc, a Deaf Frenchman who opened the first American school for the Deaf in Hartford, Connecticut. One of these native sign languages which fed into the development of ASL arose in Martha's Vineyard in the eighteenth, nineteenth, and early twentieth centuries. The Vineyard had a large genetically deaf population but no Deaf culture as such--hearing and deaf people both used the sign language as a primary means of communication among themselves.

Grammatically, ASL is far removed from English or even British Sign Language (BSL). One common misconception is that ASL is simply "silent English"--a means of representing English with the hands. Codes such as this, (e.g., Signed English) do exist, but they are rough and unwieldy hybrids of English grammar and ASL hand positions (known as "handshapes"), rather than languages in their own right. ASL has a grammatical structure suited to a visual medium; there is no direct correlation between English words and ASL signs.

The one spoken language which has the closest grammatical similarity to ASL is Navaho, because both languages use a similar pronounciation system. Rather than the standard "he","she", "it", and "they" of English, Navaho and ASL use a much wider array of pronouns that match the person or object they refer back to. These are known as "classifiers." For example, ASL has no discrete sign for "it" but instead uses any of a series of classifier signs which vary with the category, size, and shape of the object referred to. In this way, ASL pronouns carry much more information than do English pronouns.

ASL also avoids one of the biggest scourges of English: the "pronoun problem"-- the tendency of English speakers to use "he" as a generic singular pronoun representing any unkown person, male or female. However, once a person is mentioned in an ASL conversation, she is given a location in space which represents her for the remainder of the conversation (As you can see, my attempt to describe this difference butts right up against the pronoun problem!). Different ways of pointing to this location can indicate the number of people who occupy it, and their role in the conversation (subject or object, for example) but not their sex.


Deaf Culture

Because about 90% of Deaf people are born to hearing parents, they absorb their culture from their peers, not their families. Most Deaf children who attend residential schools for the deaf pick up ASL from their classmates (usually from the few classmates who are born to Deaf parents). Because of this source of cultural identity, one of the first questions Deaf people ask upon meeting each other is where they went to school and who their teachers were. In this way, the Deaf community can become very close-knit, as each member becomes familiar with residential schools in various regions of the country.

Deaf culture also places a great deal of emphasis on physical contact. Hugging is far more common than shaking hands, especially when parting. Deaf good-byes are unusually drawn out and even in passing not taking time to chat for a few minutes is considered rude. The Deaf community easily becomes a second family to many people whose own families are hearing.

Deaf churches also play a similar extended family role in the community, even for non-religious or non-Christian people. Often, Sunday is the only time that a person might have to escape from the working world (perhaps in an office with hearing people, where the language barrier is severe) and have actual conversations and socialize.

Like many minority groups, the Deaf community has its own stereotypes of the dominant culture. Often in Deaf theater and "oral" tradition, hearing people are portrayed as rigid and unemotional. Much of this perception comes from our use of English. Information in English is conveyed almost completely orally; by contrast, ASL builds grammar into facial expressions and body movement. Hearing people certainly do use some visual cues when communicating, but these are known as "body language", as extra-linguistic nuances rather than as grammatical features. As a result, when compared to Deaf people, hearing people can come off as expressionless and unfeeling. Hearing people may find themselves the butt of Deaf wordplay; if they are a bit slow on the uptake, they may be described as "hearing-and-dumb."

Deaf culture is also harsh on "traitors"--those who are deaf, but not Deaf. The sign used to denote such a person is the sign for "hearing", only made in front of the forehead. This epithet is emphatically not a compliment. It indicates that the individual represented is "hearing-in-the-head"; that she thinks of herself as a hearing person. This Uncle Tom analog is exactly the same kind of person that mainstream culture tends to applaud for "getting beyond her disability." But in the Deaf community, someone who rejects her Deaf identity is leaving behind a rich culture, not a disability. For these reasons, many members of the Deaf community look with disfavor on deaf people who try to assimilate.

Another group of people who earn comment, both favorable and unfavorable, in the Deaf community, are alphabet card vendors. You've seen these people at airports and malls, handing out plastic cards printed with the manual alphabet, along with a note that says they are deaf, asking for a donation. In one sense, these vendors are seen as beggars--as people who discredit the Deaf community by making their deafness pitiful. But alphabet card vendors are also seen by some as crafty equalizers who play on the guilt of hearing people to bring their money into the Deaf community. For my part, I tend to view alphabet card vendors the first way and never give them money. Additionally, it is worth noting that some of these vendors are simply scheming hearing people--if you watch them carefully, you can see them responding to auditory cues. In the Deaf community, for a hearing person to intentionally try to "pass" is not only dishonest, it is phenomenally rude.




