Final Vlog/Blog: Quiet Campus

http://deaftv.com/film/1-Quiet-Campus/

As we wrap up our sesmester I wanted to blog about an email that I got from a student. Kara asked me if I had seen this program called "Quiet Campus" on MTV. I have not. I do not have cable but with some research, I found this clip. It seems like it is a very interesting take on Deaf people, ASL and the "mecca" of Deaf Culture, Gallaudet University. Although I have not seen the program, I am fascinated in the title, "Quiet Campus". I would like you to watch this clip and then I would like you to create a title that is more suitable for this program that eliminates barriers and stereotypes. Why did you select that title? What do you want your title to portray?

NO BLOG THIS WEEK!

Tutor Corner #5: November 28-Dec.22

Watch this link and discuss this link with your tutor. Who is your favorite pearl candidate? Why did you select that one? There is no recording necessary. Students just need to sign with the tutors.

Vlog : Host A Halloween Party

Watch the following video and comment on the questions below. Please cover the bottom of your screen so you do not see the captioning.

http://deaftv.com/film/How-to-Throw-a-Halloween-Party-DeafPod/

How would you host your own party? Use ideas presented here, explain why you liked them and elaborate on them. Select another student's vlog and provide feedback. The feedback should include: Vocabulary parameters, grammar structure, facial expression and body language.

For your first post you must sign for at least 2 minutes. Your second comment needs to be at least one minute. Students must select a student that no one has commented on yet. For your second comment be sure to type who you commented on.

The first comment needs to be completed before class on Wednesday, Nov.2 and your second post before class on Friday, Nov. 4.

Tutor Corner, WEEK 7, Oct. 17-21 2011

Practice your How-To presentation with the tutors this week!

Blog Week 7

NO BLOG THIS WEEK! GO TO THE TUTOR FOR HOW-TO MIDTERM FEEDBACK, ASSISTANCE, AND GUIDANCE!

Vlog Week 6: Midterm Rough Draft

For this weeks vlog, I would like you to present a rough draft of your how-to presentation. Students will comment on each other vlog providing feedback on vocabulary execution, grammar and structure, and pace/flow. You may also wish to ask each other questions.

Midterm Requirements: How To Presentation


Students are required to present their “How To” presentation to the class weeks 8 and 9. Friday during week 7 will be a required work day and I will check over your presentation before you give it. This presentation needs to be 5-7 minutes in length and conducted completely in ASL. When students are presenting, students will be interrupting and asking questions in ASL. Three students will be selected to ask questions during your presentation. Make sure you know your topic well so you will be able to stop and answer their questions.

Requirements:

Header (each page)
Full Name
Intermediate ASL I
How to Presentation: Midterm
Monica Marciniak
Date

Outline

Students need to create a professional outline of your presentation. This outline needs to be typed and handed in for grading. I have provided you with a handout that discusses how presentations are structured and a sample outline. Follow this sample when developing your presentation use your textbook for help. You are required to have two outlines. One is in English and the other is in ASL.

ASL Vocabulary, Classifiers, and Grammar List

Students need to expressively demonstrate and provide a typed list of their vocabulary (wealth of knowledge), classifiers, grammar (noun/verb pairs, topic comment, pronoun placement, descriptive adjectives, if clauses, conjunctions, rhetorical, wh?, yes & no?, directional verbs, facial adverbs, modals, and use of locative space used during their presentations. Students must write their presentation in coded ASL. Use your previous text to help you develop how to write these sentences.

_____t_________ __rq_
ASL Example: COOKIES MAKE, I SHOW YOU WANT I. WHY? FUN MAKE PLUS EAT WILL YOU!

ENGLISH Examle: I want to show you how to make cookies. I want to show you because making cookies is fun plus you get to eat them!


Visual Aids

Students will need to provide class with at least one visual aid. Keep in mind visual aids are meant to enhance presentations, not take away from them. Do not use your aids to eliminate signs points will be deleted for this. Use them as you would during an oral presentations. Power points, poster boards, props, pictures and handouts, are all good visual aids. However, I strongly suggest using a power point. Whenever you provide a written word you must also sign it. Explain how these visual aids are helpful and benefit the audience.

This will be due entirely the day and time of your presentation.

Class Information and lectures updated weekly

September 16, 2011
Chapter 1: Building ASL

Pronouns and using locative space

Supportive Activity:
**Dear Abby**
Vocabulary list

Advice/advise
Idea
Thoughts
Know
Feeling
Express
Opinion
Information
Love
Crazy-about
Heart broken
Respect
Partner
Wife/husband
Boyfriend/girlfriend
Give-up
Lonely
Stressed
Inept
Mistake
Problem
Realize
Need
Conflict
Cruel
Destroy
Hurt
Angry
Commitment
Communication
Desire
Depressed
Eager
Egoistical
Exhausted
Fault
Good-enough
Happen
Affair
Jerk
Respond
Forgive
Suggest
Sympathize
Tend-to
Caution
Patience
Can’t stand it!
Lie
Revenge
Help
Assistance
Can’t

Dear Abby:
I am 37, never married, and have never even dated much. I am quiet, shy, overweight and plain.
•
I have been seeing a man who is 42 years old, and who has also never been married. He has proposed, but I haven't given him an answer because I don't think I really love him. He is very good to me and treats me like a queen, but there is absolutely no spark. (There's also no sex. He's impotent and has no plans to do anything about it.)
My question is: Do I marry him and "settle," just to be married, or do I live the rest of my life alone? Is it better to take this chance and marry my best friend, or should I wait for a Prince Charming who might never arrive?
Please answer this question in the newspaper. I don't want anyone to know I'm such an indecisive fool.

ASL TRANSLATION

DEAR ABBY

I AGE-37 MARRIED NEVER I DATE MUCH NEVER I . I QUIET, SHY, FAT ORDINARY


RECENTLY, I DATE MAN HE AGE-42. HE MARRIED BEFORE NEVER SAME. RECENTLY HE MARRIAGE ASK-ME BUT ANSWER HIM NOT WHY? LOVE HIM I NOT KNOW. HE GOOD TO ME HE TREATS ME QUEEN SAME-SAME BUT SPARK NONE! ALSO SEX NONE AND CL:I (RISE UPWARD) CAN’T HE PLAN HELP HIMSELF NONE.

