Picture by Macro Vector

Warm-up

1. Ask students to type their name and ID # for attendance
   • “YOU LIST 2- NAME, ID NUMBER TYPE”
2. Begin with 5-7 minute conversations
   • “START TIME 5-7 MINUTE CONVERSATION DISCUSS WHATEVER”
3. Vocab Review
   1. DISNEY 
      1. Left and right hand shaped C placed on top/sides of head and tapping twice.
   2. BEAUTY AND THE BEAST
      1. Dominant loose open hand, palm in front of face, moves once in a circular motion clockwise while handshape transforms into “flat-O” handshape.
      2. Dominant, loose “5” hand in space in front of signer with palm orientation facing in (toward signer) moves sideways to the right if right-handed at the same time the hand transforms into flat “O” handshape
      3. Left and right hand shapes 5 bent like a claw with palm facing inward touching chest. Slightly push claw hand shape inward, bending fingers and releasing two times.
   3. INTERPRETER 
      1. Left and right hand shapes F with palm orientation outward and slightly down. Fs touch at center while dominant hand moved downward and up two times.
      2. Left and right hand shapes B on their side facing straight falms facing one another. Movement straight down parallel to one another
   4. DRAMA/THEATER
      1. Left and right hand shapes A. Hands will alternate movement of large/medium circles moving from bottom side of head, touching shoulder, then slightly down body.
4. Have students take turns and pick one discussion question to answer:
   1. Which of the 5 parameters of ASL are you best at?
      • “TOPIC 5 PARAMETERS, ONE YOU BEST AT WHICH?”
   2. If you become an interpreter, who/what would you interpret for and why?
      • “IF INTERPRETER YOU BECOME, YOU INTERPRET FOR WHAT/WHO? WHY?”
   3. Which Disney movie is your favorite and why?
      • “DISNEY MOVIE YOUR FAVORITE WHAT? WHY?”
5. Start with 5-minute conversations in breakout rooms
   • “START BREAKOUT ROOMS TIME 5 MINUTE CONVERSATION DISCUSS WHATEVER”
6. Open a discussion about what theater productions students have seen or have heard of. (If a student hasn’t seen a play, have them talk about a movie that really struck a chord with them)
   • “PAST PLAY WATCH WHICH? PLAY WATCH NOT MOVIE WATCH THEATER WHICH?”
7. What about this production stood out to them?
   • ” YOU PLAY REMEMBER WHAT?”
8. How did the actors portray the storyline?
   • “ACT PERSON STORY SHOW HOW?”
9. What kind of storyline was it? (comedy, horror, romance, etc.)
   • “STORY TOPIC KIND WHICH?”

Main Activity

Theater Interpreters!

1. As a group, watch the video (the whole song–from about 1:30-5:30) (4 minutes total).
2. Have students watch how the interpreters integrate certain aspects in their signing style that allows the audience to understand the emotions and storyline they are trying to convey.
   • ” YOU VIDEO WATCH INTERPRETER WATCH THEY SIGN HOW?”
3.  Students will write their thoughts on the mini whiteboards and then will share them with the rest of the group. (optional)
   • “YOU THOUGHTS WRITE. VIDEO FINISH SHARE”

Some potential important aspects to bring up: 

• Body shifting and shoulder movement depicts a dialogue between multiple individuals
• Mouth shape and how the body moves changes in response to the tempo of the music (signing can become more legato or staccato depending on how the music is being played)  (Ex. When Belle is telling about her favorite part of the story, her face shows her staring off into the distance in a daydream and her signs slow but become more rapid when she begins to talk excitedly about how the story actually turns out in the end).
• Interpreters turn their backs or face each other to show how their characters interact or don’t interact with another
• Just like actors act and re-act in response to the other person, the interpreters follow the other for guidance and share the same emotions expressed by the other; emphasizing their character’s interaction with one another

Wrap-up

1. Why do you think not all productions hire interpreters
   • “ALL PLAYS INTERPRETERS HAVE NOT. WHY?”
2. How can Deaf people get the most out of a production designed for hearing people?
   • “DEAF PEOPLE ENJOY PLAY FOR HEARING PEOPLE MOST HOW?”
3. Would hearing people enjoy productions designed for Deaf people?
   • “HEARING PEOPLE PLAY FOR DEAF PEOPLE ENJOY?”

End of Lab:

• Sign or show Can-Do statements once more and have students evaluate their confidence
  • (Use thumbs up/ thumbs down or have them rate 1-5 on how they feel after the activity)
• Encourage students to be honest in their self-evaluation
• Pay attention, and try to use feedback for future labs!