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Shared Visions Conference -Brighton

Shared Visions Conference -Brighton. Diane Peacock, Associate Dean, School of Art and Design, University of Wolverhampton Lester Meachem, Principal Lecturer Technology Supported Learning and Learning and Teaching, University of Wolverhampton.

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Shared Visions Conference -Brighton

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  1. Shared Visions Conference -Brighton • Diane Peacock, Associate Dean, School of Art and Design, University of Wolverhampton • Lester Meachem, Principal Lecturer Technology Supported Learning and Learning and Teaching, University of Wolverhampton

  2. University of WolverhamptonInnovations Projects 2000 - 2002 • Extending education and career opportunities for the Deaf community with particular reference to developing generic and subject specific language skills • A joint project between the School of Art and Design and the School of Humanities, Languages and Social Sciences

  3. The six projects - outcomes • A careers web site which promotes current art and design graduates and practitioners as role models for the Deaf community • A level 0 English for Deaf Learners course • A specialist online British Sign Language/English glossary for art and design education

  4. The six projects - outcomes • A guidance pack and tip sheets for lecturers working with Deaf students • Staff development events for lecturers and technicians in teaching and assessing Deaf students • A careers event and project dissemination at the Deaf Film Festival 2002, held at the Lighthouse Media Centre, Wolverhampton

  5. Online BSL/English Glossary for Art and Design Education

  6. British Sign Language • Deaf people use many communication modes. • BSL is a language, not a collection of gestures. • BSL is not international and has regional dialects. • Deaf people who use BSL will normally use English as their second language.

  7. The Language of Art and Design • Complex specialist terminology. • Understood by subject specialists. • Critical language is open to misinterpretation. • Utilises many homographs, e.g. “form”. • Uses many ‘borrowed’ words, e.g. “bat”, “render”, “pushing”.

  8. Interpreting in Art and Design • There are approximately 400 RQI/RTI interpreters in Britain. • There are approximately 70,000 Deaf BSL users in the UK. • This is a ratio of 1:175. • Most interpreters are not subject specialists. • They offer simultaneous translation.

  9. Interpreting in Art and Design • Students only access what is presented by the interpreter. • When unknown specialist terminology is used, linguistic coping strategies are used: • Initialisation • Finger spelling • Sign invention • Transliteration

  10. Learning Art and Design for Deaf Students • Students can see many different signs for one word. • They may not be able to relate their notes to what they have seen in a lecture. • A high degree of bilingualism is needed to cope with HE study. • There is no subject specific BSL/English reference material available.

  11. The Glossary Web Site - Selecting the terms • Initially 2000 terms were selected. • 21 subjects and general terms. • Only terms for level 0 and level 1 were selected. • Terms were chosen from a number of sources. • Terms were categorised: technical, contextual, critical, professional, historical and conceptual.

  12. The Glossary web site Art Signs: The online BSL/English Glossary for Art and Design Education

  13. The Glossary Web Site - Examples of terms Digital Media: algorithms, bandwidth, clips, dialogue box, show reel Painting: charcoal, fixative, mahl stick, portraiture, intaglio Art History: art brut, international style, Jacobean, medievalism 3 D Design: anthropometrics, circular saw, hand cut mortices, rivet General: articulate, commission, innovative, paradigm

  14. The Glossary Web Site - Selections of Signs • All signs are ‘found’, not created. • Taken from Deaf artists, interpreters, etc. • A number of examples are given where necessary, e.g. regional variations. • Homographs are listed separately.

  15. Selection of signs - the criteria for inclusion • to present as many regional variations as possible • ensuring that context and meaning is correct in art and design • separating homographs and showing different meanings with different definitions • including different communications modes: (finger-spelling, signed English, iconic signs, abstract signs and explanations) • presenting lip patterns accurately to aid partially hearing students

  16. Any Questions?

  17. Teaching, Learning and Assessment: A Good Practice Guide for Staff teaching Deaf Students in Art and Design

  18. Contents: • Communication methods • Deafness • Language issues • Good Communication Strategies • Working with support staff • Teaching issues • Assessment issues

  19. If you would like to be sent a copy of the booklet personally, email your address to: J.C.Mole@wlv.ac.uk

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