COURSE SYLLABUS AND INSTRUCTOR PLAN

Transcription

1 WACO, TEXAS COURSE SYLLABUS AND INSTRUCTOR PLAN Visual/Gestural Communication C. Brooke Schumacher Fall 2014

2 Course Description: 1315 Visual/Gestural Communication: This course will develop skills in non-verbal communications by emphasizing the use and understanding of facial expression, gestures, pantomime, and body language. Students will create and perform stories and other projects using these elements. This course presents a series of activities designed to help students develop visual element skills in communicating without words. Students will learn the difference between Mime, Gesture, and Visual Languages (focusing on ASL). They will learn how to incorporate more visual elements into their ASL acquisition to develop more native like fluency. These skills will direct students toward concepts: in communicating the art of American Sign Language, as well as individuals with minimal language and creative performances. 3 Semester Hours. Prerequisites and/or Corequisites: Prerequisite: SGNL 1401 and SGNL 1402 Preferred CoRequisite: SGNL 2301 Course Notes and Instructor Recommendations: This is a very hands-on class. Comfortable (appropriate) clothing and shoes are recommended as you will be moving around quite a bit. Success Coaches 2

3 Mission Statement The Success Coaches of McLennan Community College are committed to building growthoriented relationships that inspire students to achieve academic and personal success. While helping students develop intellectually, emotionally, and socially, we will serve as guides for sustainable success and empower students to connect to MCC and their community. Success Coaches give you the tools to thrive, no matter what challenges you face. Here are just a few of the things we can help you with: Stress Performing poorly in classes Missing motivation, drive or ability to get things done Financial strain or seeking employment while in school Access to transportation or childcare Relationship problems No one to talk to or trust Ready to meet with a Success Coach? Call UCAN (8226) or success@mclennan.edu Instructor Information: Instructor Name: Brooke Schumacher MCC bschumacher@mclennan.edu Office Phone Number: Office Location: CSC E211 Office/Teacher Conference Hours: 15 Minutes before and after each class. Appointment Preferred. Schedule posted on office door Required Text & Materials: 3

4 Set up YouTube Account (use MCC ) Some type of device for recording Map Colors You will need a spiral and any materials that allow you to keep your coursework organized. There is no required text for this course, however there are a couple of recommended texts that will be used. In addition to the recommended text we will use an assortment of articles, short films, stories, poems, and songs in a variety of media, to be provided by the instructor. Required Text: Title: Sign the Speech: An Introduction to Theatrical Interpreting Author: Gebron, Julie Edition: 2 nd Publisher: Butte Publications, Inc., Hillsboro OR ISBN: MCC Bookstore Website Methods of Teaching and Learning: This is a hand-on, activity-oriented class where students will be using their faces, hands, and bodies, to express themselves. Students will experience a dynamic classroom environment, occasional lecture, short written assignments, and assessments of skills through student performances. Students will also experience, guest speakers, outside classroom learning opportunities and observations which will allow for a more enriching experience overall. Course Objectives and/or Competencies: The student will: 1. Demonstrate skills in the use of gestures, body language, facial expression, and use of space to improve visual communication. (SLO 8) 4

5 2. Read/receive messages sent via gesture, body language, facial expression, and use of space. (SLO 8) 3. Use elements of mime incorporated in ASL communication. (SLO 8) 4. Demonstrate principles of artistic sign language in creative language projects. (SLO 8) 5. Apply visual communication techniques to conveying a variety of story types in ASL. (SLO 8) 6. Analyze work produced by other students and offer constructive suggestions. (SLO 12) 7. Discuss how skills learned will assist in communicating with minimal language persons. (SLO 12) 8. Use and maintain lab equipment, including cameras, tape players, etc. (SLO 11) 9. Use computers to communicate with instructor, to access software, and to perform internet searches. (SLO 11) 10. Perform stories, narratives, poems, and songs in a visual mode. (SLO 8) Course Outline or Schedule: Week Lecture/Activity Homework/Projects 1 Introduction to Course, Ch. 1 (FMTS) Who is Gil Eastman? What is the point of this class? Telephone Faceoff/charades Caption This! 2 What is Gestures/Mime? Mask Game (First finish Telephone charades, phrase/draw/mime the understanding of that drawing to someone who cannot see the drawing.) 3 Object Permanence Show and Tell Prepare for miming a routine Activity 4 Tuesday Perform first miming project miming a routine Thursday- Watch recordings, guess the routine, provide feedback Bring Object to class (do not tell nor show it to anyone) for Thursday Prepare Miming Routine/Activity Project for next Tuesday (no sharing information about what your activity/routine is) At least 2 minutes, no more than 4 minutes. 5

