- Dennis Coke photosSigning and singing brings across the message.
Justin Whyte, Senior Staff Reporter
IT WAS no ordinary rehearsal at the Lister Mair Gilby School For The Deaf in Kingston when The Sunday Gleaner visited the institution in early December. Teachers at the school were using a unique way of teaching students with hearing disabilities how to sing a Christmas carol, while at the same time dramatising the traditional Christmas story.
The teacher carefully positioned the students at strategic points on stage, where they could adequately dramatise their respective roles, using sign language. Shepherds were taught how to portray a caring attitude. The 'Wise Men' bearing gifts came under rigid instructions in sign language. Then it was time for the Angels, who received instructions on how to be divine. The family, comprising Joseph, Mary and the baby Jesus, were taught the proper way to communicate and make contact with other members of the cast and the audience.
Then it was time to sing the theme song Who Would Imagine A King, performed by the entire cast.
Michel Davidson-Wisdom, a trained teacher who has been at Lister Mair for over six years, explained that recorded music was very important in teaching the hearing impaired. She explained: "First the song is selected and much work is done assisting the children to grasp the meaning of the song. Then suitable signs are selected and used to bring out the exact meaning of it."
The students, aged 14 to 19 years, showed different levels of interest. Some looked on eagerly, while others seemed to be having a good time. However, Mrs. Davidson-Wisdom pointed out the cast was selected at random, using a cross-section of students, in an effort to give everyone a chance to gain some exposure. She explains: "I ensure that songs are distributed and they are learnt by everyone, because they have to sing along with a sign vocabulary."
The most challenging aspect of teaching the impaired to sing is in the learning process. The children's attention span is significantly less than those with unimpaired hearing, so during the actual teaching process they make mouthing sounds and fidget about the classroom. As Mrs. Davidson-Wisdom explained, "First we establish the rhythm form of the song, then we invite them to follow through, mouthing the melody with signs. At the same time we establish tempo - slow, fast or moderate. There are times, too, when the melody is played on tape as background music. Some of them are able to hear sections of the music and in turn they motivate others to sing," she said.
Sometimes songs, especially Christmas ones, are not performed with the same tempo and pitch throughout. Here the teacher has to be aware and communicate these changes with the students.
"If there is a change of rhythm the teacher should indicate this to the students quite clearly through signing with music," Mrs. Davidson-Wisdom said.
At Lister Mair Gilby, the students learn and perform a wide variety of songs throughout the year. Their repertoire includes, gospel, pop and carols.
Over at Caribbean Christian Centre For The Deaf in Knockpatrick Manchester, Lola Wright, principal for over 20 years, told The Sunday Gleaner that she uses a similar method of taped music and sign language to train her school choir. The main difference between her choir and Lister Mair Gilby's is that the music is mostly religious. Caribbean Christian Centre's choir, 'Hands In Praise' is internationally known. They have toured countries such as England, United States and the Cayman Islands.
"The art of signing for choirs can be beautiful. However, much depends on the artistry of the choir director. The way he interprets the music is very important," Ms. Wright said. She also pointed out that 'Hands In Praise' operates like any other choir, singing in parts and also doing solos.
"Our choir is used as a means of promotion for our Centre and is an example of what can be achieved by the deaf. This exposure to audiences here and abroad also promotes our child-sponsorship programme, where business interests and organisations sponsor a child at the Centre. It is so good for them to see themselves as doing something for a reward. It's an opportunity for them to minister through music," the principal explained.
Music is also used in dance for the hearing impaired. Shane Foster, an assistant teacher in the Performing Arts Department at Lister Mair Gilby school for over nine years, said: "children come into the school with so much and varying abilities and dance is no exception. We use the counting method to teach dance to the hearing impaired. The reason being they always remember the counting sequence and will use this to do varying amounts of movements. For example, when coaching them and there is a turn, I tell them 'one, two, three, turn' and, whenever its time to bend, 'one, two, three, four, bend'. And I continue to build up a vocabulary by demonstrating and encouraging them to count."
Because of the students' disability, teacher's commands should be clearly defined and simple.
"You cannot ask students who are hearing impaired to stretch; instead, you would say to them lift your body or walk along, accompanied by the appropriate sign. It is also advisable for the teacher to use simple words. Instead of 'lift your chin'", you would say 'hold up your chin'. Whereas a trained teacher dealing with normal students would say to the dancers 'recline', with the impaired we say 'lean backwards'. Demonstration is also done along with music, noting tempo and mood," Mrs. Foster pointed out.
The students are taught to dance to different music genres, such as calypso, reggae, pop and gospel. The students demonstrated their knowledge of movements which accompany popular music - 'Angel', 'Worl' Dance', 'Log On' and 'Bogle'.
According to Mrs. Foster, when the choreography is properly worked out using numbers as guide, the session is developed by the constant use of music. And, depending on the nature of performance, costumes are selected to suit the occasion.
