THE USE OF THE ARTS AS A VEHICLE OF COMMUNICATION IN OUTCOMES BASED, COGNITIVE DEAF EDUCATION IN A...

THE USE OF THE ARTS AS A VEHICLE OF

COMMUNICATION IN OUTCOMES BASED,

COGNITIVE DEAF EDUCATION

IN A BILINGUAL PROGRAMME

(LEARNING TO “READ” AND “WRITE” BY IMPLEMENTING VISUAL LITERACY)

Patrick Mautloa Handle with Care

Mixed media 60 x 58 cm 1994

THE GENCOR COLLECTION

DEVELOPINGVISUALLITERACY

Connie Burger

De La Bat School

INTRODUCTION

* VISUAL ARTS AS A VEHICLE OF

COMMUNICATION

THE CREATIVE PROCESS

* CHILDREN GROW AND MATURE

MENTALLY AND PHYSICALLY

* CONNECTING VISUAL VOCABULARY

WITH SIGNED / WRITTEN /

VERBAL VOCABULARY

* IMPORTANCE OF A SUBJECTIVE

LEARNING EXPERIENCE

AN OUTCOMES BASED, BILINGUAL,COGNET CEA LEARNING PROGRAMME

* LEARNING AREA: ARTS AND CULTURE

* GRADE: 8

* PLANNING A YEAR PROGRAMME

* MIND MAP OF A PHASE ORGANISER:

* DETAIL OF VISUAL ARTS PROGRAMME

* LEARNING HOW TO “READ”

A VISUAL TEXT

* ASSESSMENT

TRANSLATING THE EMOTIONAL ANDINTELLECTUAL EXPRESSIONS OFINDIVIDUAL THOUGHTS THROUGH THEVISUAL ARTS / CREATIVE PROCESS

* THERAPEUTIC VALUE

* ESSENCE OF THE CREATIVE PROCESS

IS CHANGE

* LEARNING TO “WRITE”

* MY LIFE - DIRKIE EBERSOHN

CONCLUSION

* AESTHETIC AWARENESS

* HEIGHTENED SENSE OF

SELF - CONCEPT AND HUMAN DIGNITY

* I AM PERSON

BACKGROUND

* SCHOOL: DE LA BAT

* LEARNING PROGRAMME: OBE


* GRADES: 4 - 9 / F.E.T 10/11/12

* LANGUAGE: VISUAL LITERACY /

SIGN LANGUAGE / VERBAL /

WRITTEN LANGUAGE / AFRIKAANS / ENGLISH

DEVELOPINGDEVELOPING

VISUAL LITERACYVISUAL LITERACY

THROUGH VISUAL ARTS / THROUGH VISUAL ARTS / (CREATIVE PROCESS)(CREATIVE PROCESS)

BACKGROUND

** SCHOOL: DE LA BATSCHOOL: DE LA BAT

** LEARNING PROGRAMME: OBELEARNING PROGRAMME: OBE

** LEARNING AREA: ARTS AND CULTURELEARNING AREA: ARTS AND CULTURE

** GRADES: 4 - 9 / F.E.T 10/11/12GRADES: 4 - 9 / F.E.T 10/11/12

** LANGUAGE: VISUAL LITERACY /LANGUAGE: VISUAL LITERACY /SIGN LANGUAGE / VERBAL /SIGN LANGUAGE / VERBAL /WRITTEN LANGUAGE / AFRIKAANS / WRITTEN LANGUAGE / AFRIKAANS / ENGLISHENGLISH

BACKGROUND

* SCHOOL: DE LA BAT



* GRADES: 4 - 9 / F.E.T 10/11/12









VERBAL VOCABULARY


LEARNING EXPERIENCE



* GRADE: 8





A VISUAL TEXT

* ASSESSMENT


* THERAPEUTIC VALUE


IS CHANGE



CONCLUSION




* I AM PERSON

DEVELOPING

VISUAL LITERACY

THROUGH VISUAL ARTS / (CREATIVE PROCESS)

INTRODUCTION


COMMUNICATION

INTRODUCTION

** VISUAL ARTS AS A VEHICLE OFVISUAL ARTS AS A VEHICLE OFCOMMUNICATIONCOMMUNICATION

In this presentation I would like to discuss the In this presentation I would like to discuss the importance of the visual arts as a vehicle of importance of the visual arts as a vehicle of communication, developing the deaf learner’s communication, developing the deaf learner’s imagination, thinking skills and visual literacy.imagination, thinking skills and visual literacy.

