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Deaf CULTURE: DEVIA ART
15
Transcript
Teaching it
- Give background information on De'VIA
- Talk about cause and effect of De'VIA art
- Gives examples of different artists and observe artwork as a class
- Why did you think the artist chose to portray their artwork in the way they did?
- What specific characteristics do you see being used?
- How do think the Deaf community felt?
Connections to Dewey
- Break into groups so they could create their own artwork.
- Could either sketch or go all out
- Give either an ASL word to start them off with or have them think of their own word to use
"When engage in the direct act of teaching, the instructor needs to have the subject matter at his fingers' ends; his attention should be upon the attitude and response of the pupil" (Chapter 14).
Not only does the teacher need to know what they're teaching well, but educators need to also see if they're getting to their students. In the lesson plan, class discussion and having groups work together would show the students' intake and attitude after the lesson has been taught.
Background Information
- Movement originally took place in North America in late 1960's.
- De'VIA (Deaf View/ Image Art) art is a specific type of Deaf art that represents Deaf Culture and their personal experiences. This makes them different than regular Deaf artists who usually follow the usage of form and media.
Connections to Dewey (Part 2)
Characteristics
- Can be created by deaf or hearing artists but the sole purpose is to show physical aspect of their deaf experience and what the artist has personally been through.
- Resistive art: Expresses oppression of the deaf and negative feelings of the deaf community are typically portrayed.
- Topics: Oralism, Audism, and Cochlear Implants
"Experience has shown when children have a chance at physical activities which bring their natural impulses into play, going to school is a joy, management is less of a burden, and learning is easier" (Chapter 15).
Why Me
Chuck Baird
2001
Resistive Art
Art No.
Chuck Baird
1993
Affirmative Art
- Affirmative art: "Playful and warm. Supports ideas like Deaf empowerment and acceptance" (Zelinksi).
- Exaggeration and emphasis made on facial features especially in eyes, mouths, ears, and hands.
Dewey explains that physical activities, whether it's plays, games, or hands-on activities, help students focus better and learn easier because children are immune to play and action. Putting students in groups and having them create their own De'VIA artwork would help learning become "easier" because of the actions and creative environment.
- High in contrast and have a centralized focus.
- Famous De'VIA artists: Mary J. Thornley, Susan Dupor, Chuck Baird
Deaf CULTURE: DE'VIA ART
By: karina KWan
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