Day 14 ASD 2017

Total Page:16

File Type:pdf, Size:1020Kb

Day 14 ASD 2017 Amy Cohen Efron I am back!!! #ASL28Challenge Day 14 - Motif: American School for the Deaf "Ripple Effects : Past, Present, and Future" This is a CONCEPTUAL image of the history of American School for the Deaf starting with Old Hartford School, Gallaudet Hall with iconic cupola, and Post-modern Gallaudet Hall with Glass angular roof. It shows transformation of Deaf Education from the past to the future. The bottom of the image are butterflies which represents transformation of Deaf souls touching water causing the ripple effect in the United States by spreading ASL, Deafhood, and Deaf Education. These butterflies are in blue, turquoise, and yellow- that's Gallaudet colors (Buff and Blue) and also colors of the Deaf Flag. This is a rough concept and I will definitely work on it when I have time. Laurie Rose Monahan Day 14 - ASD “200th Anniversary ASD!” Digital art Nancy Rourke Day 14 of 28 Days “Gallaudet, Cogswell and Clerc” ASD (A) Topic: Celebrating the existence and survival of American Sign Language 16 inch by 20 inch Oil on Canvas Nancy Rourke The painting depicts Gallaudet, Cogswell and Clerc who helped started the American School for the Deaf. Dr. Mason Fitch Cogswell had a daughter who was Deaf, named Alice Cogswell. She became the first Deaf student at ASD. Gallaudet went to England and met Laurent Clerc and then he went to France and asked Clerc to come to America. ASD started its first school in 1817. Kathy Fisher-Abraham Day 14 -ASD motif “Past Deaf founders respected and never forgotten” Topic: The memory of Clerc, Cogswell, and Gallaudet remains alive today because of ASL brought by them to America so that Deaf people/students could learn. 8x10 sketch pad, then added to digital photoshop to cut out the pictures of our founders with my original artwork. Because of them and starting the first school for the deaf- ASD, ASL is still being used and is very very much preserved. Yusuf Yahya Day 14 of 28 Days Topic: "The Spirit Of American School For The Deaf" Category: (A) Motif: American School For The Deaf (ASD) Material: Mixed Media, Photoshop, Sketch Pad 9 x 12, Drawing Pencil Sketch I don't have good knowledge about Deaf history of American School for the Deaf in Hartford, Connecticut. Sorry for any inconvenience! But you can read on the internet, for more information about where Laurent Clerc met Thomas Hopkins Gallaudet and Alice Cogswell in 1815 - 1816. How did they communicate with young Deaf girl Alice Cogswell ... Here's the link: http://www.gallaudet.edu/tip/english-center/reading-(esl)/practice-exercises/laurent-clerc.html Look at this picture where I sketched with Thomas Hopkins Gallaudet, Alice Cogswell and Laurent Clerc stands. They signed "American School for the Deaf" as spiritually. Rosemary Parker Edwards Day 14: ASD Media: Photoshop I learned that ASD is celebrating 200th anniversary/birthday this year. So I thought I could do a birthday cake with four people who had a big role in establishing ASD: In 1817, Thomas Hopkins Gallaudet, a recent Yale graduate and ordained clergyman, met the Dr. Mason Fitch Cogswell family and their deaf daughter, Alice. Embarking on a voyage to Europe to learn the art of educating deaf children, Gallaudet encountered the exciting work of l'Institut National de Jeunes Sourds de Paris (school for the deaf in Paris, France). He then enlisted Laurent Clerc, a talented, young, deaf teacher to join him in a historic journey back home to establish the first permanent school for the deaf in the United States. Eric Epstein Day 14: American School for the Deaf Title: To My Mute Muse Link: https://www.youtube.com/watch?v=VqH0mZOJOOc Image description: Eric Epstein, a white young man with short hair, wearing a gray T-shirt. He is standing between bookshelves and in front of a white wall. His hands are pressed on his body. Gloss: STATUE ALICE POSE THIS MAN SIT-WITH CLERC SHIP ISLAND SIGN SHIP COLLABORATE/HAND-IN-HAND HERE I MEET FIRST TIME DEAF DEAF DEAF SIGN LONG-AGO INFLUENCE YOUR SIGN POSE. YOUR HAND INCORPORATE POEM/EXPRESS POEM/EXPRESS ROWS-OF-TREE ROOT ASD. Shawn Elfrink Motif: ASD (A) Media: digital arts Title: which hotel First Deaf Teacher Laurent Clerc taught 7 Deaf Students Description: Laurent Clerc taught 7 students in 1817. Seven students' names are : Alice Cogswell, George Loring, Wilson Whiton, Abigail Dillingham, Otis Waters, John Brewster, and Nancy Orr. Why I said which hotel ? Please go see several comments inbox if you are interested. Thank you.