Deaf Rights
The Deaf civil rights movement is the political arm of the Deaf community. Throughout history American deaf people have been denied the right to vote, to marry, and to raise children. The Deaf civil rights movement is dedicated to fighting this kind of discrimination and raising awareness of Deaf history and Deaf culture within the Deaf community.

Although the denial of rights to deaf people smacks of discrimination, Deaf parents even today have their children taken away under the logic that a lack of hearing makes them "unfit" parents. Nothing backs up this "logic." Deaf parents of hearing children often raise kids who become sign language interpreters; whose bilingual background is a social and professional asset. And Deaf parents of deaf children tend to raise the leaders of the Deaf community, as "Deaf of Deaf" are often the first to learn language, the most adept at ASL and English, and the ones who teach ASL to their peers at residential schools.
These residential schools are often a social joy for the deaf children who experience their first introduction to ASL (and sometimes language itself) from their peers and form social networks that may last a lifetime. This is one of the major reasons that parents send their children to residential schools rather than "mainstreaming" them in hearing classrooms (where they are often directed to "special education" instead).

Unfortunately, residential schools for the deaf are often sorely deficient in actual education. The teachers rarely use ASL or teach Deaf history and in most places are not required to. The administrations are often made up of hearing people who are still bent on assimilating the students. The focus is on "word attack" and speech skills, rather than science, math, history, and literacy in English. As a result, many deaf students in this country graduate from both residential and mainstreamed programs with a third-grade reading level and little chance of going to college or ever holding more than a minimum-wage job. Therefore, another major goal of the Deaf civil rights movement is parity in education--development of an educational system where deaf children can become both Deaf and literate.

Hearing people can have a place in the Deaf community. Each minority group tends to welcome genuine allies and the Deaf community is no exception. But it is important for us "hearies" to remember our role as allies. We join the community to show our support, not to lead. We can help educate other hearing people, but we are not missionaries to bring Deaf people into the mainstream. Deaf people are the appropriate leaders of their own civil rights movement and teachers of their children. Our role is not to give Deaf people a voice; it is to make sure that the voice already present is heard. And we can do that. We can teach other hearing people to listen.


Please select three things from these articles that you would like to discuss with each other. Post insightful, thought provoking and meaningful discussions. Explain why you picked what you did and create a discussion that will enhance what the article is about.

What is American Sign Language? Is it signed English?

***These weekly postings and your powerpoints are meant to be used as a required text. Please highlight key points for exams and course discussions. Take notes when needed and ask for clarification when you do not understand.

Enjoy!

Sign Language Linguistics

American Sign Language (ASL) is a complex visual-spatial language that is used by the Deaf community in the United States and English-speaking parts of Canada. It is a linguistically complete, natural language. It is the native language of many Deaf men and women, as well as some hearing children born into Deaf families. ASL, takes years to master, just as French, German, Russian, or other world languages.

ASL shares no grammatical similarities to English and should not be considered in any way to be a broken, mimed, or gestural form of English. In terms of syntax, for example, ASL has a topic-comment syntax or Object-Subject-Verb, while English uses Subject-Verb-Object. In fact, in terms of syntax, ASL shares more with spoken Japanese than it does with English. Additionally ASl is a conceptual language. For example, the word RAN would be signed in several ways based on the concept of the word. Look at these examples: he ran, the car ran well, I ran out of food, my tights ran and now I have a hole, and I ran out of time. Wow, RAN sure has a lot of meanings doesn't it? He ran and I ran out of food will have completely different signs to convey the meaning.

Some people have described ASL and other sign languages as "gestural" languages. This is not absolutely correct because hand gestures are only ONE component of ASL (signs). Facial features such as eyebrow motion and lip-mouth movements as well as other factors such as body orientation are also significant in ASL as they form a crucial part of the grammatical system. In addition, ASL makes use of the space surrounding the signer to describe places, things and persons that may or may not be present.