INTRODUCTION

This is not a new concept. Since the beginning This is not a new concept. Since the beginning of time, man has used the arts to communicate of time, man has used the arts to communicate with their spirits, gods and their people.with their spirits, gods and their people.

Rock painting of a dying eland and a ‘dying’ shaman. Rock painting of a dying eland and a ‘dying’ shaman.

Natal DrakensbergNatal Drakensberg

Man’s creative ability will be remembered long Man’s creative ability will be remembered long after wars have been lost and won.after wars have been lost and won.

Fowling SceneFowling Scene, wall painting from the tomb of Amenemheb, Thebes , wall painting from the tomb of Amenemheb, Thebes

c. 1450 B.C. Dry fresco. British Museum, London.c. 1450 B.C. Dry fresco. British Museum, London.

BACKGROUND

* SCHOOL: DE LA BAT



* GRADES: 4 - 9 / F.E.T 10/11/12




INTRODUCTION


COMMUNICATION



* GRADE: 8





A VISUAL TEXT

* ASSESSMENT


* THERAPEUTIC VALUE


IS CHANGE



CONCLUSION




* I AM PERSON

DEVELOPING

VISUAL LITERACY







VERBAL VOCABULARY


LEARNING EXPERIENCE


* CHILDREN GROW AND MATUREMENTALLY AND PHYSICALLY

* CONNECTING VISUAL VOCABULARYWITH SIGNED / WRITTEN / VERBAL VOCABULARY

* IMPORTANCE OF A SUBJECTIVELEARNING EXPERIENCE

AS CHILDREN GROW AND MATURE MENTALLY AND PHYSICALLY, THEY NEED TO DEVELOP THEIR IMAGINATIVE AND CRITICAL THINKING SKILLS.

ONLY TOO OFTEN WE HEAR TEACHERS COMPLAIN THAT THE LEARNERS ARE NOT THINKING CAREFULLY OR CLEARLY.

THAT THEY HAVE DIFFICULTY IN GETTING THE MAIN IDEA OF A STORY AND GRASPING CERTAIN CRUCIAL CONCEPTS….


AND A / SIGN / VERBAL / WRITTEN / WORD.

IN DEVELOPING VISUAL LITERACY, THE CREATIVE PROCESS IS USED TO CREATE CONNECTIONS BETWEEN VISUAL VOCABULARY (WHAT THE LEARNER OBSERVES AND ‘SAVES’ AS A PICTURE)

VISUAL VOCABULARY

SAVE

SWV

* THE USE OF ICONS (VISUAL VOCABULARY) MAY BE ONE OF THE REASONS WHY DEAF PERSONS FIND THE COMPUTER SO USER FRIENDLY

* THIS IS A VERY SIMPLISTIC EXPLANATION OF A VERY COMPLEX PROCESS.

WHAT IS IMPORTANT TO REMEMBER IS THAT SELF - REGULATED, SELF - MOTIVATED LEARNING IS FAR MORE SUCCESSFUL THAN BEING EXPOSED TO AN OBJECTIVE LEARNING EXPERIENCE.

NOT WHAT THE FACILITATOR WANTS THE LEARNER TO KNOW BUT WHAT THE LEARNER HAS INDICATED IN FOR EXAMPLE, A DRAWING.

BACKGROUND

* SCHOOL: DE LA BAT



* GRADES: 4 - 9 / F.E.T 10/11/12




INTRODUCTION


COMMUNICATION






VERBAL VOCABULARY


LEARNING EXPERIENCE


* THERAPEUTIC VALUE


IS CHANGE



CONCLUSION




* I AM PERSON

DEVELOPING

VISUAL LITERACY




* GRADE: 8





A VISUAL TEXT

* ASSESSMENT

AN OUTCOMES BASED, BILINGUAL, COGNET CEA LEARNING PROGRAMME

** LEARNING AREA: ARTS AND CULTURELEARNING AREA: ARTS AND CULTURE

** GRADE: 8GRADE: 8

** PLANNING A YEAR PROGRAMMEPLANNING A YEAR PROGRAMME

** MIND MAP OF A PHASE ORGANISER:MIND MAP OF A PHASE ORGANISER:

** DETAIL OF VISUAL ARTS PROGRAMMEDETAIL OF VISUAL ARTS PROGRAMME

** LEARNING HOW TO “READ”LEARNING HOW TO “READ”A VISUALA VISUAL TEXTTEXT

** ASSESSMENTASSESSMENT

LEARNING AREA: ARTS AND CULTURELEARNING AREA: ARTS AND CULTURE

GRADE 8GRADE 8

YEAR PROGRAMMEYEAR PROGRAMME

PHASE ORGANISERPHASE ORGANISER MODULESMODULES

PERSONAL DEVELOPMENTPERSONAL DEVELOPMENT UNDERSTANDING YOU AND ME,UNDERSTANDING YOU AND ME,

AND EMPOWERMENTAND EMPOWERMENT MY FAMILY, MY FRIENDSMY FAMILY, MY FRIENDS

ECONOMY AND DEVELOPMENTECONOMY AND DEVELOPMENT OUR WORLD, OUR TOWN, OUR WORLD, OUR TOWN, NATURE, CULTURAL TOURISMNATURE, CULTURAL TOURISM

