American Sign Language Literature: Curriculum Considerations
E. Lynn Jacobowitz
This presentation will provide a list of resources for studying components of ASL Literature curriculum and activities to enhance students’ ability to analyze, criticize, and produce videotapes in accordance with these developmental stages of readiness in elementary, secondary, and postsecondary students (making videotapes that arc appropriate for various age groups). The participants will view a videotape that was produced last spring by students in ASL Literature, a new course offered at Gallaudet University, and will be given an opportunity to discuss a critical analysis of the videotape.
There will be some discussions about story content, historical background, grammatical features in ASL or ASL expressions signed by deaf people, signing registers and styles revealed in these contents, cultural information, and content appropriateness for audiences. A short lecture on the differences of ASL and Deaf Literature will be discussed.
I will provide handouts on objectives, activities, and assignments for the development of components in ASL Literature. Participants will have a chance to collaborate or compile a list of new ideas and activities for various types of audiences.
The Proposed Activities
The participants will be able to do some of the following activities:
1.Identify ASL grammatical features in stories, poems, and Deaf songs;
2.Categorize the appropriate signing registers for specific audiences or populations;
3.Analyze and criticize the aesthetic values of the content in stories, poems, and songs;
4.Interpret historical background of stories, poems and Deaf songs;
5.Dramatize ASL stories, poems, and ASL related jokes;
6.Examine and evaluate ASL Literature for different learning levels: elementary, secondary, and post-secondary;
7.Collect and classify ASL Literature for future reference;
8.Apply Ella Mae Lentz’s four rules to ASL poetry;
9.Apply Bonnie Hughes’s techniques to ASL stories and poetry;
10.Design and produce ASL Literature videotapes utilizing registers, signing styles, and learning levels.
The Intended Outcomes
The consideration and development of an ASL Literature curriculum will provide long-lasting benefits to schools with Deaf students:
1.Participants will develop creative abilities to improve the ASL Literature curriculum.
2.Participants will increase their awareness of the values, traditions, and literature in ASL.
3.It will enable Deaf students’ to increase their self-esteem in their affective and cognitive domains.
4.It will help teachers expand their curriculum in Deaf Studies.
5.It will preserve and spread our Deaf Culture awareness.
6.It will provide Deaf Studies with an innovative, marketable, curriculum that could profit the program.
7.It may be a valuable research tool for other courses such as Deaf History, Deaf Literature, Deaf Culture in America, and sign language classes. For example, its effects on students’ learning abilities in literacy or with different learning styles could be investigated.
8.It will attract the public to take ASL Literature courses and the like.
9.It will enhance students of all learning levels to become more creative and expressive in their language, ASL.
10.It will open more opportunities for careers or additional teaching occupations.
11.It will keep ASL Literature instruction and curriculum current.
12.It will help sign language teachers to have supplemental instruction for receptive skill development using components of ASL Literature.
13.It will increase faculty, staff, and students’ opportunities to appreciate the aesthetic values of ASL Literature.
14.It may be an elective or required course for Deaf Studies majors.
Department of Sign Communication, Gallaudet University
Course: American Sign Language Literature
Course #: SIG 311
Credits: 3
Course Description
Study of selected videotapes and films ranging from the early 1900s to the present. Emphasis will be placed on the historical background (deaf actors/actresses in silent films), meanings of the story content, discussion of grammatical features in ASL, or ASL expressions signed by Deaf people (Wanna See ASL Stories?, How? An Original Play), discussion of the various signing registers and styles revealed in these contents (Handful of Stories). A critical analysis of the value of available videotapes and films (appropriate selection of grammatical features, cultural information provided in tapes, mannerisms); producing ASL Literature in accordance with the developmental stage of readiness in elementary, secondary, and post secondary students (making videotapes that are appropriate for various age groups).
Rationale
This course is developed to provide students a broader aspect of literature in ASL that is crucial in sign language instruction and in pedagogical situations. ASL Literature will enhance their motivation to pursue the preservation of ASL and promote Deaf awareness in their hometowns. Due to the popularity of ASL across the country, it is urgent to advance their knowledge of major components of ASL, its language, culture, and literature.
Prerequisite
Ability to use sign language. Permission from the department.
Instructor
The instructor must possess ASL skills and knowledge in ASL Literature.
Syllabus
I.What is ASL Literature?
A.Definition of ASL
B.Definition of literature
C.Definition of ASL Literature
D.Definition of Deaf Literature
E.Analytical and critical review of ASL Literature
1.Registers
a.Frozen (The Pledge of Allegiance)
b.Formal (public speaking addresses)
c.Informal/colloquial (Wanna See ASL Stories?; conversations)
d.Intimate (Love is Never Silent)
e.Consultative (Signs of Sexual Behavior)
2.Styles (National Theatre of the Deaf, Gallaudet Theatre, Wanna See ASL Stories?, Handful of Stories, public speaking addresses)
3.Grammatical features (instructional tapes)
4.Cultural information (My Third Eye)
F.Ella Lentz’s four rules
1.Balance of two hands
2.Use of space
3.Utilization of handshapes
4.Repetition or emphasis
G.Bonnie Nover’s storytelling techniques
H.Tools of criticism and analysis
II.History of ASL Literature
A.Availability of ASL Literature (videotapes, films)
B.Veditz’s (1913) Preservation of Sign Language (4th president of National Association of the Deaf discussing the preservation of ASL)
C.Dr. Schuchman’s Hollywood Speaks to the Deaf (excerpts about Deaf actresses/actors in the silent films)
III.Production of ASL Literature in Various Formats
A.Interactive videodisks
B.Videotapes
C.Films
D.Cable T.V.