I ASK, I MARRY HIM ACCEPT SO I MARRIED FINISH OR I LIVE FOREVER ALONE? BETTER ACCEPT CHANCE MARRY MY BEST-FRIEND OR SHOULD WAIT FOR “PRINCE CHARMING” ARRIVE MAYBE NOT?



September 23, 2011
**For Hearing People Only**

Coming soon....

September 26, 2011
**Chapter 2: Building ASL

Key Vocabulary:
Verb
Both
directional
subject
object
catagories
list
itself
vlog

Verb Discussion
Verbs are another common concept in all natural languages. They allow us to explain what it is we are doing. In fact, without verbs, language would cease to exist. Verbs in ASL come in three types: plain, inflecting, and spatial.

Plain VerbsA plain verb is a normal verb in ASL. When using plain verbs the signer must designate the subject and the object. Examples of plain verbs in ASL are
• PLAY, RUN, JUMP, SING, DRINK,EAT, SIT,WALK, JUMP, TALK,POOPING, DIE,READ,SEX,SLEEP, WRITE

Inflecting/DIRECTIONAL VerbsInflecting verbs allow the signer to incorporate the subject and object into the verb in one fluid motion. Examples of inflecting verbs in ASL are
• I-GIVE-YOU, HE-GIVE-ME, and I-TELL-THEM, ASK-ME, HELP-ME, SHOW-YOU, SEND-ME, CHOOSE-ME, PAY ATTENTION-ME, LOOK-AT, PAY-ME,ADVICE-ME.

Spatial VerbsThe last type of verb is a spatial verb. These just allow the signer to 0 or how he or she moved them around. Examples of spatial verbs in ASL are
• PUT-UP and PUT-BELOW, BRING-THERE, CARRY-HERE, MOVE-THERE, GO-THERE, COME-HERE,

Travel Verbs (DIRECTIONAL) PHYSICAL• FLY, GO-TO,RUN-TO, ACCOMPANY

Non Travel Verbs (DIRECTIONAL) NOT PHYSICAL• ADVISE, ASK, LOOK-AT


Midterm How-To

Monday
1. Tyler
2. Tiff
3. Anna
Wednesday
1. Sam
2. Jeff
Jake
Friday
1. Aubrey
2. Becca
3. Megan
4. Catlin
Monday
NO CLASS

Wednesday
1. John
2. Sarah
3. April J.

Friday
1. Jordann
2. Connie
3. Kara

Blog #2: Why Sign?

This is a great clip to watch about sign language and how treasured it is by Deaf people. Please watch this clip carefully. I suggest you watch it in groups and work your way through it. You may either write or sign your response. Students that decide to sign every comment on this blog/vlog will receive extra credit. However, you must sign ALL of the blogs/vlogs assignments to receive this extra credit.

Here is the clip:

http://www.youtube.com/watch?v=WT28OYEqJ0s

I want you to discuss what you understood in this clip (what is being "said", what you feel is the most important message that people should take from this video, and why others should watch it.

If you sign your response it must be at least a minute long.

If you write your comment it needs to be at least a paragraph long.

I look forward to your responses!
~M

Tutor/Textbook Corner #2:How-To Practice

Hello Everyone!

Be sure to post your how-to practice assignment here. You must do a brief how-to presentation to share with the tutor (this is not what you will present in class). An example would be how to brush your teeth (at least 2 minutes). This assignment is due before you attend your tutoring session week 5. It needs to be linked to youtube for quick and easy access for all. Tutoring is available on even weeks as well.Please take advantage of this. The sign up sheet is up and ready!

I look forward to seeing your assignments.

Monica

Tutor/Text Assignment Corner #1: Exercise 1.0

Hello Everyone!

Be sure to post your textbook assignment here. This assignment is due before you attend your tutoring session. It needs to be linked to youtube for quick and easy access for all. Tutoring begins week 3. The sign up sheet is up and ready!

I look forward to seeing your assignments.

Monica

Blog #1: Tape Our Mouths Shut, HUH?

***THIS POSTING IS FOR WEEK #2****THIS CLASS WILL ONLY BLOG/VLOG ON EVEN WEEKS

As all of you know, students have a very difficult time not speaking during ASL class. It is hard not to understand, I get that. In reality though, this is considered very rude and disrespectful to Deaf people. I have struggled with this since I began teaching in 1998. I have always worked hard to make my students feel comfortable and at ease in my classroom and outside of it. Part of this is out of habit. Daily, I need to accommodate the hearing world and make them more comfortable with me. I want students to feel free to ask me anything and everything and by forcing them to sign only, students do not come to me. However, this is an ASL classroom and I am Deaf! Most importantly, you are here to learn sign. Students should be able to give an hour of themselves three days a week when Deaf people are often forced to fit into the hearing world 24/7. Furthermore, they should be signing so that when they need to communicate with other Deaf people they are ready to do so. Embrace your frustrations, it is not even a grain of what a Deaf person deals with every day all day. Learn from it. It will make you a better communicator.

For this vlog I want you to express one idea that you have to enforce our policy of strictly using ASL only in our classroom. Find support as to why this is considered rude, offensive, and disrespectful in the Deaf community and how it will enhance your learning. I want you to comment on your thoughts and other ideas you have that may help students get the message. I also would like to hear your comments on how I can work to establish this all sign rule and still have students coming to me when they need to talk to me about personal things or class concerns.

The past summer, a former student came to me to express her feeling with me about her classroom at St. Paul College. She is in the interpreting program there. Students in her classes continue to take advantage of the instructor (talking when her back is turned, answering their phones, sighing, and continuous conversations when she is not looking. She is appalled by their behavior and not sure what to do. What would you suggest?



Your response needs to be signed. Please post a link to youtube so everyone can quickly access it. Select a student that you do not know to comment on. Good luck!

INFORMATION!