COMMUNICATIONCOMMUNICATION CREATING A COMMUNITYCREATING A COMMUNITY

COMMUNICATIONCOMMUNICATION MEDIAMEDIA

CULTURE, SOCIETY ANDCULTURE, SOCIETY AND MY HOUSE, MY TOWN, MY HOUSE, MY TOWN, ENVIRONMENTENVIRONMENT MY WORLDMY WORLD

** HOW YOU SEE YOURSELVESHOW YOU SEE YOURSELVES

** HOW YOU THINK OTHERS SEE YOUHOW YOU THINK OTHERS SEE YOU

** WHAT YOU WOULD LIKE TO BECOMEWHAT YOU WOULD LIKE TO BECOME

** THE IMPACT OF YOUR CULTURES ON THE IMPACT OF YOUR CULTURES ON YOUR LIVES AND SOCIETIESYOUR LIVES AND SOCIETIES

** HOW CULTURES ARE EXPRESSEDHOW CULTURES ARE EXPRESSEDTHROUGH THE ARTSTHROUGH THE ARTS

** INCREASING CONFIDENCE IN THE USE INCREASING CONFIDENCE IN THE USE OF OF ARTS AND CULTURE SKILLS AND KNOWLEDGEARTS AND CULTURE SKILLS AND KNOWLEDGE

** ASSESS OUTCOMES NOT ACTIVITIESASSESS OUTCOMES NOT ACTIVITIES

THE OUTCOMES OF THIS PROGRAMME ARE:THE OUTCOMES OF THIS PROGRAMME ARE:

THE LEARNERS WILL BE EXPECTED TO DEMONSTRATE AN THE LEARNERS WILL BE EXPECTED TO DEMONSTRATE AN AWARENESS OF:AWARENESS OF:

Phase organiserPhase organiser: Personal development and empowerment: Personal development and empowermentProgramme organiser and activities: Module 1Programme organiser and activities: Module 1Understanding you and me, my family, my friendsUnderstanding you and me, my family, my friends

1.1. VISUAL ARTSVISUAL ARTS

1.11.1 DrawingDrawing

MyselfMyself

How others see meHow others see me

A family groupA family group

1.21.2 DesignDesign

a poster depictinga poster depicting

a Familya Family

1.31.3 PaintingPainting

a weddinga wedding

1.41.4 PrintingPrinting

HandprintsHandprints

1.51.5 TextileTextile

Paint a tray clothPaint a tray cloth

(mother’s day breakfast)(mother’s day breakfast)

1.61.6 3-Dimensional3-Dimensional

Self - portraitSelf - portrait

Paper - machéPaper - maché

1.71.7 Art HistoryArt History

(Visual Literacy)(Visual Literacy)

Self - portraitsSelf - portraits

Weddings.Weddings.

Understanding culturesUnderstanding cultures

2.2. DRAMADRAMA

2.12.1 Signing “me, family, Signing “me, family,

friends and activitiesfriends and activities

2.22.2 How does a baby move How does a baby move to grandfather/motherto grandfather/mother(young to old)(young to old)

2.32.3 Create a script for Create a script for

a mime: my familya mime: my family

(Used cartoon strips like(Used cartoon strips like

The Simpsons)The Simpsons)

3.3. DANCE/MUSICDANCE/MUSIC

3.13.1 Practice rhythm with lightsPractice rhythm with lightsFast, slow, draw lines Fast, slow, draw lines without looking at paperwithout looking at paper

3.23.2 Create a dance by Create a dance by looking at your lineslooking at your lines

4.4. CULTURE/HERITAGECULTURE/HERITAGE

4.14.1 Traditional/Public HolidaysTraditional/Public Holidays

What do we eat?What do we eat?

(Paper plates)(Paper plates)

4.24.2 Write a MenuWrite a Menu

4.34.3 Traditional DressTraditional Dress

4.44.4 WeddingsWeddings

UNDERSTANDING UNDERSTANDING YOU AND ME.YOU AND ME.

