James.Womack@f14.n300.z1.fidonet.org (James Womack) (04/17/91)
Index Number: 15007
[This is from the Silent Talk Conference]
Sam: Oh, that's a good question. Once the students have watched the
videotape how do you go about having a discussion about the signs? It
doesn't matter if you are talking about deaf people or hearing people,
most people can't sign like I did on t his tape. I doubt that anyone
could duplicate this story. It doesn't matter if they are proficient
in ASL or not. This story has my own style. This is my own work, my
own artistic creation. Even if someone tried to copy it, he/she
wouldn't be ab le to do it exactly like I did it. It wouldn't look
like the real story. I assume that there is no one who could
duplicate this story. There better not be! I don't want someone to
play with this story.
For the videotape, the entire story would be shown without
interruption. Then when it is time for the analysis, the workbook is
involved. Individual lines are shown again on the videotape. For
example, line number one might be shown, and t hen the screen would
black out before line number two was shown. The students would be
able to go back and forth between the workbook and the videotape
segments. The process would be continued throughout the story. The
lines are shown for the purp ose of language analysis. Parts of the
story have beautiful, complex and interesting uses of language. I
wasn't able to find any cultural information within the individual
lines but I was able to find cultural information within the different
stanz as. A stanza consists of five, six or seven lines. There was
lots of cultural information within the stanzas. That means that if
we want to find cultural information, we must show videotaped segments
of the different stanzas. So we made videotape d segments of stanza
number one, stanza number two and so on.
The third and final level of analysis is topic units. I found
five topic units within my story. Topic units are useful for doing a
story analysis because each topic unit is long enough to determine
the characters involved and the underlying themes of the story. The
videotape will also show each topic unit. The portion of the
videotape that I just showed you was topic unit number one. After
each topic unit is shown, a discussion of the story can be held. The
cultural information and language usage wouldn't be discussed under
the topic units. They are discussed at another time. Do you
understand how the videotape works? Is it clear how the videotape is
structured? That was a good question.
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