Expressive Presentation: Deaf Related Topic
May 4-6
Students will be assigned W or FPreparation
The content:
• Research your topic
• Prepare an outline of your presentation
o Write 3 or 4 main points which you want to develop
o Write 2 or 3 sub-headings for each main point
• Develop your information using these headings
• Transfer the headings to overhead transparencies (OHTs) or PowerPoint slides
• Mark on your notes when you intend to use an OHT or audio-visual aid, and write down any statistics or examples to support your points
• Prepare some open-ended questions to stimulate discussion after your presentation, if required
Audio-visual aids
• Prepare visual aids e.g., OHTs, PowerPoint slides, pictures, videos, models
• Prepare any material for handouts (e.g., a summary of your presentation)
• Remember that visual aids are AIDS and should not distract the audience from the spoken delivery
• Use the 7 x 7 rule: no more than seven lines of seven words per slide or OHT
• Use a plain font like Arial and a large font size (e.g., 22 point) on your visual aids
• Cue any tapes and videos so they are ready for immediate use
The room
• Check the equipment is functioning properly and you can use it confidently
• Leave enough time to rearrange the furniture, if necessary
Your delivery
• Practice using the equipment and your visual aids
• Practice making eye contact with people in different parts of the room
• Make a tape recording of your delivery to check how your voice sounds
• Time yourself to check your presentation is not too short or too long
• Practice in front of a mirror
Structure
An oral presentation is structured much the same way as an essay: Introduction, Body and Conclusion. You will be assessed on evidence of your preparation from academic sources, the relevance of your material to the topic, critical analysis of the topic and the logical structure of your presentation.
However, because your information/argument is spoken rather than written, there are some further considerations:
1. Introduction - tells your audience what you are going to tell them
o Provides some brief background information to show why your topic is important/relevant
o Outlines the structure of your presentation, the order in which you will present your information
o Attracts the audience's attention with, for example, a relevant quote, story, or question for the audience
10% of allotted time
2. Body - tells them
o Contains the main argument of the presentation
o Presents the issues relating to the main argument (thesis statement)
o Includes support/evidence for each of the main issues using:
- statistics
- diagrams
- reference to other research
- examples, reasons
o Is presented in a logical way, using explicit signalling phrases and connectives to signal a new point, an example, a contrast, etc.
70% of allotted time
3. Conclusion - tells them what you told them
o Summarizes the main points discussed in the body
o Evaluates the importance of the information
o Reviews any implications
o Brings the presentation to a smooth and natural close
o Leaves the audience with ideas to think about (e.g., a quote or question)
o If appropriate, gives the audience the chance to ask questions
20% of allotted time

Delivery
• Introduce yourself to the audience
• Clearly outline the structure and content of your presentation
• Engage the audience using eye contact
• Use your notes, but look up frequently: NEVER read your information
• Speak clearly and try to look relaxed and confident
• Signal your points showing how ideas relate to each other
My next point is
In contrast
• Don't speak while giving handouts to the audience
• Look at the audience while referring to points on OHTs or slides
• Make sure you keep to the allotted time for your presentation

Audience participation
If your lecturer expects this to be included in your presentation, you can encourage the audience to participate in discussion by:
• asking open questions or personalising the issues
• beginning the presentation with a brief handout displaying interesting questions, key concepts or a diagram
• setting a problem-solving task for small groups to discuss
• using the PAIR discussion strategy near the beginning and again at various times during your presentation:
P repare by taking a minute to jot the answer to an interesting general question
A sk other people about their jottings for a minute or so
I nteract for further discussion in the same pairs, or threes or fours
R eflect on or Revise the initial jotting (a brief sentence only)


Requirements:

Time
• 7-10 minutes of expressive presentation on topic ( no less then 7 minutes)
• After you can completed your presentation you must have Q and A for an additional 3 minutes

Need an outline
• Outline in English
• Outline translated into ASL (use guide from Learning ASL book)
Power point
• Must have 10 slides
• Must enhance presentation not hinder

Grammatical/Structure
*Must demonstrate fluency in Intermediate level

~Sign Fluency at Intermediate ASL II level
~Knowledge of Vocabulary and execution
~Grammar Knowledge and execution
~Body Language and Spacial location
~Classifiers
~Clarity and flow
~Fingerspelling and Numbers
~Facial grammar and expression


Expressive Session:
Tuesday, May 10
12:00pm-1:30 pm
Sign up on Door week 15

Students will need to sign up in pairs or individually for a final expressive session. This session will last 10 minutes and will cover our weekly topics. Please see syllabus to review. This session will take place during our final exam time. A sign up sheet will be posted on my door during the last week of classes.

Students will be graded on:

~Sign Fluency at Intermediate ASL II level
~Knowledge of Vocabulary and execution
~Grammar Knowledge and execution
~Body Language and Spacial location
~Classifiers
~Clarity and flow
~Fingerspelling and Numbers
~Facial grammar and expression

A Review of ASL Grammar and Structure

http://en.wikipedia.org/wiki/American_Sign_Language_grammar

Jazmine's Post!

Hello bloggers!!!
This week its me!!! Jazmine

First i would like you to watch this new mainstream music video by Jim Jones that i seen last week on BET

http://www.youtube.com/watch?v=JMmlTG6FUD0

The two rappers signs were way off but besides that, what do you think about this video, and how they put ASL in the video.

and answer the questions

Is this video making people more aware of the deaf community?

Is there a better way the director could have make this video more ASL friendly?

classifiers and hulk

Friday Assignment:

You must watch this video, select a part you wish to sign, and sign it in class for 1 minute. Be sure to incorporate at least 5 classifiers. Try to copy the video the best you can. Do this to the best of your abilities. Practice this several times before class on Friday.

http://www.youtube.com/watch?v=lZjAVRjxMHU

What are Classifiers?

Classifiers are handshapes that are used to represent general categories or "classes" of things. Another definition is: "A set of handshapes that represent classes of things that share similar characteristics."

• They can be used to describe the size and shape of an object (or person).

• They can be used to represent the object itself, or the way the object moves or relates to other objects (or people).



Some of the more popular classifiers:
CL:1 Things that are (relatively) long and skinny. A pencil, a stick, a person.
CL:A an object in a certain location. A house, a lamp.
CL:3- vehicles, [motorcycle, park a car, row of cars, accident, garage]
CL:4-[CURTAIN]
CL:5-[scads of]
CL:B- flat things[roof, flat, wall]
CL:C-[thick things, round pole-like things]
CL:C-(index and thumb) pepperoni, cookies, campaign buttons
CL:F
CL:G- thin things (or degree of thinness)
CL:L(bent)-[large, big-headed/egoistic/conceited, check, card, square]
CL:L-[check, card, square]
CL:V- legs, a person walking-(upside-down V), two people walking, [stand, walk-to, lay down, toss-and-turn, dive, jump, skate board, scooter, get up]
CL:V (bent fingers) = a small animal, or a larger animal sitting.
CL:Y Very wide things. A fat person walking. A hippopotamus's mouth.
________________________________________

________________________________________

Below are some examples of "types" of classifiers. I don't expect you to get a handle on these just because I list them. This list is from a study guide I hand out to my students while giving a two-hour seminar during semesters or times when I'm teaching from the Vista, Signing Naturally curriculum (Lentz, Mikos, & Smith, 1988) but I thought you would enjoy seeing a sample the diversity of classifiers out there (there are thousands more than I'm indicating here). Note: I've modified the list a bit and added some of my own information.

