The deaf school is a place where a deaf community goes to school and live together in a compound near Tenby. We are able to go and help them communicate and become familiar with the outside world through activities such as colouring. We also decided to paint a mural with them. Looking at the requirements we were given (educational, colourful and interactive with the children) we decided to paint a solar system. We can easily interact with the children on this due the ability to use large bottles for the sun rays. The children can cut the rays out and we can help the children spray paint them. The children can also help us paint the planets and use different mediums to form the texture on the planets. Doing this will allow us to teach them about art, which they do not have much of in school as well as how to interact with the people outside of the deaf community. As the solar system is part of the syllabus for the children, then it is also educational.
However, this can only include a few children at a time due to limited space. Therefore we will split the children into groups and rotate the children in and out of working with us on the mural and other activities. The other activities include other art forms. So far with the past 3 visits we have taught the children shading, and origami. The second visit they coloured in their own bookmarks, with some using the shading techniques that they learned before.
However, this can only include a few children at a time due to limited space. Therefore we will split the children into groups and rotate the children in and out of working with us on the mural and other activities. The other activities include other art forms. So far with the past 3 visits we have taught the children shading, and origami. The second visit they coloured in their own bookmarks, with some using the shading techniques that they learned before.
After the first term:
We have planned and started a mural with the children. Looking at their syllabus, the topic of space and astronomy was there, so we based it off that. Our initial sketch had 9 squares with a planet of the solar system in each. Each planet would be made differently - some made from a recyclable material (e.g. plastic bottles or old CD's) or some painted on the wall. After finding a space for the mural (their snack area, called the Mesra) we painted the wall white as a base colour. After measuring the wall and worked with the space more, we changed the plan to having the sun in the middle of the wall with the 9 planets arranged around it. The sun would be painted with orange and red spray-painted rays cut from plastic bottles sticking out from the wall. Some of the other planets would be made from polystyrene and then stuck on the wall, sticking out and also introducing the children to art made from different materials. The children worked with polystyrene when they painted stars to hang from the ceiling of the Mesra area. The children were introduced to painting again when we asked them to sponge dark purple and some blue on the wall to make the background. We also splattered the wall with white paint to make it look like stars. The children weren't too keen on getting their hands dirty with the paint the first time, however by the end of the second time they didn't seem to mind it so much.
Due to a doctor's appointment, I was not able to go to the last session before break, however the others painted Mars and one of the polystyrene planets with the children.
Due to a doctor's appointment, I was not able to go to the last session before break, however the others painted Mars and one of the polystyrene planets with the children.
Difficulties and success
Some of the difficulties we had were mainly the connection with the children. We had split into groups, where one group was painting the wall and doing the parts the children couldn't, while the other group worked with the children. We were supposed to swap roles, however this didn't happen. This caused some tension between us, which was solved when the whole project was completed. We also had some difficulty in connecting with the children, however we did manage to communicate through gestures. It was particularly had because the teachers that taught the students left us with them alone. Because of this, we had to help the group working with the children plan activities to do with the children. It was difficult, however, we stuck through it and worked with them until the end. Working with the deaf students allowed us to realise that these children don't really think of being deaf as being a disability, but rather just a way of life that they didn't choose. They are the same as non-deaf children; Just as naughty, just as imaginative and just as sweet. It made me and the others realise that the deaf community is not a group coming together due to a disability, but rather because they are regarded as having a disability. This applies to the rest of the world. After realising this, I realised that my pity for them being deaf was misplaced, and I now think that my pity should go towards them being excluded in cultures that think "disabilities" are shameful.