6 5 Discuss Approaching Song Interpretation- National Anthem 6 Practice Anthem 7 Audition for Rodeo???? Oct.? 8 Tuesday Start Character Study Thursday- Narrative Study, Storytelling Logistics Disney Stories (Look at character development, role shift) (Unit 25 Signing Naturally Level 3) HOT Rodeo Oct.? Decide on a Disney Story Show past Disney Stories Visual Cinderella Activity (draw on board, then picture order, act) 9 Will be in Little Rock Arkansas Thursday Record: Disney Mime Story 10 Practice putting Disney Miming Story into ASL Work on problem areas 11 Cameron Park Zoo outing (Deaf Mentor Day) Record: Mime to Sign ASL Literature Handshape/ABC Stories (YouTube) 12 (ASL Honor Society) Lab Shadowing Activity in Lab: Handshape/ABC Story for Daily Practice Shadowing your Handshape/ABC Story 6

7 participation grade and round robin watch. Start deciding your next Mime to Sign Story: Due Week Guest Speaker/Theatrical Interpreting All observation/reflection papers due. 14 Thanksgiving Week No Class 15 Last Week of Class Final Story Due 16 Finals Week Theatrical Interpreting PP are Due in Bb Discussion Thread. Course Grading Information: Attendance/Assignments Points Attendance 70 Class Participation 70 Outside Learning Opportunity - Zoo Attendance and Participation 100 Projects (5) 500 (Total) Guest Lecture - Attendance and Participation 50 Theatrical Interpreting PP Hours of Deaf Community/Interpreter Observation/Workshops (At least Attendance and Reflection Journal of Artistic Interpreting Performance) (Due Week 13) Total Points: 950 Grade Scale 90%-100% A 80%-89% B 70%-79% C 69%-65% D 64% or Below F The following is an explanation of individual grading elements: 7

8 a. Attendance and Participation: For this class especially, full participation is imperative to learning the necessary skills. Failure to show up and participate in the activities will not only affect your participation grade, but also will reflect negatively on your overall performance and project grades. b. Self-Regulated Learning(Homework)/Projects/Class Assignments: There will be five projects, several in class practice/performances and one outside class learning opportunity that will enhance your visual/gestural communication skills. Late Work, Attendance, and Make Up Work Policies: Assignments, in class work, and projects are due on the date assigned, and may not be turned in late without instructor's permission. Even with permission, automatic deductions will be implemented. Without the instructors permission, after the assignment is a whole class meeting late, assignments will not be accepted. Students who are absent on the due date may turn in assignments on the next class date but will receive automatic deductions. If students are absent on the day of a scheduled exam or project recording, it is the student s responsibility to contact the instructor (SAME DAY) to arrange a day to make-up the exam. Finals will not be made up. *Of course there are always extenuating circumstances and in those cases, the instructor can/will accommodate. Student Behavioral Expectations or Conduct Policy: Attend class, be on time, and participate fully in class activities Adhere to deaf culture norms Ask questions when you do not understand Accept and integrate feedback, work collaboratively with peers Be patient and respectful of each other and of instructor Complete all assignments on or before due date Wear clothing and shoes appropriate for participation in class activities Maintain respect for classroom environment and educational process, but also HAVE FUN! Deaf Culture rules will apply! Without asking, you should be able to tell us why you are late, if you have to leave early, or if 8

