New York Public Art Fund School for the Deaf
Courtesy of Public Fine art Fund.
Martin Wong lived and breathed New York City. Upon moving to the metropolis, he quickly became a function of an expansive community of artists, poets, musicians and activists. His love for the physical surround and the people of the big city permeate his paintings such equally La Vida (encounter Cityscape and the Personalized Experience).
Wong also contributed his artistic talents to the urban center's infrastructure, creating visual signs and symbols that benefit specific populations, and raise overall social and cultural sensation about inability. His Traffic Signs for the Hearing Dumb (1990) are installed at nearby schools in each of New York City's v boroughs. The signs, which resemble the familiar aluminum steel design and color of archetypal road signs, characteristic the words "one way," "stop" and "schoolhouse for the Deaf" spelled out using the transmission alphabet for the hearing dumb. For his contribution, Wong was awarded the "Very Special Arts Award," by Mayor David Dinkins in 1992. The annual award was given to an artist who created works of fine art that reflected inclusiveness and multifariousness within public spaces.
The street signs are a way of uniquely representing hearing dumb New Yorkers, while informing and heightening the commonage consciousness effectually physical disability and accessible blueprint. The use of American Sign Language (ASL) is a common motif in Wong'due south fine art. Wong was not hearing impaired, just he was fluent in ASL. In smaller font within the shirt cuffs of the drawing-esque easily, Wong writes the words in the modern English alphabet; so the signs can be understood by the ASL and non-ASL fluent viewer simultaneously. This serves 2 profound purposes. First, it is an efficacious affirmation and acknowledgement of an oft marginalized customs. Furthermore, it prompts not-deaf people to develop an understanding and empathy for the experiences of deaf and hearing dumb individuals.
Art and ASL are both forms of visual communication that rely on expression and gesture. Considering fine art utilizes largely recognizable forms, signs and symbols, it has been a pertinent resource and experience for Deaf and hearing impaired persons to communicate with not-deaf individuals.
David Call uses art as a form of activism to narrate and symbolize what it is like to be hearing impaired. Telephone call, who taught at the California School for the Deaf in Fremont, incorporates a deaf-centric approach to teaching art to his students. This method is called De'VIA, which stands for Deaf View Image Fine art. De'VIA is a style of art that portrays Deaf people's experiences. Equally office of the curriculum, Call introduced students to many other De'VIA artists such as Chuck Baird, Susan Dupor, Betty Miller and Nancy Rourke. He reflected that "De' VIA helped my students analyze and explore their Deafhood experience and limited themselves in art. It was a huge success" (quoted in LaMay, 2012).
Call structured his pedagogy in a manner that transformed traditional artistic appreciation and skill building exercises, in order to make art history and the elements of art relevant to the lives and perceptions of his Deafened students. He designed lesson plans that incorporated the physicality of American Sign Language every bit an aesthetic medium. Examples of these lessons include Cubist ASL sculptures, ASL activeness abstruse paintings and ASL facial expression papier mache masks.
Call and forty other Deaf instruction artists adult the De'VIA Curriculum projection, which is a compendious educational guide with learning segments that can be utilized in K-12 studio fine art programs. The curriculum goals state that: "The founding principle of the De'VIA Curriculum is that Deaf and Deaf-blind children are entitled to learning virtually their Deaf heritage, language, struggles and victories, identity and rights via visual arts. With this curriculum they will too learn about traditional elements and principles of art that reinforce national art education standards. This curriculum can be used with Hearing children as more and more than public schools are incorporating De'VIA into their American Sign Language (ASL) programs and other subject surface area curriculum."
One of the more well known historically Deaf artists is American sculptor, Douglas Tilden. Tilden asserted that "There is no other field in the struggle of life which tin do more for the deaf than art, to secure recognition from the public and through this to bring them upon a common footing" (quoted in Forbes-Robertson, 2005). Due to the strong parallels between the mode Deafened people communicate and how art enables widespread understanding, it is important that both education and culture is indicative of their ideas, experiences and identity. We all benefit when we have access to differentiated perspectives that are voiced through the arts.
References, Notes, Suggested Reading:
Rochester Technical Constitute (RIT) has an extensive corporeality of resources for researching Deafened artists and the De'VIA mode of art, which you can explore here: https://infoguides.rit.edu/c.php?thou=483169&p=3304117.
Additionally, RIT's National Technical Institute for the Deaf developed a comprehensive Deaf Artists website. This site features over 100 Deaf and hard of hearing artists and numerous resources and materials, which y'all can observe here: https://deaf-art.org/
Forbes-Robertson, Amy. "Deaf Fine art: What For?" Diss. Academy of Bristol, 2004. Taubenschlag. 2005. 23 November. 2005 <~/forbes-robertson.pdf>.
LaMay, Nick. "Beyond Talk: David Call," Across Talk, 9 April 2012. https://dstbeyondtalk.blogspot.com/2012/04/david-call.html
weldonbutionfoned91.blogspot.com
Source: https://theartsandeducation.wordpress.com/2022/03/03/artfully-universal-communication/
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