Recommended publications
  • Deaf-History-Part-1
    [from The HeART of Deaf Culture: Literary and Artistic Expressions of Deafhood by Karen Christie and Patti Durr, 2012] The Chain of Remembered Gratitude: The Heritage and History of the DEAF-WORLD in the United States PART ONE Note: The names of Deaf individuals appear in bold italics throughout this chapter. In addition, names of Deaf and Hearing historical figures appearing in blue are briefly described in "Who's Who" which can be accessed via the Overview Section of this Project (for English text) or the Timeline Section (for ASL). "The history of the Deaf is no longer only that of their education or of their hearing teachers. It is the history of Deaf people in its long march, with its hopes, its sufferings, its joys, its angers, its defeats and its victories." Bernard Truffaut (1993) Honor Thy Deaf History © Nancy Rourke 2011 Introduction The history of the DEAF-WORLD is one that has constantly had to counter the falsehood that has been attributed to Aristotle that "Those who are born deaf all become senseless and incapable of reason."1 Our long march to prove that being Deaf is all right and that natural signed languages are equal to spoken languages has been well documented in Deaf people's literary and artistic expressions. The 1999 World Federation of the Deaf Conference in Sydney, Australia, opened with the "Blue Ribbon Ceremony" in which various people from the global Deaf community stated, in part: "...We celebrate our proud history, our arts, and our cultures... we celebrate our survival...And today, let us remember that many of us and our ancestors have suffered at the hands of those who believe we should not be here.
    [Show full text]
  • Deaf History Notes Unit 1.Pdf
    Deaf History Notes by Brian Cerney, Ph.D. 2 Deaf History Notes Table of Contents 5 Preface 6 UNIT ONE - The Origins of American Sign Language 8 Section 1: Communication & Language 8 Communication 9 The Four Components of Communication 11 Modes of Expressing and Perceiving Communication 13 Language Versus Communication 14 The Three Language Channels 14 Multiple Language Encoding Systems 15 Identifying Communication as Language – The Case for ASL 16 ASL is Not a Universal Language 18 Section 2: Deaf Education & Language Stability 18 Pedro Ponce DeLeón and Private Education for Deaf Children 19 Abbé de l'Epée and Public Education for Deaf Children 20 Abbé Sicard and Jean Massieu 21 Laurent Clerc and Thomas Hopkins Gallaudet 23 Martha's Vineyard 24 The Connecticut Asylum for the Education and Instruction of Deaf and Dumb Persons 27 Unit One Summary & Review Questions 30 Unit One Bibliography & Suggested Readings 32 UNIT TWO - Manualism & the Fight for Self-Empowerment 34 Section 1: Language, Culture & Oppression 34 Language and Culture 35 The Power of Labels 35 Internalized Oppression 37 Section 2: Manualism Versus Oralism 37 The New England Gallaudet Association 37 The American Annals of the Deaf 38 Edward Miner Gallaudet, the Columbia Institution for the Instruction of the Deaf and Dumb, and the National Deaf-Mute College 39 Alexander Graham Bell and the American Association to Promote the Teaching of Speech to the Deaf 40 The National Association of the Deaf 42 The International Convention of Instructors of the Deaf in Milan, Italy 44
    [Show full text]
  • The Deaf Do Not Beg: Making the Case for Citizenship, 1880-1956
    The Deaf Do Not Beg: Making the Case for Citizenship, 1880-1956 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Octavian Elijah Robinson Graduate Program in History The Ohio State University 2012 Dissertation Committee: Susan Hartmann, Advisor Paula Baker Susan Burch Judy Tzu-Chun Wu Copyright by Octavian Elijah Robinson 2012 Abstract This dissertation examines deaf people’s anxieties about their place in American society and the political economy from 1880 to 1956. My study highlights how deaf people sought to place themselves within mainstream society through their activism to protect and advance their status as citizen-workers. Their activism centered on campaigns against peddling. Those campaigns sought to protect the public image of deaf people as worker-citizens while protecting their language and cultural community. The rhetoric surrounding impostorism