MY FAMILY, MY MY FAMILY, MY FRIENDSFRIENDS

Module 1: Understanding you and me, my family, my friendsModule 1: Understanding you and me, my family, my friendsVisual ArtsVisual Arts

c/so ACTIVITIES ELEMENTS TECHNIQUES MEDIUMS COGNET CEA

ART HISTORYLearning to read a visual textSelf - PortraitsPortraitsUnderstanding Cultures

1 - 8

Exploration PlanningExpression,Getting the main idea Thought integrationConnecting eventsSpace + time conceptsSelf development

All the elements

DiscussDifferentArt Forms eg.Sculpture, etc.

DiscussDifferentMediums

DRAWING:How do I see myself?How others see me?Family group

ExpressionWorking memoryGetting the main ideaSelf-developmentSelf regulation

123478

LineColourSpace

DrawColour-planesComposition

PencilOil PastelKokiPencil -crayon

LEARNING AREA: ARTS AND CULTURELEARNING AREA: ARTS AND CULTURE GRADE 8GRADE 8

LEARNING PROGRAMME - VISUAL ARTS - ART HISTORYLEARNING PROGRAMME - VISUAL ARTS - ART HISTORY

TOPIC - “LEARNING TO READ A VISUAL TEXT”TOPIC - “LEARNING TO READ A VISUAL TEXT”

ARTWORK: SANDILE GOJE, ARTWORK: SANDILE GOJE, MEETING OF TWO CULTUREMEETING OF TWO CULTURE (1993), (1993), LINOCUTLINOCUT

FOCUS - CULTURE AND HERITAGE - VISUAL LITERACYFOCUS - CULTURE AND HERITAGE - VISUAL LITERACY

OUTCOMES - CO4: COLLECT, ANALYSE, ORGANISE, AND OUTCOMES - CO4: COLLECT, ANALYSE, ORGANISE, AND CRITICALLY EVALUATE INFORMATIONCRITICALLY EVALUATE INFORMATION

A&C: SO 3: REFLECT ON AND CRITICALLY ENGAGE WITH ARTS A&C: SO 3: REFLECT ON AND CRITICALLY ENGAGE WITH ARTS EXPERIENCE AND WORKSEXPERIENCE AND WORKS

COGNET CEA - EXPLORATION, EXPRESSION, GETTING THE MAIN COGNET CEA - EXPLORATION, EXPRESSION, GETTING THE MAIN IDEA, THOUGHT INTEGRATION, CONNECTING EVENTS, SPACE + TIME IDEA, THOUGHT INTEGRATION, CONNECTING EVENTS, SPACE + TIME CONCEPTS, SELF DEVELOPMENTCONCEPTS, SELF DEVELOPMENT

LANGUAGE OF ARTS: DISCUSS HOW DESIGN ELEMENTS HELP TO LANGUAGE OF ARTS: DISCUSS HOW DESIGN ELEMENTS HELP TO MAKE THE PICTUREMAKE THE PICTURE

* SHAPES: SHARP/ROUND* SHAPES: SHARP/ROUND

* LINES AND PATTERNS: STRAIGHT / CURVED / DOTTED / DASHED* LINES AND PATTERNS: STRAIGHT / CURVED / DOTTED / DASHED

* TEXTURES: ROUGH / SMOOTH* TEXTURES: ROUGH / SMOOTH

* CONTRASTS: LIGHT / DARK* CONTRASTS: LIGHT / DARK

* SPACE: FAR / NEAR / LARGE / SMALL* SPACE: FAR / NEAR / LARGE / SMALL

* COLOUR* COLOUR

LEARNING AREA PROGRAMME - VISUAL ARTS - ART HISTORYLEARNING AREA PROGRAMME - VISUAL ARTS - ART HISTORY

TOPIC - “LEARNING TO READ A VISUAL TEXT”TOPIC - “LEARNING TO READ A VISUAL TEXT”

ARTWORK: SANDILE GOJE, MEETING OF TWO CULTURE (1993), LINOCUTARTWORK: SANDILE GOJE, MEETING OF TWO CULTURE (1993), LINOCUT

FOCUS - CULTURE AND HERITAGE - VISUAL LITERACYFOCUS - CULTURE AND HERITAGE - VISUAL LITERACY

OUTCOMES - CO4: COLLECT, ANALYSE, ORGANISE, AND CRITICALLY EVALUATE INFORMATIONOUTCOMES - CO4: COLLECT, ANALYSE, ORGANISE, AND CRITICALLY EVALUATE INFORMATION