• Descriptive Classifiers (DCL), are also known as size and shape specifiers, (SASSes). They describe a person or object.

DCL:B (or bent B) "extremely tall" [Explanation: to represent the descriptive classifier "extremely tall" you hold the "bent 'B' hand" high in the air while using an appropriate facial expression."]
DCL:B (or bent B) "short"
DCL:4 "long hair"
DCL:1 "bulletin board"
DCL:1 "black board"
DCL:4 (claw) "freckles"
DCL:4 "striped"
DCL:G "thin"
DCL:4 (claw) "curley hair"

• Semantic Classifiers, represent categories of nouns. For example, people or vehicles.

SCL:1 (person) "walking fast"
SCL:1 (person) "person walks to...____"
SCL:3 (car) "drives to____"
SCL:Y (fat person) "waddling"
SCL:flattened-O (fast-car) "cruising"
SCL:bent-V (row of chairs)

• Locative Classifiers, show placement or spatial information about an object. Sometimes indicate movement.

LCL:C/LCL:B "place cup on napkin"
LCL:5 "leaf floating to the ground"
LCL:1 (sticks) "one here-one here"
LCL:B "shelf" (over to the right)
LCL:1 "goal-posts"
(2h)LCL:L "adjust a picture"

• Plural classifiers
Indicating a specific number or a non-specific number.
PCL:2 "two people walking"
PCL:4 "long line of people"
PCL:4 "people moving in line"
PCL: 5 "hordes of _____." Often called "scads of."
PCL:V "people seated in a circle"

• Instrument Classifiers, you use your hands (or an other part of your body) to manipulate an "object."

ICL "driving"
ICL "hammer in a nail"
ICL "play checkers"
ICL "play chess"
ICL "light match"
ICL (broom) ICL "sweep"
ICL (water) ICL"pour in"
ICL (garbage) ICL "dump out"
ICL (wash-clothes) ICL "hang up"

• Body Classifiers/Mime
You use your body to "act out" or "role play." Sometimes this is like "mime." Other times you just show the action (or interaction) that is going on. Often this involves "role shifting."

"yawn"
"acting tough"
"give hug to child"
"running hard/pumping arms"
"wave to crowd"
"listen for strange noise"

• Bodypart classifiers
A specific part of your body is doing an action.

(2h)BPCL:F "look at"
BPCL "kick back" (relax)
BPCL "cross legs"
BPCL ""tap foot"
BPCL "use gesture looking up"
BPCL:flat-C "big grin"
BPCL:L "red face" shy
BPCL:B "mouth frowning"

________________________________________
Student: I don't get what it means in the outline where it says: SCL:1 (person) "walking fast"

DrVicars: Oh okay then... let me clarify that.

The SCL simply identifies the general category.
The ":" means what a normal colon means.
The "1" represents making a "one" handshape with you index finger.
The ( ) tells you what it is representing--you have to pre-identify this in your sentence or conversation.
The manner or how it was done is in the "quotes"
So if I wanted to show "Bob" walking fast, I would fingerspell his name, then hold up that finger and move it quickly across my signing space. That would be a classifier indicating how he is moving.
________________________________________
In a message dated 4/2/2006 12:52:00 A.M. Pacific Daylight Time, John L. writes:
I have a question for you, can you give me a definition for "Classifier Predicates"?
John,
Classifier Predicates:
A classifier (in ASL) is a sign that represents a general category of things, shapes, or sizes.
A predicate is the part of a sentence that modifies (says something about or describes) the topic of the sentence or some other noun or noun phrase in the sentence. (Valli & Lucas, 2000)
Example: JOHN HANDSOME
The topic is “John” the predicate is an “adjective predicate” describing John’s appearance.
Example: JOHN RUN
The topic is “John” the predicate is a “verb predicate” stating what John did or is doing.
Example: JOHN BED
The topic is “John” the predicate is a “noun predicate” stating John’s location.
Example: JOHN CL:FF “eyes quickly looked at right”
The topic is “John” the predicate is a “classifier predicate” indicating that John quickly looked to his right.
Whenever you use a classifier to describe the shape, size, movement, or location of a noun, you are using a “classifier predicate.”
Bill
________________________________________
Classifier: 1 or index finger CL:1
Classifier: 3 CL:3
Classifier: 5
Classifier: A
Classifier: B and Classifier; BB
Classifier: F
Classifier: H,R, and 4
Classifier: Inverted V and bent inverted V
Classifier: Quantifiers
Classifiers: Size, Location, Movement
________________________________________

Submitted by a reader:

Element classifiers: Describe things that do not have specific shapes or sizes, and are usually in constant motion.
ECL:4 "a running faucet"
ECL:5wg "a candle flame"
ECL:1 (zig zag) "a flash of lightning"
ECL:flat O----->spread C "twinkling lights"

________________________________________
References:
Lentz, E. M., Mikos, K., Smith, C., & Dawn Sign Press. (1988). Signing naturally teacher's curriculum guide. San Diego, CA: DawnSign Press.
Valli, C. & Lucas, C. (2000). Linguistics of American Sign Language. (3rd ed.). Washington, DC: Gallaudet University Press.