and peddling reveals ableist attitudes; anxieties about the oral method supplanting sign language based education for the deaf; fears and insecurities about deaf people’s place in the American economy; class consciousness; and efforts to achieve full social citizenship. Deaf people’s notion of equal citizenship was that of white male citizenship with full access to economic opportunities. Their idea of citizenship extended to the legal and social right to employment and economic self-sufficiency. This is a historical account of the deaf community’s campaign during the late nineteenth and first half of the twentieth century to promote deaf people within American society as equal citizens and to improve their access to economic opportunities.
    [Show full text]
  • The Methods Debate Within Deaf Education in Historical Perspective
    Signs versus Whispers: The Methods debate within Deaf Education in Historical Perspective with the Florida School for the Deaf and the Blind (FSDB) as a case study. Melissa Klatzkow Klatzkow 2 Table of Contents: Introduction: 3 Chapter One: Prelude to the oralist movement: 9 Chapter Two: The Changes In Sentiments: 16 Chapter Three: The “Rise” of Oralism: 23 Chapter Four: The Florida School for the Deaf and the Blind; St. Augustine: 33 Epilogue: 51 Conclusion: 57 Glossary: 63 Bibliography: 64 Klatzkow 3 Introduction Mr. and Mrs. Cole were like any couple, living in a typical town at the turn of the century. They lived in an average house and worked normal jobs. They attended church and were, for all intents and purposes, model citizens. Several years into their marriage, they had a daughter they named Susan. At first, the Coles’ were delighted—they had wanted a child for some time now—but soon they began noticing that their daughter was developmentally behind. Mrs. Cole noticed it first. She realized that, where her friend’s babies had begun to babble, her own was silent. At first, she brushed it off and decided to ignore it, but as Susan grew older and no speech became apparent, the Coles’ concern grew. Eventually, they took Susan to a doctor, only to have their worst fears confirmed—Susan was deaf. This shocked the Coles—neither had a deaf relative and Susan had always been very healthy. Their doctor began telling them about how their daughter would enter a residential school, where she would have little contact with them for most of the year.
    [Show full text]
  • Communication Controversy in Deaf Education
    Communication Controversy in Deaf Education Presentation by: Irene Tunanidas, M.Ed., M.S. Retired Deaf Educator, Deaf Advocate, Tutor Speech interpreted by: Karen Steed, Librarian Poland Branch Library Painting Credit: Nancy Rourke May 10, 2019 3-26-2019 History of Deaf Education The history of deaf education dates back to ancient Greece where the deaf were harshly oppressed and were denied fundamental rights such as: not permitted to own a property or marry. They were considered a burden to society and were sent to a sanitarium or put to the mountains to die. (Winefield, 1987) Aristotle’s Perspective of Deaf Children Aristotle (384-322 B.C.), ancient Greek philosopher, spent considerable time interacting with deaf children in Greece and determined that those born deaf were incapable of speech and reasoning. His words echoed throughout Europe until the 1500s. https://www.britannica.com/biography/Aristotle Aristotle Definitions of Deafness Hard-of-Hearing – refers to persons who experience a slight to moderate hearing loss. Although some may be able to understand speech, they may be prevented from conversing with those who are soft-spoken, and may be prevented from comprehending messages expressed over the telephone. Deaf – In 1972 the term “Deaf” began appearing in the literature pertaining to deafness. During that time, James Woodward proposed the idea that the word, “deaf” be capitalized when referring to a particular group of people who share a language – American Sign Language (ASL) and a culture. deaf – Audiologists use the term “deaf” to identify individuals who have varying degrees of hearing loss. This medical term means the individual’s hearing needs to be “fixed” through hearing devices https://lhac.com/hearing-loss/ such as: hearing aids or cochlear implants.