A&C: SO 3: REFLECT ON AND CRITICALLY ENGAGE WITH ARTS EXPERIENCE AND WORKSA&C: SO 3: REFLECT ON AND CRITICALLY ENGAGE WITH ARTS EXPERIENCE AND WORKS

COGNET CEA - EXPLORATION, EXPRESSION, GETTING THE MAIN IDEA, THOUGHT INTEGRATION, CONNECTING EVENTS, SPACE + TIME CONCEPTS, SELF DEVELOPMENTCOGNET CEA - EXPLORATION, EXPRESSION, GETTING THE MAIN IDEA, THOUGHT INTEGRATION, CONNECTING EVENTS, SPACE + TIME CONCEPTS, SELF DEVELOPMENT

* WHO IS THE ARTIST?* WHO IS THE ARTIST?

* WHAT DOES THE TITLE OF THE ARTWORK MEAN?* WHAT DOES THE TITLE OF THE ARTWORK MEAN?

* WHAT IS LINOCUT?* WHAT IS LINOCUT?

* DO YOU THINK IT IS EXPENSIVE TO MAKE A LINOCUT?* DO YOU THINK IT IS EXPENSIVE TO MAKE A LINOCUT?

* HOW BIG IS IT?* HOW BIG IS IT?

* WOULD IT BE EXPENSIVE TO BUY?* WOULD IT BE EXPENSIVE TO BUY?

* WHO OWNS IT?* WHO OWNS IT?

* DO YOU THINK THE ARTIST MADE A PROFIT WHEN IT WAS SOLD?* DO YOU THINK THE ARTIST MADE A PROFIT WHEN IT WAS SOLD?

* WHY IS THE LETTER “S” IN THE WORD CULTURE MISSING?* WHY IS THE LETTER “S” IN THE WORD CULTURE MISSING?

* WHAT IS THE SIGNIFICANCE OF THE DATE?* WHAT IS THE SIGNIFICANCE OF THE DATE?

* WHAT DOES THE NAME OF THE ARTIST TELL US?* WHAT DOES THE NAME OF THE ARTIST TELL US?

* MAKE A LIST OF WHAT YOU SEE* MAKE A LIST OF WHAT YOU SEE

* DESCRIBE WHAT IS HAPPENING* DESCRIBE WHAT IS HAPPENING

* IS THIS A REAL OR IMAGINARY EVENT* IS THIS A REAL OR IMAGINARY EVENT

* DOES IT MATTER* DOES IT MATTER

* WHAT HOUSE WOULD YOU LIKE TO BE?* WHAT HOUSE WOULD YOU LIKE TO BE?

* WHAT WOULD YOU BE SAYING?* WHAT WOULD YOU BE SAYING?

* WHAT LANGUAGE/S MIGHT YOU USE?* WHAT LANGUAGE/S MIGHT YOU USE?

* WHERE IS THIS EVENT TAKING PLACE?* WHERE IS THIS EVENT TAKING PLACE?

* WHAT TYPE OF LANDSCAPE IS SHOWN?* WHAT TYPE OF LANDSCAPE IS SHOWN?

IS IT IMPORTANT FOR THE STORY?IS IT IMPORTANT FOR THE STORY?

* WHY ARE THE TWO HOUSES GIVEN HUMAN QUALITIES?* WHY ARE THE TWO HOUSES GIVEN HUMAN QUALITIES?

* WHAT GENDER ARE THE HOUSES? WHY?* WHAT GENDER ARE THE HOUSES? WHY?

* WHAT ARE THEY WEARING?* WHAT ARE THEY WEARING?

* ARE THEY RICH OR POOR?* ARE THEY RICH OR POOR?

* WHAT SORT OF MOOD ARE THEY IN?* WHAT SORT OF MOOD ARE THEY IN?

* WHAT DO YOU THINK THEY MIGHT BE SAYING TO EACH OTHER?* WHAT DO YOU THINK THEY MIGHT BE SAYING TO EACH OTHER?