Expressive Presentation and Expressive Session (Final)

Expressive Presentation: Deaf Related Topic
May 2-6
Students will be assigned MW or F

Preparation
The content:
• Research your topic
• Prepare an outline of your presentation
o Write 3 or 4 main points which you want to develop
o Write 2 or 3 sub-headings for each main point
• Develop your information using these headings
• Transfer the headings to overhead transparencies (OHTs) or PowerPoint slides
• Mark on your notes when you intend to use an OHT or audio-visual aid, and write down any statistics or examples to support your points
• Prepare some open-ended questions to stimulate discussion after your presentation, if required
Audio-visual aids
• Prepare visual aids e.g., OHTs, PowerPoint slides, pictures, videos, models
• Prepare any material for handouts (e.g., a summary of your presentation)
• Remember that visual aids are AIDS and should not distract the audience from the spoken delivery
• Use the 7 x 7 rule: no more than seven lines of seven words per slide or OHT
• Use a plain font like Arial and a large font size (e.g., 22 point) on your visual aids
• Cue any tapes and videos so they are ready for immediate use
The room
• Check the equipment is functioning properly and you can use it confidently
• Leave enough time to rearrange the furniture, if necessary
Your delivery
• Practice using the equipment and your visual aids
• Practice making eye contact with people in different parts of the room
• Make a tape recording of your delivery to check how your voice sounds
• Time yourself to check your presentation is not too short or too long
• Practice in front of a mirror
Structure
An oral presentation is structured much the same way as an essay: Introduction, Body and Conclusion. You will be assessed on evidence of your preparation from academic sources, the relevance of your material to the topic, critical analysis of the topic and the logical structure of your presentation.
However, because your information/argument is spoken rather than written, there are some further considerations:
1. Introduction - tells your audience what you are going to tell them
o Provides some brief background information to show why your topic is important/relevant
o Outlines the structure of your presentation, the order in which you will present your information
o Attracts the audience's attention with, for example, a relevant quote, story, or question for the audience
10% of allotted time
2. Body - tells them
o Contains the main argument of the presentation
o Presents the issues relating to the main argument (thesis statement)
o Includes support/evidence for each of the main issues using:
- statistics
- diagrams
- reference to other research
- examples, reasons
o Is presented in a logical way, using explicit signalling phrases and connectives to signal a new point, an example, a contrast, etc.
70% of allotted time
3. Conclusion - tells them what you told them
o Summarizes the main points discussed in the body
o Evaluates the importance of the information
o Reviews any implications
o Brings the presentation to a smooth and natural close
o Leaves the audience with ideas to think about (e.g., a quote or question)
o If appropriate, gives the audience the chance to ask questions
20% of allotted time

Delivery
• Introduce yourself to the audience
• Clearly outline the structure and content of your presentation
• Engage the audience using eye contact
• Use your notes, but look up frequently: NEVER read your information
• Speak clearly and try to look relaxed and confident
• Signal your points showing how ideas relate to each other
My next point is
In contrast
• Don't speak while giving handouts to the audience
• Look at the audience while referring to points on OHTs or slides
• Make sure you keep to the allotted time for your presentation

Audience participation
If your lecturer expects this to be included in your presentation, you can encourage the audience to participate in discussion by:
• asking open questions or personalising the issues
• beginning the presentation with a brief handout displaying interesting questions, key concepts or a diagram
• setting a problem-solving task for small groups to discuss
• using the PAIR discussion strategy near the beginning and again at various times during your presentation:
P repare by taking a minute to jot the answer to an interesting general question
A sk other people about their jottings for a minute or so
I nteract for further discussion in the same pairs, or threes or fours
R eflect on or Revise the initial jotting (a brief sentence only)


Requirements:

Time
• 7-10 minutes of expressive presentation on topic ( no less then 7 minutes)
• After you can completed your presentation you must have Q and A for an additional 3 minutes

Need an outline
• Outline in English
• Outline translated into ASL (use guide from Learning ASL book)
Power point
• Must have 10 slides
• Must enhance presentation not hinder

Grammatical/Structure
*Must demonstrate fluency in Intermediate level

~Sign Fluency at Intermediate ASL II level
~Knowledge of Vocabulary and execution
~Grammar Knowledge and execution
~Body Language and Spacial location
~Classifiers
~Clarity and flow
~Fingerspelling and Numbers
~Facial grammar and expression


Expressive Session:
Tuesday, May 10
12:00pm

Students will need to sign up in pairs or individually for a final expressive session. This session will last 10 minutes and will cover our weekly topics. Please see syllabus to review. This session will take place during our final exam time. A sign up sheet will be posted on my door during the last week of classes.

Students will be graded on:

~Sign Fluency at Intermediate ASL II level
~Knowledge of Vocabulary and execution
~Grammar Knowledge and execution
~Body Language and Spacial location
~Classifiers
~Clarity and flow
~Fingerspelling and Numbers
~Facial grammar and expression

ASSIGNMENT FOR WEDNESDAY!

Convince your classmates to do something out of the ordinary.
Pick something and provide us with reasons to do it. Have at least 5 reasons.

The first time:
• Use formal language with signs used as their exact citations
• Pretend your audience are professionals and you need to sell this to them

The second time:
• Use informal or conversational language usage. Modify signs to suit your needs for rapid discourse
• Pretend your audience is a group of your peers and you are pressuring them to do this


Your language usage should be appropriate for your audience and obvious for us to identify and see the difference. This skill is crucial in developing your fluency skills. This is the next level of learning ASL.

For Wednesday do the same thing but convince us to buy something!!!!! Research a product and provide us with factual information. This needs to be typed in ASL and brought to class for Wednesday’s participation points. You need to do this formally and informally/conversationally. Please provide a visual aid.

Please use class time productively. I NEED you to sign at all times. You are only hindering your development and also not being respectful of this classroom setting. This classroom setting is casual but that doesn't mean that is taken advantage of and you do not do what I ask of you. You can talk all day, please give 65 minutes three days a week. it is frustrating to say the least and it can be offensive to me and your classmates.

Jeff's Post

Thank you Jeff!