    [Show full text]
  • Downloadable PDF of the Exhibit Script
    AN EXHIBIT AT THE CONNECTICUT HISTORICAL SOCIETY APRIL 28 – OCTOBER 21, 2017 EXHIBIT SCRIPT © 2017 CONNECTICUT HISTORICAL SOCIETY 1 Section 1: Language, Culture, Communities Wall Quote “I'm grateful that ASD was established. I thank Gallaudet and Clerc for their amazing journey, for what they did. The school is still here today and I'm so appreciative, as a deaf person, of what it has allowed us to achieve. When I look at deaf kids today, I hope they meet with the same success that we did." Chad Williams, ASD Class of 2004 Section 1 Language, Culture, Communities Label In 1817, a school in Hartford formed a new language, a new culture, and a new community. Led by a minister, a deaf teacher from France, and the parent of a deaf child, deaf students from across the country came together for the first time and began a project that would transform lives, open doors, and advance equality across the nation. Supported and championed by the hearing community around them, these pioneers developed a “singular, living, moving, acting language” (as they described it in 1827) that would become American Sign Language. Through signing, reading, and writing, they connected with each other and with communities around them in ways that had seemed impossible before. Two hundred years later, the legacy of the American School for the Deaf (ASD) is evident in a dynamic, proud, and global community of deaf and hard of 2 hearing people fully engaged with the world. Object IDs Reunion register, 1850. ASD Archives. This book lists the names of ASD alumni who attended various Hartford reunions, evidence of a growing deaf community.
    [Show full text]
  • The Charlotte W. Newcombe Foundation 2011 Conference Notes – Newcombe Scholarships for Students with Disabilities Gallaudet University March 31 - April 1, 2011
    The Charlotte W. Newcombe Foundation 2011 Conference Notes – Newcombe Scholarships for Students with Disabilities Gallaudet University March 31 - April 1, 2011 March 31 – Welcome reception and CWNF update Tour of House One Dr. T. Alan Hurwitz, President of Gallaudet University, welcomed the group warmly, conducted a brief tour of House One, the historic President’s residence on campus, and then hosted a lovely reception for twenty-eight conference participants and four interpreters. Two of Gallaudet’s Newcombe Scholars, Kayla Castro and Poloko Qobose, attended the reception and spoke with enthusiasm about their internship experiences, which were supported by their Newcombe Scholarships. Welcome Dinner Dr. Hurwitz addressed the group following dinner at Peikoff Alumni House (Ole Jim), summarizing Gallaudet’s role in serving deaf and hard of hearing individuals. Gallaudet’s mission, according to Dr. Hurwitz, is to provide a strong academic experience for all students while facilitating the transition into productive careers. Dr. Hurwitz spoke about challenges faced by Gallaudet’s staff in meeting the individual needs of students, and about special programs available at Gallaudet to help students expand their horizons through internships and study abroad. Tom Wilfrid provided an update of Newcombe Foundation activities via a PowerPoint presentation and introduced the conference agenda. Participant folders included a chart summarizing the Foundation’s data detailing CWNF funding, scholarships awarded, and growth of the Newcombe-endowed fund for each institution in the Newcombe Scholarships for Students with Disabilities (SWD) program. Also included were the conference agenda, a list of participants, a Fact Sheet - March 2011 that highlighted overall data about the Newcombe Foundation and the SWD program, a summary of the section of the report titled What 2009-10 Student Letters Tell Us that focuses on letters from students with disabilities, and Excerpts from letters of 2010-11 Charlotte W.