* WHAT LANGUAGE/S MIGHT THEY BE USING* WHAT LANGUAGE/S MIGHT THEY BE USING

Sandile GojeSandile Goje

Meeting of Two Culture (1993)Meeting of Two Culture (1993)

Linocut; 350 x 500 mmLinocut; 350 x 500 mm

Private collectionPrivate collection

Sandile Goje, Sandile Goje, Meeting of Two Culture (1993)Meeting of Two Culture (1993)

Linocut; 350 x 500 mm, Private collectionLinocut; 350 x 500 mm, Private collection

IN THIS INSTANCE WE ARE DEVELOPING IN THIS INSTANCE WE ARE DEVELOPING THE SKILLS OF VISUAL THE SKILLS OF VISUAL LITERACYLITERACY. WE ARE . WE ARE BUILDING A VISUAL VOCABULARY WHICH BUILDING A VISUAL VOCABULARY WHICH ENABLES US TO “READ” A VISUAL TEXT.ENABLES US TO “READ” A VISUAL TEXT.

IN THE FOLLOWING ILLUSTRATION WE WILL IN THE FOLLOWING ILLUSTRATION WE WILL SEE HOW THE LEARNER CREATES HIS OWN SEE HOW THE LEARNER CREATES HIS OWN VISUAL VOCABULARY, DEVELOPES HIS OWN VISUAL VOCABULARY, DEVELOPES HIS OWN VISUAL LITERACY AND USES THE VISUAL VISUAL LITERACY AND USES THE VISUAL ARTS TO “WRITE” THE TEXT.ARTS TO “WRITE” THE TEXT.

WE IN TURN WILL DEVELOP OUR OWN WE IN TURN WILL DEVELOP OUR OWN VISUAL LITERACY SKILLS BY “READING” THIS VISUAL LITERACY SKILLS BY “READING” THIS VISUAL TEXT.VISUAL TEXT.

BACKGROUND

* SCHOOL: DE LA BAT



* GRADES: 4 - 9 / F.E.T 10/11/12




INTRODUCTION


COMMUNICATION






VERBAL VOCABULARY


LEARNING EXPERIENCE



* GRADE: 8





A VISUAL TEXT

* ASSESSMENT

CONCLUSION




* I AM PERSON

DEVELOPING

VISUAL LITERACY



* THERAPEUTIC VALUE


IS CHANGE



TRANSLATING THE EMOTIONAL AND TRANSLATING THE EMOTIONAL AND INTELLECTUAL EXPRESSIONS OF INTELLECTUAL EXPRESSIONS OF INDIVIDUAL THOUGHTS THROUGH THE INDIVIDUAL THOUGHTS THROUGH THE VISUAL ARTS / CREATIVE PROCESSVISUAL ARTS / CREATIVE PROCESS

** THERAPEUTIC VALUETHERAPEUTIC VALUE

** ESSENCE OF THE CREATIVE PROCESSESSENCE OF THE CREATIVE PROCESSIS CHANGEIS CHANGE

** LEARNING TO “WRITE”LEARNING TO “WRITE”

** MY LIFE - DIRKIE EBERSOHNMY LIFE - DIRKIE EBERSOHN

IN HIS BOOK “CREATIVE PROCESS IN IN HIS BOOK “CREATIVE PROCESS IN GESTALT THERAPY, JOSEPH ZINKER SAYS GESTALT THERAPY, JOSEPH ZINKER SAYS

““THE CREATIVE PROCESS IS THERAPEUTIC THE CREATIVE PROCESS IS THERAPEUTIC IN ITSELF BECAUSE IT ALLOWS US TO IN ITSELF BECAUSE IT ALLOWS US TO EXPRESS AND EXAMINE THE CONTENT OF EXPRESS AND EXAMINE THE CONTENT OF OUR INTERNAL LIVES.”OUR INTERNAL LIVES.”

““WE FIND A FULL RANGE OF VEHICLES WE FIND A FULL RANGE OF VEHICLES WHICH CONCRETIZE, SYMBOLIZE AND WHICH CONCRETIZE, SYMBOLIZE AND OTHERWISE GIVE EXPRESSION TO OUR OTHERWISE GIVE EXPRESSION TO OUR EXPERIENCES.”EXPERIENCES.”

** BY WAY OF ILLUSTRATION WE WILL TAKE A BY WAY OF ILLUSTRATION WE WILL TAKE A LOOK AT THE ARTWORK LOOK AT THE ARTWORK “MY LIFE”“MY LIFE” DONE BY A DONE BY A GRADE 12 LEARNER AT DE LA BAT SCHOOL - GRADE 12 LEARNER AT DE LA BAT SCHOOL - DIRKIE EBERSOHN.DIRKIE EBERSOHN.