I have thought a lot about what to blog about. Since I am going into more of a business related major, I figured knowing some things about how deaf people get jobs and aid would be helpful. It seems to be that there are very few options for deaf people. They face discrimination and finding jobs is nearly impossible in the hearing world. Seems that deaf people can only get jobs at say Gallaudet or some other deaf community related events. I did some research and one way deaf people get aid is through the Social Security Disability Insurance (SSDI).
Is this aid discriminatory itself?
It requires deaf people to have been employed for a certain length of time and a certain level of hearing loss to qualify, but deaf people have a hard enough time getting a job let alone holding one.
My question then is,
How can we help deaf people get jobs?
What ways can we make deaf people “accepted” into the workforce?
How do deaf people afford to live with unlikely chances of jobs and aids being so precise as they are, also along with many other expenses?
I would like to see what people come up with, either through their research or just ideas they can think of
Looking for a Job
Searching for a job when you are deaf or hard of hearing is one of the most frustrating experiences many deaf people have. It is important to know your legal rights when looking for a job. It is also equally important to utilize any and all resources available, especially interpreters. Many deaf and hard of hearing people have shared their personal stories of discrimination encountered in the job search. Plus, for deaf people who wish to work only in the deaf community, there are specialized job sites.
What is Social Security Disability Insurance (SSDI)?
SSDI (also known as Social Security Disability) is a monthly check that goes to people with disabilities who have worked long enough to qualify for it. Disabled people who lose their jobs often turn to SSDI until they can find new employment.
Can Deaf People get SSDI?
A deaf person can get SSDI as long as the deafness meets the Social Security requirement that the medical condition last at least a year. In addition, the deaf person must meet two Social Security tests: the Recent Work test and the Duration of Work Test. The criteria for both tests vary depending on a person's age.
For example, for a late deafened person in their 30s, the Recent Work test is passed if the person became deaf in the quarter they turned 31 or later, and also if they had worked at least five years out of a 10-year period that ended with when the person became deaf. For someone who was born deaf, to pass the Duration of Work Test they only need to have worked 1.5 years.
In addition, the deaf person's deafness must be considered "severe." Deafness appears on a list of impairments that automatically qualifies a person as disabled. Social Security has a "Blue Book," Disability Evaluation Under Social Security, that has a section, 2.00 Special Senses and Speech - Adult. Sub-section 2.08 on Hearing Impairments states:
2.08 Hearing Impairments (hearing not restorable by a hearing aid) manifested by:
A. Average hearing threshold sensitivity for air conduction of 90 decibels or greater, and for bone conduction to corresponding maximal levels, in the better ear, determined by the simple average of hearing threshold levels at 500, 1000, and 2000hz. (see 2.00B1); or
B. Speech discrimination scores of 40% or less in the better ear.
How Long Can a Deaf Person Get SSDI?
Unlike unemployment benefits, SSDI does not have a time limit and continues as long as the person meets the disability criteria. The deaf person's eligibility may be reviewed periodically to see if the deaf person still qualifies as disabled. SSDI can also stop if a person earns too much (you can work while receiving SSDI, as long as it is below a limit).

Amanda's Post

Thank you Amanda!


This is a pretty lengthy article but I found it quite interesting. It talks about how ASL is the cause of illiteracy among deaf students. I want the questions for this article to be:


Why do you think ASL is to blame?
What do you think could be done to raise literacy rates, or what do you suppose the real cause of illiteracy is?


After the class has answered these questions I would post what the writer of this article think ASL is to blame.


ARTICLE
This has happened so many times I’ve lost count. A discussion ensues about poor English skills in the deaf community and someone blames ASL. Excessive use of ASL, this person will warn you, causes many a deaf person to lose his grasp of English. What’s going on here?
Normally, this would be a topic for the appropriate experts in linguistics to discuss. But I can no longer sit on my hands and watch other people make a scapegoat out of ASL. Therefore I would like to share with you my own deaf perspective on this controversial subject.
Granted, illiteracy in the deaf community is nothing new. It’s been a concern for many, many years. I am not surprised at all when people lament the failure of the education system to bring deaf children’s reading and writing levels up to par. Yes, we have failed many deaf children. Yes, we must continue striving for newer and better ways to educate them. But no, we do not need to point our fingers at ASL as the source of the problem.
First of all, let’s take a moment to remind ourselves about deaf history. Illiteracy, as previously mentioned, is a problem that’s been around for a long time. A very long time. Yet if we stop and think about it, ASL has not been around for a long time, at least not in classrooms all over the United States.
The fact is, for most of the 20th century, sign language was not used in the classroom. Oralism was prevalent, and sign language was forbidden. Spoken and written English were the primary means of communication. And, as it still is today, illiteracy was a huge problem. And since ASL was not used in the classroom for most of the century, we cannot blame it for the low reading levels all over the country.
On the contrary, after the philosophy of Total Communication was officially adopted in 1976, opportunities for the deaf skyrocketed. Deaf students have had significantly more access to information in the classroom since then and opportunities for advancement (both academically and professionally) have increased dramatically.
Common sense, really. You can’t learn anything if you don’t understand your teachers. And it is usually sign language that allows most deaf students to understand what’s going on. Look around you and you’ll see more deaf administrators, executives, lawyers, businessmen and entrepreneurs than ever before. Not to sugarcoat anything, mind you. Illiteracy is still a major concern. But if you look carefully at the pattern, ASL has helped more than it has hindered.
In addition to all of this, it is still hard to imagine ASL as the cause of illiteracy because its use in the classroom today is still not as widespread as we might think. For as much as we celebrate ASL, it is actually used by a relatively small number of teachers.
In the November 1997 issue of DeafNation, Trudy Suggs wrote a powerful and sobering article about the number of deaf staff working in deaf schools. The numbers were shockingly low. Only three schools reported that over 40 percent of their staff was deaf. Most responded with numbers between 12 and 35 percent. Many schools refused to respond to the survey at all. The scary thing is Suggs was being generous. She included all deaf staff in her numbers, including aides, maintenance crews, office assistants, dorm staff, coaches, and so on. Had the survey focused exclusively on teachers and administrators, the results would have been far more disconcerting.
No offense at all is intended to the many hearing teachers of deaf students, who are putting forth an incredible amount of effort and dedication into their jobs. But it’s apparent that the number of bona fide, Native ASL-signing staff in deaf schools is very low (during a lecture at the 1998 NAD conference, one educator stated that approximately 12 percent of teachers for the deaf are deaf themselves). Therefore, it makes no sense to blame ASL for whatever literacy problems still exist.
Nonetheless, ASL is still used as a scapegoat for illiteracy. From time to time I’ve seen ASL cited as a possible reason for a child’s lack of English skills. For example, a testimonial by Otto Menzel, Ph.D., was presented to the United States Senate Subcommittee on Public Health and Safety on February 12th, 1998. Truth be told, he gave a very powerful, accurate report on the state of deaf education. I agreed with him in most aspects until he went off on a tangent that appears to pin the blame on excessive use of ASL for today’s disappointing reading levels.
How does ASL wind up taking the blame, anyway?