9 you (frowning here) receive a cell phone call during class! Because participation is imperative for success in this class, your full attention and attendance is needed. Please turn off all cell phones, pagers, and other electronic devices. MCC Academic Integrity Statement: The Center for Academic Integrity, of which McLennan Community College is a member, defines academic integrity as a commitment, even in the face of adversity, to five fundamental values: honesty, trust, fairness, respect, and responsibility. From these values flow principles of behavior that enable academic communities to translate ideals into action. Individual faculty members determine their class policies and behavioral expectations for students. Students who commit violations of academic integrity should expect serious consequences. For further information about student responsibilities and rights, please consult the McLennan website and your Highlander Student Guide. MCC Attendance Policy: Regular and punctual attendance is expected of all students, and each instructor will maintain a complete record of attendance for the entire length of each course, including online and hybrid courses. Students will be counted absent from class meetings missed, beginning with the first official day of classes. Students, whether present or absent, are responsible for all material presented or assigned for a course and will be held accountable for such materials in the determination of course grades. Please refer to the Highlander Guide for the complete policy. 9

10 ADA Statement: In accordance with the requirements of the Americans with Disabilities Act (ADA), and the regulations published by the United States Department of Justice 28 C.F.R (a), MCC s designated ADA coordinators, Dr. Drew Canham Vice President, Student Success and Mr. Gene Gooch - Vice President, Finance and Administration shall be responsible for coordinating the College s efforts to comply with and carry out its responsibilities under ADA. Students with disabilities requiring physical, classroom, or testing accommodations should contact Ms. Renee Jacinto, Disabilities Specialist, Student Services Center, Student Development Department, Room 211 or at or disabilities@mclennan.edu. TITLE IX No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance. Legal Citation: Title IX of the Education Amendments of 1972, and its implementing regulation at 34 C. F. R. Part 106 (Title IX) In accordance with the requirements of the Title IX Education Amendments of 1972 MCC s designated Title IX Coordinator, Al Pollard Vice President, Program Development/EEO Officer and Deputy Coordinator, Drew Canham Vice President, Student Success shall be responsible for coordinating the College s effort to comply with and carry out its responsibilities under Title IX. Contact information Al Pollard, Title IX Coordinator Drew Canham, Title IX Deputy Coordinator Vice President, Program Development Vice President, Student Success McLennan Community College McLennan Community College Administration Building, Room 417 Administration Building, Room College Drive 1400 College Drive FAX FAX apollard@mclennan.edu dcanham@mclennan.edu 10

11 Student Learning Outcomes X = Assessed 1 Explains/describes interpreters role and responsibilities and the interpreting process 1317 Deaf Comm 1321 Intro Interp 1347 Deaf Culture 2401 Interp I 2402 Interp II 2488 Internship 1315 Visual/ Gestural Assessment Type 2 Demonstrates understanding of interpreter s role and functions appropriately in that role Supv Eval 3 Identifies significant names, facts, acronyms related to Deaf Community and/or the interpreting profession, organizations, history 4 Identifies and explains environmental and logistical factors affecting the interpreting process, along with possible solutions 5 Recognizes and gives examples of cultural differences; identifies potential relevance to interpreting situations 6 Identifies health risks; explains and/or demonstrates methods for preventing RSI s and burnout 7 Explains/describes technology related to Deafness 8 Demonstrates an appropriate level of ASL Skills (Competence in vocabulary, grammar, sociolinguistics, pragmatics, and strategy) X Capstone Project 11

12 9 Demonstrates an appropriate Level of skills in Interpreting/Transliterating 10 Implements a professional development plan; demonstrates commitment to ongoing personal and professional development 11 Uses appropriate technology (camera, recorders, videophones, etc.) 12 Evaluates own skills and suitability for assignments; demonstrates appropriate levels of self-confidence and poise 13 Establishes appropriate professional relationships with supervisors, mentors, peers, and consumers 14 Demonstrates knowledge of and follows recognized Code of Professional Conduct 15 Demonstrate knowledge of historical timeline of the development of the Deaf community and progress of educating deaf from early history to present day here in America 16 Identifies issues of political importance within the Deaf Community 17 Recognize and give examples of the pathological and cultural perspective on deafness 18 Recognize and give examples of the evaluation process for certification/licensure and the maintenance process. X X Mock Eval (Perform Eval) Capstone Project Mock Eval (Perform Eval) Supv Eval Presentations Presentations 12