E.Telecourses
F.Teleconferences
IV.ASL Literature (performance techniques, methods)
A.Sign art (One of the major committees for The Deaf Way was responsible for storytellers, poets, and song signers from all over the world—videotape production will be made.)
B.Development and selection of ASL Literature
1.Goals
a.Entertainment
b.Educational (passive learning)
c.Instructional (interactive type)
2.Target audience (students)
a.Elementary
b.Secondary
c.Postsecondary
3.Selection of styles
4.Type of information
a.Stories
b.Poems/songs
c.Cultural aspects
5.Five registers used for different stories
C.Actual videotape production
1.Basic video camera training
2.Script writing and/or storyboard
3.Producing and editing
Text/Bibliography/Resources
Videotapes: Elementary/Secondary Level
1.The Greedy Cat (Tape 3011)
2.The House that Jack Built (Tape 3015)
3.Village Stew (Tape 3015)
4.The Father, the Son, and the Donkey (Tape 3017)
5.The Magic Pot (Tape 3019)
6.Goldilocks and the Three Bears (Tape 1250)
7.Spilled Milk (Tape 1245)
8.Supergrandpa (Tape 1251)
9.Rainbow’s End (Tapes 1324–1328)
10.Silent Perspectives: The Many Faces of Lou Fant I (Tape 1331)
11.I Want to Talk (Tape 2171)
12.Signs of Drug Use (Tape 2507)
13.Signs of Sexual Behavior (Tape 2677)
14.Sign Language Flashcards, Volume II (Tape 2741)
15.Say it by Signing (Tape 2742)
16.Eletelephony (Tape 1253)
Videotapes: Postsecondary Level
1.American Sign Language: ASL (Tape 417)
2.Resources on ASL (Tape 418)
3.Selected Short Stories in Ameslan (Tape 517)
4.Ameslan, an introduction to American Sign Language (Tape 631)
5.Selected Short Stories in Ameslan for Beginning Signers, Part 1 (Tape 885)
6.Be Bilingual (Tape 894)
7.The American Sign Language Translation Exercises (Tape 1069)
8.American Sign Language, a Historical Perspective (Tape 1073)
9.Wanna See ASL Stories? (Tape 1347)
10.Building Idioms Through ASL (Tape 1313)
11.Recent Trends in Manual Communication (Tapes 1404, 2076)
12.How? An Original Play (Tape 1570)
13.Building Idioms Through ASL: Post-Test, Lessons 1–5 (Tape 1609)
14.Models of American Sign Language (Tape 1728)
15.American Sign Language (Tape 1793)
16.A Teacher’s Guide for Creative Uses of American Sign Language (Tape 2007)
17.Introduction to American Sign Language (Tape 2139)
18.American Culture, The Deaf Perspective (Tape 2471)
19.Signs Across America (Tape 2677)
20.Conversations (Tape 2734)
21.Basic Sign Communication: Vocabulary (Tape 2735)
22.Ace American Sign Language (Tape 2830)
23.Preservation of Sign Language (Tape 707)
24.Handful of Stories, Series 1 (Tapes 1709–1717)
25.Handful of Stories, Series 2 (Tapes 2200–2204)
26.Love is Never Silent (Tape 2632)
27.My Third Eye (Tape 11)
28.Common ASL Expressions (Tape R-1241)
29.Signing Naturally (Tape 3062)
30.Poetry in Motion (Tape 3164)
Text
1.Hollywood Speaks to the Deaf by Dr. John Schuchman (1988)
Performance Evaluation
Satisfactory performance is based on:
1.Activities: 5 ASL stories to be shared in class
2.Assignments: View 30 tapes
3.Video Reports: Reactions to 30 tapes
4.Midterm Examination (one 4 handshape story)
5.Final Examination (one 2 handshape story)
6.Videotape Production (one 10 minute show)
Performance Objectives
Upon completion of this course a student will be able to:
1.Identify ASL grammatical features in stories, poems, and songs
2.Categorize the appropriate signing registers for specific audiences or populations
3.Analyze and criticize the aesthetic values of the content in stories, poems and songs
4.Interpret historical background of stories, poems and songs
5.Dramatize ASL stories
6.Examine and evaluate ASL Literature for different learning levels: elementary, secondary and postsecondary
7.Collect and classify ASL Literature for future reference
8.Apply Ella Lentz’s four rules of ASL Literature
9.Apply Bonnie Nover’s techniques to ASL Literature
10.Design and produce ASL Literature videotapes utilizing registers, signing styles, and learning levels
About the Presenter
E. Lynn Jacobowitz attended the Lexington School for the Deaf and obtained a B.A. in psychology from Gallaudet University and an M.Ed, in educational communication from the University of Maryland. She is currently a doctoral student at Virginia Polytechnic Institute and State University in curriculum and instruction with a minor in educational technology. She is an assistant professor at Gallaudet University, acting chair of the Department of Sign Communication and a member of the University’s Task Force on American Sign Language and Deaf Studies. Active in S.I.G.N. (Sign Instructor Guidance Network, now known as the Association of American Sign Language Teachers), she is currently national vice-president as well president/founder of the Chesapeake Chapter of S.I.G.N. She is well known for her joketelling, Deafraps, and poetry.