** WE WILL BE ABLE TO SEE THAT THE ESSENCE WE WILL BE ABLE TO SEE THAT THE ESSENCE OF ANY CREATIVE PROCESS IS CHANGE, OF ANY CREATIVE PROCESS IS CHANGE,

** THE TRANSFORMATION (TRANSLATING) OF THE TRANSFORMATION (TRANSLATING) OF ONE FORM TO ANOTHER, ONE FORM TO ANOTHER,

** OF A SYMBOL INTO INSIGHT AND OF A SYMBOL INTO INSIGHT AND

** OF AOF A GESTURE INTO A NEW SET OF GESTURE INTO A NEW SET OF CONCEPTUALIZING AND UNDERSTANDING. CONCEPTUALIZING AND UNDERSTANDING. (VISUAL LITERACY)(VISUAL LITERACY)

** DIRKIE’S THOUGHTS AND INSIGHTS OF HIS DIRKIE’S THOUGHTS AND INSIGHTS OF HIS LIFE, BECOME SYMBOLS LIFE, BECOME SYMBOLS

** AND HIS SYMBOLS BECOME A NEW SET OF AND HIS SYMBOLS BECOME A NEW SET OF CONCEPTUALIZING AND UNDERSTANDING. CONCEPTUALIZING AND UNDERSTANDING.

** WHICH IN TURN, THROUGH THE CREATIVE WHICH IN TURN, THROUGH THE CREATIVE PROCESS, (LEADING TO A PRODUCT), HE PROCESS, (LEADING TO A PRODUCT), HE DEVELOPES VISUAL LITERACY. DEVELOPES VISUAL LITERACY.

** HE “WRITES” ABOUT HIS LIFE USING VISUAL HE “WRITES” ABOUT HIS LIFE USING VISUAL VOCABULARY.VOCABULARY.

** BY SO DOING WE CAN SHARE IN HIS BY SO DOING WE CAN SHARE IN HIS INDIVIDUAL THOUGHTS INDIVIDUAL THOUGHTS

** AS HE HAS TRANSLATED HIS EMOTIONAL AND AS HE HAS TRANSLATED HIS EMOTIONAL AND INTELLECTUAL EXPRESSIONS INTELLECTUAL EXPRESSIONS

** INTO A LANGUAGE THAT WE CAN “READ”.INTO A LANGUAGE THAT WE CAN “READ”.

SPACE - THE STARREACHING FOR THE STARS - I BELIEVE THAT I CAN IMPROVE AND

DEVELOP IN THE FUTURE.

SPACE - THE STARREACHING FOR THE STARS - I BELIEVE THAT I CAN IMPROVE AND

DEVELOP IN THE FUTURE.

PLANTLIFE: SYMBOL OF GROWTH OF MY SPIRITUAL LIFE. INCOMPLETE LEAF - ONE’S SPIRITUAL GROWTH IS NEVER COMPLETE - STRIVE FOR PERFECTION.GREEN - MY FAVOURITE COLOUR

PLANTLIFE: SYMBOL OF GROWTH OF MY SPIRITUAL LIFE. INCOMPLETE LEAF - ONE’S SPIRITUAL GROWTH IS NEVER COMPLETE - STRIVE FOR PERFECTION.GREEN - MY FAVOURITE COLOUR

DUCKS: A SYMBOL OF LOYALTY FOR ME.DUCKS: A SYMBOL OF LOYALTY FOR ME.

EVENING- SUNSET AND SILHOUETTE: I AM SENSITIVE, AND SOMETIMES MELANCHOLIC (SENSITIEF, FYNGEVOELIG, MELANKOLIES)

EVENING- SUNSET AND SILHOUETTE: I AM SENSITIVE, AND SOMETIMES MELANCHOLIC (SENSITIEF, FYNGEVOELIG, MELANKOLIES)

VULCANO: SOMETIMES I HAVE A PROBLEM TRYING TO CONTROL MY TEMPER.

VULCANO: SOMETIMES I HAVE A PROBLEM TRYING TO CONTROL MY TEMPER.

STATUE:I LOVE NATURE, SPACE AND PLANTLIFE. I USE THE STATUE OF LIBERTY AS A PERSONAL ICON CONNECTING SPACE, THE SUNSET, WITH EARTH (PLANTLIFE).

STATUE:I LOVE NATURE, SPACE AND PLANTLIFE. I USE THE STATUE OF LIBERTY AS A PERSONAL ICON CONNECTING SPACE, THE SUNSET, WITH EARTH (PLANTLIFE).

THE MOON:(RUSTIG) I DON’T LIKE CHASING AROUND AND (SOBER) I DON’T LIKE ALCOHOL AND WILD PARTIES.

THE MOON:(RUSTIG) I DON’T LIKE CHASING AROUND AND (SOBER) I DON’T LIKE ALCOHOL AND WILD PARTIES.