WRITER RESPONSE
Let’s say a deaf child is born into a hearing family. Such is the nature of this child’s hearing loss is that ASL would be the most beneficial means of communication. Unfortunately, his hearing loss is not identified until he’s almost two years old. By then, a significant language delay is all but guaranteed (note: since the time this article was originally published in my book Anything But Silent,there have been great strides in testing for hearing loss at birth).If, at that stage the parents decide to learn ASL, they still have a formidable barrier to overcome. Not only has their child missed out on two years’ worth of language acquisition, but it takes a considerable time (and average of five to seven years, according to information from a Deaf Ed class) for the parents to become fluent in ASL. Considering that the optimal window for picking up language is the first five years of life, we have a real uphill battle in the making (research has indicated that if a child hasn’t had significant access to language by age five, this child will most likely struggle with language and literacy for the rest of his life).In most cases, however, hearing parents ultimately prefer or are strongly encouraged to choose the mainstream, oral/audist options. Not to criticize those options, as the kids who can thrive in such an environment certainly do. But as for the ones who can’t, they have lost even more valuable time to acquire language.Now suppose our hypothetical deaf child has had no language at home and has bounced around from one mainstream program to the other with no success. Eventually, he winds up in a residential school where ASL is encouraged. Suddenly, with exponentially increased access, he begins to absorb information. He picks up ASL from his peers and from his teachers. His communication and social skills become vastly improved.Unfortunately, he is still way behind as far as reading and writing skills are concerned. And then comes the erroneous correlation from professionals everywhere: This kid is using ASL, but he can’t read or write; therefore, it must have been the use of ASL that caused his poor reading and writing skills.And then, whenever a new, innovative teaching strategy involving ASL is proposed, many people in high places hem and haw and are quick to criticize it. The Bi-Bi philosophy, for example, has been scoffed at by many. It has only been around for a relatively short time and is already being blamed for problems that have existed for over a century. It seems to me, quite frankly, that many people are misinformed and perhaps even intimidated by ASL.Come on. Illiteracy is a serious problem that must be addressed everywhere, not just in the deaf community. If ASL is the cause of poor reading and writing skills, then what about the incredibly high number of hearing kids and adults who can’t read? It’s amazing how many people can speak English fluently yet still can’t read or write.On the other hand, I know many hearing people who are fluent in more than one language; their fluency in a second language does not cause their English to suffer. I feel a need to point this out because I have seen people implying that time spent communicating in ASL takes away from one’s ability to use English. Doesn’t happen. I cite myself, my wife, several relatives and friends as examples. We code-switch all the time and it doesn’t hurt. If anything, I believe it strengthens our minds.Okay, I’ve rambled enough. While it’s been great defending the merits of ASL, we still have a serious problem with illiteracy, and it’s a problem that needs to be addressed everywhere. Perhaps we can tackle this in a future article.In the meantime… ASL, the verdict is in: not guilty.

MIDTERM: Game Directions and Requirements

Instructions and Ideas.

1
Make up a theme for the game. It could based on adventure, business, family life or something else. The object could be to reach a goal before the other players, or to eliminate them in some fashion.

2
Create the rules of the game. Write them down for your players to study.

3
Design the board on paper first. Decide how many spaces will appear on the board and what will happen on each space. Make sure you have an evenly divided number of good and bad things that happen on the board.

4
Make the actual board itself. You can use many dfferent types of materials, from cardboard and paper to finished wood and cloth.

5
Add the playing pieces. Small toys, figurines and pieces from other games can work. Make sure the pieces are noticeably different from one another.

6
Add the remaining objects and pieces. This includes dice, tokens, cards, play money and any other prizes included in the game.

7
Find a group of friends or family members to test out your new board game. Above all, make sure they have fun playing it.

Read more: How to Make a Board Game | eHow.com http://www.ehow.com/how_2046016_make-board-game.html#ixzz1Ezmn48ny

!!!REQUIREMENTS!!!

I am going to be very strict with this project and I want to see time and effort was spent developing the game. I have recently seen students slacking in class (poor attendance, talking, not doing assignments on time or at all, not focusing during class lessons and this needs to change. I want you to step up and create a project that demonstrates your knowledge of ASL at an INTERMEDIATE LEVEL. I have worked hard to accomendate to all of you but you must understand that does not mean that less effort is put into our class meetings, assignments, midterms and exams. With that said, this project NEEDS to be done properly, executed correctly, requires game players to be at Intermediate Level II.


There are many ways to demonstrate your understanding of ASL at the Intermediate level (grammatical, vocaulary and cultural components need to be demonstrated). By crafting a game based on the topic studied, you can both show that your comprehention and receptive understanding of the material to create a fun game that you, your classmates and instructor can enjoy.

Difficulty: Moderate Level


Instructions.Things You'll Need:
Board game
Paper
Scissors
Glue
Tape
Coloring supplies
Computer
Images of ASL vocabulary should also be present (this could be on the playing cards, game board, box, or even create ABC's handshape play pieces with clay)
DVD for signed directions ( I will accept a flash drive as well) In the past I have allowed you to put your work on Youtube but for this assignment your DVD needs to be in your game box.

1
Purchase an inexpensive game board.

2
Craft your game after the game you purchased. Use the same set of rules to govern play. Simply make modifications to the board and cards to incorporate the subject matter.

3
You may use an existing game but it needs to be adatped completely to your game topic. You may cover board spaces with paper to rename them. For Example: If you are using a Monopoly board, you could recover the different property squares and label them with terms applicable to the subject for which you are completing the project. Park Place could become "Deaf Life" to incorporate a Cultural theme.

4
Glue or tape the paper over the original board squares. Use standard craft glue or clear tape to accomplish this goal.

5
You may want to create new cards to go with your game to incorporate your theme. Use your computer to model new cards after the original set. Keep the same general idea of each card; just change the terminology to match the subject for which you are completing the project. If, for example, you are creating a project about the Civil War, one of your cards could read, "Spotted a Confederate soldier. Must hide out. Miss one turn."

6
Use the game pieces provided with the game. To save time and effort, simply repurpose the pawns that came with your original game and use them as tokens for your new games or find them from other games to fit your theme.

7
Reword the instructions to incorporate your new theme. While the game play will follow the same principles as outlined in the original instructions, you can increase the degree to which the game reflects the desired topic--and create a more elaborate project--by changing words in the original directions periodically to add in the desired theme.

8
Cover the original game box in paper and design a new box lid. Redesign the cover to reflect the new theme that you have incorporated into your game.

9
Your game must have directions. These directions needs to look like an actual game. Find directions and follow them carefully (how many players, age, what the game includes, how to play it step by step, a brief description about why you should play it!)

10
PROFESSIONAL: I want this to look and feel like a real game. I must be playable, enjoyable, creative, and challenge us to use our Intermediate ASL sign skills appropriately.