Sign languages develop specific to their communities and is not universal. For example, ASL is totally different from British Sign Language even though both countries speak English. Many people consider it a shame that there isn't a universal sign language , however it's also a shame that there isn't a universal spoken language, right? I personally enjoy seeing the great variety and diversity of languages and the first topic of conversation when I meet a Deaf person from another country is an exchange of vocabulary: "How do you sign this? How do you sign that?"

Interesting, however, American Sign Language shares many vocabulary terms with Old French Sign Language (LSF) because a French Deaf man, Laurent Clerc, was one of the first teachers of the Deaf in the U.S. in the nineteenth century. So if you know ASL, you're better off taking a vacation in France than in England! But the French connection to America is rare, most sign languages develop independently and each country (and in some cases, each city) has their own sign language.


ASL Grammar and Linguistic Studies

As mentioned above, ASL has a very complex grammar. Unlike spoken languages where there is just one serial stream of phonemes, sign languages can have multiple things going on at the same time. This multiple segmentation makes it an exciting language for linguists to study and a frustrating language for hearing people to learn. ASL has its own morphology (rules for the creation of words), phonetics (rules for handshapes), and grammar that are very unlike those found in spoken languages. ASL and other sign languages promise to be a rich source of analysis for future linguists to come.

Myths

Probably the most important myth to debunk is that ASL is not a visual code for English, written or spoken. The differences are significant. ASL and English use different modalities (visual/gesture/as opposed to aural/oral), and have different phonology and grammar. For new students, it is important to avoid reliance on English syntax and usage while signing, since this will result in a poor command of ASL.

Another common myth to debunk is that ASL is a language of pictures and pantomime. If true, nobody would have problems understanding ASL. Although some signs in ASL appear to have features similar to actual things or actions, most ASL signs do not.

Another myth to debunk is that ASL is a universal language understood by all signers in the world. In fact, there are hundreds of identified sign languages in the world, most of them developed indigenously by deaf people in their countries.


There are no English equivalents. That means, while there are some signs that have a brief description in English to help you grasp the meaning, avoid "assigning" the meaning of an English word to an ASL sign. Many ASL signs simply are not directly translatable to English words. So if you develop a habit of seeing ASL signs and doing a mental run through of English, you will often make wrong choices. ASL signs are best learned through use and context. Often students are temped to hold onto the crutch of English by speaking while signing. This is not a good idea. Trying to speak and sign results in bad ASL syntax and grammar. The faster you can develop a complete reliance on ASL only when signing, the more quickly you will progress.

Music and ASL

We discussed two powerful videos in class today. Once again, these videos have strong language usage, so please be advised if you decide to watch them again. I expressed why I wanted to use music as the basis of my class discussion. I think it is a very good medium to use since people feel so passionately about music and connect with it so well. Music lyrics are often full of similes and metaphors, Simile and metaphor have much in common. In both cases, something is described using terms that do not literally refer to that thing. In simile, the description takes the form of a comparison between two things that are not literally alike; in a metaphor, something is simply described as if it were another, different thing.

Information below taken from:http://www.soundonsound.com/sos/apr01/articles/lyric.asp

Simile And Metaphor In Pop Lyrics

"Dolly Parton's 'Love Is Like A Butterfly' and Bob Dylan's 'Like A Rolling Stone' are both examples of simile. Love does not, in any literal sense, resemble a large flying insect. What the comparison does, however, is suggest that the two things share some of the same attributes — the connotations most of us associate with butterflies. Similarly, The Sweet's 'Love Is Like Oxygen' does not intend to suggest that love is actually an invisible gas, but plays on the connotations most of us associate with oxygen: giving or supporting life, making fires burn, and so on. The country classic 'Love Hurts' compares love to a cloud and a stove(!); the Small Faces' 'Réne' compares love to a hole in the wall. 'The Windmills Of Your Mind' consists of a whole list of different similes for 'the circles that you find in the windmills of your mind': these circles are like 'a circle in a spiral', 'a wheel within a wheel', 'a clock whose hands are turning', and so on.


'The Windmills Of Your Mind' also illustrates the difference between simile and metaphor, for the title phrase is itself a metaphor rather than a simile. Nothing is being explicitly compared to a windmill: rather, the mind is being described as if it actually had windmills in it. In literal terms this is obviously nonsensical and wrong, for there are no windmills in anyone's mind. In the same way as a simile, however, the metaphor connotes a set of images or concepts that no literal description could do. The phrase, with its connotation of relentless, unceasing turning motion, is intended to suggest a mind in turmoil, while the similes mentioned earlier illustrate what this endless motion is like.