HOBBIT SCRIPT: (LIKE ANGLO SAXONANCIENT WRITING)

I LIKE THE MYSTERY OF THE HOBBIT SCRIPT AS I AM A VERY PRIVATE PERSON. IF SOMEONE TAKES THE TROUBLE TO “CRACK” THE CODE TO GET TO KNOW ME - THEN THEY WILL BE WELCOME AS MY FRIEND.

HOBBIT SCRIPT: (LIKE ANGLO SAXONANCIENT WRITING)

I LIKE THE MYSTERY OF THE HOBBIT SCRIPT AS I AM A VERY PRIVATE PERSON. IF SOMEONE TAKES THE TROUBLE TO “CRACK” THE CODE TO GET TO KNOW ME - THEN THEY WILL BE WELCOME AS MY FRIEND.

** I ENJOYED THINKING ABOUT MY LIFE.I ENJOYED THINKING ABOUT MY LIFE.

** I HADI HAD MANY DIFFERENT IDEAS, BUT DECIDED MANY DIFFERENT IDEAS, BUT DECIDED ON SPACE AND NATURE AND A FEW OTHER ON SPACE AND NATURE AND A FEW OTHER ELEMENTS TO DEPICT MY LIFE.ELEMENTS TO DEPICT MY LIFE.

** WHEN I HAD COMPLETED MY DRAWING AND I WHEN I HAD COMPLETED MY DRAWING AND I LOOKED AT IT - I GOT THE FEELING THAT IT LOOKED AT IT - I GOT THE FEELING THAT IT WAS A VERY HONEST EXPRESSION OF MY WAS A VERY HONEST EXPRESSION OF MY LIFE.LIFE.

** I ALSO GOT TO KNOW MYSELF BETTER IN THE I ALSO GOT TO KNOW MYSELF BETTER IN THE PROCESS. PROCESS.

** IT WAS A VERY PRECIOUS EXPERIENCE IT WAS A VERY PRECIOUS EXPERIENCE FOR ME.FOR ME.

BACKGROUND

* SCHOOL: DE LA BAT



* GRADES: 4 - 9 / F.E.T 10/11/12




INTRODUCTION


COMMUNICATION






VERBAL VOCABULARY


LEARNING EXPERIENCE



* GRADE: 8





A VISUAL TEXT

* ASSESSMENT


* THERAPEUTIC VALUE


IS CHANGE



DEVELOPING

VISUAL LITERACY


CONCLUSION




* I AM PERSON

CONCLUSIONCONCLUSION

** AESTHETIC AWARENESSAESTHETIC AWARENESS

** HEIGHTENED SENSE OFHEIGHTENED SENSE OFSELF - CONCEPT AND HUMAN DIGNITYSELF - CONCEPT AND HUMAN DIGNITY

** I AM PERSONI AM PERSON

CONCLUSIONCONCLUSION

** AS WE HAVE SEEN IN DIRKIE’S WORK - AS WE HAVE SEEN IN DIRKIE’S WORK - THE SATISFACTION AND SUCCESS THE SATISFACTION AND SUCCESS ACHIEVED THROUGH VISUAL LITERACY ACHIEVED THROUGH VISUAL LITERACY AND AESTHETIC AWARENESS AND AESTHETIC AWARENESS

** CREATES A HEIGHTENED SENSE OF CREATES A HEIGHTENED SENSE OF SELF - ESTEEM, SELF - CONCEPT AND SELF - ESTEEM, SELF - CONCEPT AND HUMAN DIGNITY.HUMAN DIGNITY.

IF THIS IS SO, THE VALUE OF THE CREATIVE IF THIS IS SO, THE VALUE OF THE CREATIVE PROCESS SHOULD NEVER BE UNDER PROCESS SHOULD NEVER BE UNDER ESTIMATED.ESTIMATED.

WE CAN SAY WITH CONFIDENCE THAT:WE CAN SAY WITH CONFIDENCE THAT:

THE CREATIVE PROCESS CAN HELP THE DEAF PERSONTHE CREATIVE PROCESS CAN HELP THE DEAF PERSON

TO SEETO SEE

TO TASTETO TASTE

TO THINKTO THINK

TO BE HEARDTO BE HEARD

TO FEELTO FEEL

TO SEARCH FOR TO SEARCH FOR THE REAL SELF THE REAL SELF

AND SAY...AND SAY...

I AM A PERSON …I AM A PERSON …

A TRULY LITERATE ONE AT THAT!A TRULY LITERATE ONE AT THAT!

Date post:	11-Jan-2016
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