Read more: Easiest Way to Make a Game for a School Project | eHow.com http://www.ehow.com/how_6039016_easiest-make-game-school-project.html#ixzz1EzpADC

ASL Idioms

ASL Idioms and Common Expressions:
1. DO-DO-DO Can mean "what are you doing?" or you are in an awkward situation and wondering how to get out of it.
2. TOUCH+FINISH "Have you been to ...?" or "I have already been to..."
3. VOMIT! "I really hate that" or "I can't stand that" or "That is repulsive"
4. FUNNY^NONE "That's not funny" or "This is nothing to laugh at
5. FEEL+DEFLATED Used to indicate a feeling "flat" or "very small" when you have made a blunder or something you
thought was correct turns out to be wrong.
6. OUT-OF-SIGHT This idiom usually is used for something that is fantastic or for an individual who is superior.
7. O-I-C "Oh, I see"
8. THINK+DISAPPEAR The thought slipped my mind
9. ON-THE-FENCE Similar to the English idiom.
10. SQUARE-MIND Blockhead, nitwit.
11. MIND^FROZEN Shocked, can't think
12. FALL-IN-LOVE Fall head or heels in love with
13. TRAIN-GONE Missed out on
14. BLOW-ONE' TOP Similar to the English idiom
15. WHAT'S-UP "What's up?" "What's happening" "How are you?" Use this sign when you are with friends not new people.
16. FINE!-wiggle Used as a reaction to some humorous human error or joke or as a response to a clever or witty remark.
17. MIND+LIMIT I can't think or take-in anymore just now, or my brain is tired and full
18. I-I-I Egotistic, think only of yourself.
20. STINK Perform badly
21. SWALLOW-PRIDE I felt like a fool, gulp! Oops!
22. TURTLE-NECK Humiliated, embarrassed
23. POINT-BREAK-THROUGH Get your point across, get it into your thick skull
24. BULLDOZE, REJECT Discriminate, outcast, lay-off
25. IN/OUT EARS/EYES Not paying attention, daydreaming, no comprehension
26. YAK-AROUND People are talking about it all over, It was all over town.
27. ONE-UP-ON Gotcha! Take that!
28. BLOW-UP-IN-FACE Back fire
29. GOBBLE-UP Consume time, gas, money
30. GRAB-EYES Fascinating, interesting
31. QUESTION-ON-BRAIN Puzzled, confused
32. BIG-HEAD Egotistical, swell-headed
33. FINE! Repulsive, Unthinkable
34. COW-IT (1) & (2) (1) I'm not crazy about that; (2) very slow, taking forever
35. LEGS-IN-AIR Suddenly stricken ill, or hurt, laid-up
36. BURNING-INSIDE Feeling upset or angry; stewing
37. PAST-HEAD I don't get it; over my head
38. MIND-BLANK Completely forgot about that, can't think of it now
39. NOTHING No problem, means nothing to me
40. HUNGRY++ Passionate, Strong desire

Jared's Post

I have to say, I am really enjoying what your postings. It is exciting to see your level of respect, acceptance, understanding, empathy, and acknowledgement as grown. Amazing work, keep it up!

I would like to thank all of you that have posted so far. Your postings have been thought provoking, interesting, and insightful!

This week we here from Jared. Thank you Jared! He has brought a fascinating video for us to watch and has some questions that are worth pondering over. I can't wait to see what you discuss.


http://www.youtube.com/watch?v=s-39ZcvLaes
(Please watch from the beginning to 3:45, the rest is unrelated)
The following video is a profile of Gary Malkowski, the first Deaf politician to be elected to Canadian Parliament.
Now, I know you're thinking, who cares about Canada anyway? You're better than this Jared, find something about a Deaf American politician so we can relate more easily to the subject.

Well, I tried. There has never been a Deaf person elected to a position of State Senator, State Rep., U.S. Senator, U.S. Congress, or the Cabinet that I could find. Ever.

What does the lack of direct representation for the Deaf in our government say about the state of our country concerning Deaf rights and the Deaf community? How does a politician like Gary Malkowski effect the movement towards Deaf equality? Also, why do you think Canada is apparently more apt to elect a Deaf person and this country is not? Does Canada finally have something that we don't? (Cause that's just not cool.)

Emily's Post

I would like to comment before you begin Emily's blog posting.

I am enjoying reading your blogs very much. I have not heard of the Deaf Idol. Amazing! It was the first of its kind and it will now continue. I cannot wait to see what becomes of it!

This week we hear from Emily. Thanks Emily!

Glee Imagine: http://www.youtube.com/watch?v=N67EBCHDYAU
Family Stone: http://www.youtube.com/watch?v=gsC2-cHkYCQ&feature=related
CSI: http://www.youtube.com/watch?v=8HvmRnVu1XE
Sweet Nothing in my Ear: http://www.youtube.com/watch?v=ycjbJmYLWFk
Jericho: http://www.youtube.com/watch?v=jTFLvuqA2xA&feature=related

Do you feel like TV shows/movies portray deaf culture in awkward ways? For example do they use ASL for showboating or do you think they use it to try and inform people about ASL/deaf culture? What are your opinions about the clips and what do you think? What was done well in these clips? What was not done very well? Do you notice any difference in signs? (Like do they use a different sign for something then what we are use to?) What else do you think? Do you know of any other examples?

Emily :)

Jared you are up next week!

Josie's Post

This week Josie has selected our topic. Thanks Josie!



This is so cool! I think this is a great event for the Deaf community, but like everything else, I have never heard of it... Its a good way to get the whole community together in a fun entertaining way. Watch the video, what do you think about the event? What do you think about their translations? What is it comparable to in the hearing culture. And of course who is your favorite? :)

http://www.youtube.com/watch?v=rDjOXQgrqx8&feature=player_embedded

Josie Gust

Please be sure to create insightful and meaningful discussions with each other!

Have a great week and thank you Josie for completing this in the time frame you had. It is appreciated!

Emily you are up next week!

Hilary's Post!

This week we are discussing HIiary's Choice. Thanks Hilary!

Cee Lo Green's F*ck You is what you could call a popular song as of right now. It is mercilessly repeated on the radio even. I received the video we watched in class today in an email from a friend who knows I'm in an ASL class. So of course I watched it and laughed. But then I started thinking about class and wondered how all of you would feel about the song?
So my questions to you are:

What did you like/dislike about the video? Did you think it was well done by the student? Any changes you would make?
We've watched a lot of interpreted music in class, do you think that signed music has more meaning or shows more emphasis for the song compared to simply listening to it?

Other thoughts, comments, and/or insights?