Other obvious examples of song titles that are metaphorical might include Neil Young's 'Heart Of Gold', Blondie's 'Heart Of Glass' and 'The Tide Is High', Led Zeppelin's 'Stairway To Heaven', The Jam's 'Going Underground', Roxy Music's 'Love Is The Drug', Bruce Springsteen's 'I'm On Fire', The Police's 'Walking On The Moon' and Kate Bush's 'Running Up That Hill'. A particular kind of metaphor that's worth noting is personification, whereby something inanimate is described as if it were a person or creature. The Stranglers' 'Golden Brown' and The Only Ones' 'The Beast', for instance, both describe heroin as if it were a conscious being, while The Beatles' 'While My Guitar Gently Weeps' personifies George Harrison's favoured instrument. "


With this is mind, and our recent lesson on what ASL is and is not, signing the songs as they are written in English would not make any grammatical sense and must be translated using the correct concepts and meanings being portrayed. If you think about, ASL is creating a visual picture that matching the one that is in your mind when you listen to these similes and metaphors. That is the beauty of the language.

So this brings us to our class discussion. Some students thought that it was okay to change ASL to be a more "English Like" interpretation for the benefit and enjoyment of non-signers; while others thought that it was a misrepresentation and not respectful of the language itself. Communication with people should always be the reason to study a language, first and foremost. Creating those connections, respect, understanding, appreciation, and awareness results from our ability to communicate. Under the umbrella of communication there are several other perks or benefits.

Entertainment is just one of these perks. When using a language that is our second language to entertain, it is important to do our best to execute it as correctly as possible. You are ambassadors of that language if you will. A similarity that I can think of is in Spanish you must roll your "R". Would you ever decide when entertaining or singing in Spanish that it would be best to not roll your "R" for the benefit and ease of understanding for non-spanish speakers in the audience? How do you think the Latino Culture would react? Music translated in ASL is not meant to show what English words are being sung, but rather what the beat is, what the rhythm is and most importantly what is the meaning of the song. Brian Rivers, a Deaf man that enjoys music, states this beautifully. He says, "Don’t forget that there is something deeper involved in the music experience than only sound. Good music causes a person to conjure up a lot of visual imagery in their mind, for example, a breeze blowing the tree tops in the forest, or maybe visual imagery of childhood memories at the beach, etc, etc. This is kind of like “mental cinematography.” Really, the sound part of the music is not the fundamental thing. A deaf person who watches an artistic film or movie that was made with good cinematography and visual imagery is getting a very similar experience–or actually a cognitively identical experience, at the deep level of cognition".

ASL is cherished by Deaf people, they created it, used it, fought for it, and tried hard to keep it their own. They continue to fight today to keep it pure and true and to be used in its rightful form. The hearing world, historically, has tried to change it; created other signing systems (SEE, SEE2, Rochester Method, Cued, Pidgin, and Total Communication to name a few), added handshapes to signs that do not make sense, destroy it, and even outlaw it (during the dark ages of Deaf Culture ASL was strictly forbidden in Deaf Schools all over the United States as well as Europe). The are very protective of their language and frown upon anyone that threatens its existence or manipulates it.


BLog Discussion:

Watch this clip of Rosa Lee, a deaf woman signing a song she wrote. Notice how she signing in English order and changes it to ASL (the video will help you see this) When the words are across the screen she is signing exact English, later when the words disappear, she is using ASL to convey the true meaning of the song. Regardless of your knowledge of ASL, try to compare the two. What is different? What feelings (or not) did it evoke? Was one more entertaining to watch then the other? Why or why not? For those of you that do not know sign, your thoughts are equally important in discussing how the signing looked different when presented as a true language versus a signed form of the English language. Even though the words stayed the same, the signs are very different and even an untrained eye can see this. Finally, what are other thoughts, feelings, or opinions you have after our class discussion and blog posting?

http://www.youtube.com/watch?v=C-9tBKf87qs

I would like you to also watch this video. I think it is a great example of ASL entertainment done correctly using ASL. Her expressions, body language, clarity and smooth execution of her signs, her use of space, beat, and rhythm all make this pleasing to the eye regardless of skill and knowledge of ASL.

http://www.youtube.com/watch?v=mPGoH6iyJX4&feature=related