    [Show full text]
  • The Entire Early History of the Columbia
    CHAPTERp 1 Establishing a College for the Deaf, 1864–1910 he entire early history of the Columbia Morse’s business partner. Thirteen years later, Kendall Institution revolves around the actions of one founded the Columbia Institution for the Instruction Tman—Edward Miner Gallaudet, the of the Deaf and Dumb and the Blind, the institution youngest son of Thomas Hopkins (T. H.) Gallaudet that became Gallaudet University, on his estate in the and Sophia Fowler Gallaudet. The elder Gallaudet is northeast section of Washington, DC. renowned as the founder, along with Laurent Clerc The impetus for the school began in 1856 when and Mason Fitch Cogswell, of deaf education in the P. H. Skinner approached Kendall to solicit dona- United States. Together the three men established tions to found a school for deaf and blind children the Connecticut Asylum for the Education and in the area. Skinner had brought five deaf children Instruction of Deaf and Dumb Persons (now the from New York and recruited several deaf and blind American School for the Deaf ), the first permanent children in Washington. On learning that the school for the deaf, in Hartford, Connecticut, in 1817. children were not receiving proper care, Kendall The story of T. H. Gallaudet’s voyage to England and successfully petitioned the court to make them his ultimately France in search of methods for teaching wards. He donated two acres of his estate, named deaf children, and his return to Hartford with Clerc, Kendall Green, to establish housing and a school an experienced deaf French teacher, is well known in for them.
    [Show full text]
  • Bust of Laurent Clerc First Erected at the Asylum Avenue School Circa 1873 Before Being Moved to the West Hartford School. the S
    Bust of Laurent Clerc first erected at the Asylum Avenue school circa 1873 before being moved to the West Hartford school. The signs at the base of the statue spell Clerc. Photograph courtesy of Lukas Houle. 200th Anniversary of the American School for the Deaf But for the intersection of four people—three from Hartford and one from France—American Sign Language and education for the deaf might not exist as it does today. Thomas Hopkins Gallaudet, born in Philadelphia, moved to Hartford with his family at a young age. His neighbor, Dr. Mason Fitch Cogswell, had a deaf child, Alice. For years, conventional wisdom had labeled deaf people also “dumb” or unable to communicate and learn. Gallaudet and Dr. Cogswell, however, personally observed Alice’s at- tempts to communicate with her sisters and others around her. In certain areas of Europe and on Martha’s Vineyard, deaf people had learned to communicate through gestures and hand signs. Gallaudet, by this time studying to become a minister, worked with Alice to demonstrate her abil- ity to communicate and learn. Lamenting that no schools in America educated the deaf community as those in Europe did, the two men studied population information and be- came confident that enough potential students existed in New England and the United States to warrant an American school. In 1815 after a single afternoon’s efforts, Cogswell and Gallaudet raised enough funds to launch the first phase of such a school, sending the young scholar Gallaudet to Europe to learn their methods of teaching the deaf. It was on the trip to Europe that Gallaudet met Laurent Clerc, who, having lost his own hearing in childhood, taught French sign language to deaf students.
