🥁ASL Level 6, Activity 03-Interpreting in regards to Music (Face-to-Face)

Picture by Los Angeles Magazine

Description:

New students will begin by introducing themselves to the group. There will then be an introduction question about interpreting music to lead into the main activity where students will watch videos on interpreting performances and discuss their thoughts.

Semantic Topics: Music, Theater, Deaf Culture, Performance,  Practice, Concerts, Songs, Videos
Grammatical Structures: Interpreting, Vocabulary, Sentence Structure

Products: Music Interpretation, grammar

Practices: Watching videos of song interpreters, and discussing surrounding experiences with ASL interpreters
Perspectives: Why is it easier to sign for meaning in a song rather than exactly word for word?

Standards

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.2: Students comprehend and interpret live and recorded American Sign Language on a variety of topics.
  • Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own languages.
  • Standard 5.1: Students use American Sign Language within and beyond the school setting.

Idaho Content Standards for World Languages:

  • Objective: COMM 3.2 Adapt presentation to various audiences of listeners, readers, or viewers.
  • Objective: CLTR 2.1 Analyze the significance of a product (art, music, literature, etc…) in a target culture.
  • Objective: COMP 1.1 Observe formal and informal forms of language.

Can-Do Statements

NCSSFL-ACTFL Can-Do Statements:

  • I can sign detailed information about myself and others
  • I can explain how ASL interpreters bring music to life
  • I can make inferences about accessibility and barriers for the Deaf community

Warm-up

Materials Needed for Warm-up

Welcome!

  1. Attendance
  2. Begin with 5-7 minutes of conversation
    • “START 5-7 MINUTES CONVERSATION.” 
  3. If there are new people ask them to introduce themselves
    • Name&Namesign
      • “NAME [SHIFT] NAME SIGN WHAT?” 
    • Where are you from?
      • “YOU FROM WHERE?”
    • What year are you in?
      • “YEAR YOU WHAT?”
    • What is your major and minor?
      • “YOU MAJOR [SHIFT] MINOR WHAT?”
    • Why did you pick ASL? What is your ASL story?
      • “YOU PICK ASL WHY? YOUR ASL STORY WHAT?” 
  4. Vocabulary Review
    1. MUSIC
      • Non dom hand shape 5 arm bent at a 45 degree angle located in front of chest dom hand shape 5 located behind non dom hand but above non dom arm palm orientation facing chest moving back and forth from chest to non dom hand
    2. GENRE/KIND
      • Both hand shapes K, dom hand moving in a circular motion lading on top of stationary non dominant hand to the left of the chest
    3. SPECIFIC
      • Both hand shapes 1, non dom stationary palm orientation facing out, dom hand moving towards and pointing at non dom hand
    4. INTERESTING 
      • Both hand shapes F located in front of chest palm orientation facing up moving in a circular motion connecting pointer and thumb circles on both hands
    5. THEATER 
      • fs-THEATER or same sign as play/show-both hands shape 10 thumbs on chest moving in a circular motion towards the chest
  5. Opening Question:
    1. If you were an interpreter would you want to interpret for music? All types of music. Jazz, RAP, RB&B, Classical, Country… ETC.
      • “IF YOU INTERPRETER, INTERPRET MUSIC KIND WHICH? ALL TYPES OF MUSIC OR SPECIFIC TYPE?”

Main Activity

Questions are interchangeable between versions

Version One:

  • Follow-up questions:
  1. Have you heard of Amber Galloway Gallego before? If so when? How?
    • “YOU fs-AMBER GALLOWAY GALLEGO KNOW? YES? [SHIFT] NO? WHEN? HOW?” 
  2. What did you think was interesting about the video?
    • “YOU THINK VIDEO INTERESTING WHAT?”
  3. How many hours/days in advance do you think you would have to prepare?
    • “YOU INTERPRET fs-CONCERT YOU PRACTICE DAYS THINK [SHIFTS] HOURS HOW MUCH?” 
  4. Did you know that there were interpreters for concerts? If not have you ever thought about it?
    • “PAST YOU KNOW CONCERTS INTERPRETERS HAVE? IF NOT YOU THINK ABOUT IT BEFORE?” 
  5. What do you think would be the hardest part about interpreting?
    • “YOU THINK MOST HARD ABOUT INTERPRETING WHAT?”
  6. If you were interpreting a song what song would you interpret?
    • “IF YOU INTERPRET SONG YOU PICK SONG WHICH?” 
  7. Why do you think it’s hard to get interpreters?
    • “INTERPRETERS FIND HARD YOU THINK WHY?”

Version Two:

  • Follow-up questions:
  1. Do you think that you can interpret a song that wasn’t planned?
    • “YOU THINK YOU INTERPRET SONG PLAN NOT CAN?”
  2. Have you seen an interpreter at a concert before?
    • “PAST YOU SEE INTERPRETER fs-CONCERT YOU?”
  3. Do you think that because there’s an interpreter Deaf people have priority seating at the front?
    • Answer: YES!
      • “YOU THINK IF INTERPRETER PRESENT DEAF PEOPLE PRIORITY SEATING HAVE?”
  4. Do you think that people have lied about being Deaf so that they could sit up front?
    • “PAST YOU THINK PEOPLE SAY THEY DEAF NOT rhq-WHY? SIT FRONT CAN?”
  5. How do you feel about a hearing person impersonating a Deaf person?
    • “HEARING PERSON SAY THEY DEAF PERSON YOU FEEL HOW?” 

 

  • (If there’s time left over): FS PRACTICE:
    • Human
    • Voyage
    • Friendship
    • Battery
    • Candle

Wrap-up

  1. Have you ever interpreted a song before?
    • “PAST YOU SONG INTERPRET HAVE?”
  2. What was it for?
    • “PAST INTERPRET SONG FOR-FOR?”
  3. How was it?
    • “PAST INTERPRET SONG YOU DO HOW? 
  4. How hard was it?
    • “PAST INTERPRET SONG HARD EASY WHICH?”

Deaf Culture

Interpreting songs is an art form, this is why signs that are more visually appealing are commonly used instead of signs that are exactly grammatically correct.

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!

Can-Do Statements

NCSSFL-ACTFL Can-Do Statements:

  • I can sign detailed information about myself and others
  • I can explain how ASL interpreters bring music to life
  • I can make inferences about accessibility and barriers for the Deaf community

License

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Let's Chat! American Sign Language (ASL) Copyright © 2023 by Armilene Cabreros; Audra Dooley; Claire Oberg; Collin Dauenhauer; Delaney Obaldia; Emily Harrison; Emma Wilkinson; Gabi Jones; Izabelle Finner; Jacob Steele; Kate Maryon; Madison Mackey; Megan McAllister; Monica Potts; Rebecca Mulgrew; Robyn Holland; Samantha Showers; Sarra Foerster; Serena Krause; Sophia Orm; Tiana Gratiot; and Tori Fisher is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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