    [Show full text]
  • Laurent Clerc (1785 – 1869) Biography (ASL 2)
    Laurent Clerc (1785 – 1869) Biography (ASL 2) Louis Laurent Marie Clerc was born on December 26, 1785 in La Balme-les-Grottes, France. He was born in to a well known family. His father, Joseph Francis Clerc, was the royal civil attorney, justice of the peace, and served as the mayor of their village from 1780 to 1784. His mother’s father was a notary public in a nearby town. Clerc was profoundly deaf. When he was about a year old, he had been left alone for a few moments, in a chair by the fire; he fell and badly burned his face. The scar left by the accident inspired his name sign, two fingers brushed against the right cheek. His family believed it was the accident that deprived him of his hearing and sense of smell; but he may have been born that way. When Laurent was seven years old, his mother took him to a physician in Lyons, a city close by La Balma, to be treated for his deafness. After two weeks of painful injections of liquid into his ears, Laurent returned home with no cure. Laurent’s early childhood was spent exploring the village, helping take care of their cows, turkeys and horses. He did not go to school and did not learn to write. “My brother and sisters communicated with me in “home sign,” gestures that were scarcely more than pantomime but had become abbreviated with use.” (Lane 1984). However, he received neither an education nor an organized mode of communication. In 1797, when Laurent was twelve years old, his uncle after whom he was named, Laurent Clerc, enrolled him in the Instit National de Jeune Sourds-Mirets in Paris.
    [Show full text]
  • Thomas Hopkins Gallaudet (1787-1851) Do You Know Thomas Gallaudet?
    Thomas Hopkins Gallaudet (1787-1851) Do You Know Thomas Gallaudet? Ask any American if they know the name Gallaudet and its claim to fame and sadly you may not get the responses this legendary individual deserves. If there is one name that is particularly prominent in Deaf history and should receive more attention in standard American History books, it is Thomas Gallaudet. As with any record over 200 years old, differences spring up in various accounts of his like. Yet, the core details of his work, its purpose and outcome are consistent and speak to his significant impact on the world around him. Early Life ● Born in Philadelphia, PA ● His parents then moved Hartford, CT ● At age 14, he was a student at Yale ● He graduated at age 17 and ● Then later returned to earn a Master of Arts ● It is said that Thomas had an interest in studying law and becoming a traveling salesman or trader. ● Ultimately, he pursed his desire to enter Thomas Gallaudet the seminary by enrolling in the Andover Theological Seminary. Meeting Alice Cogswell ● The ministry did not remain Thomas Gallaudet’s primary path for long. ● It is not confirmed how Alice Cogswell and Thomas met, it is agreed that it changed to course of his life. ● While staying with his parents, Thomas noticed that the local children were not playing with a neighbor girl, Alice. ● He soon realized that Alice was Deaf due to having meningitis as a toddler. ● Though Alice's family found ways to communicate with her, there was no uniform language or schools for the Deaf in America at the time.
    [Show full text]
  • The History of Deaf Education and ASL Part 3
    The History of Deaf Education and ASL Part 3 1. Deaf Education in America Thomas Hopkins Gallaudet, the young preacher inspired to help the deaf after meeting the little neighbor girl, returns to Connecticut from his research trip to Europe. With him is Laurent Clerc, who was a student and then a teacher at de l’Epee’s school in Paris. They start the American Asylum for the Deaf in Hartford, the first school for the Deaf in Figure 1: Deaf School in Hartford America. Alice Cogswell, the little girl who started Gallaudet on this journey, is one of their first 7 students. Their school, now called the American School for the Deaf, is still in operation. Though their legacy continues in Hartford, it reaches beyond to become an important element in American Deaf history and the history of ASL. 2. 1818: Eliza Boardman Clerc Clerc falls in love with a marries one of his first students, Eliza Boardman. Together, they have 6 children, all of whom were hearing. Eliza and their daughter Elizabeth are shown in the picture on the right. The “E” handshape is one of the first examples of an arbitrary name sign in American Deaf culture. 3. Martha’s Vineyard Figure 2: Eliza Boardman Clerc Martha’s Vineyard is an island off the coast of Massachusetts. It was first settled in 1664 by 25 familes from Kent, England. Though close to the mainland, the journey is very long, dangerous and irregular. But, the Island was self-sufficient for food and clothing, etc. and everything else these simple families needed.
    [Show full text]