Saturday, March 25, 2017

"Let the seal do the work"

A personal renaissance has emerged lately, which has reignited my passion for language and linguistic development.

Once upon a time, I discovered American Sign Language (ASL) and it clicked for me. ASL changed my life and, at first, I pursued it through weekly classes, using work books and videotapes to immerse myself in this visual language until it literally crept into my dreams.

In those early days I'd practice fingerspelling everything I heard while watching TV to build dexterity and muscle memory. I'd seek out opportunities to sign even though I'd become flushed with embarrassment at my lack of skill in both receptive and expressive language.

I studied the linguistics of ASL, the structures of grammar that native users know intuitively but second language learners must be taught. And slowly, in the company of some incredible - and patient - role models I actually started to think in ASL (rather than first formulating a thought in English and then translating it).

All of this was to achieve my goal...
  • to be a good teacher 
  • to work with children who are Deaf and hard of hearing
  • to convey my message though ASL with clarity.

I never wanted to be an interpreter. I still don't. But, there are circumstances when I need to step in and interpret during the day. As it happens, this semester I have the great, good fortune of mentoring a student teacher with over 30 years experience as a sign language interpreter (including Broadway).

So, when opportunities come up that require me to interpret we've decided it would be nice to flip the script and let her take notes and supply feedback.

It has been transformative, thrilling and inspiring.

She is taking me to another level by fine-tuning my presentation and making me aware of things I never would have thought about on my own.

She has taught me a lot - e.g., imaginative uses of classifiers, new vocabulary, how to utilize wait time, etc. -  but my favorite note was, "Nice letting the 'seal do the work'".  Basically, this refers to allowing the child to see what is happening for themselves rather than trying to interpret it. She related a story about a trip to the Central Park Zoo where the children were watching a seal lounging in the sun and pointing out that rather than interpreting his movements it was smarter to simply let the children watch the seal. "Let the seal do the work" is applicable to a great many situations.

I love our discussions about what I am doing well and what I can improve.  One thing is clear to me, no matter how many degrees I get I will always enjoy being a student.

Sunday, March 12, 2017

Another Broadway Books First Class Visit From Hollie Wright

Hollie E. Wright surrounded by the first grade Firebirds
There are times when saying, "Yes" opens us up to amazing grace and gratitude.

For me, that happened quite literally when I accepted an invitation from Nicole Duncan-Smith to accompany her to Amazing Grace on Broadway. It was a month before Broadway Books First Class premiered with Tony Award winner Gregory Jbara and we spent the day planning its debut.

Amazing Grace is a powerful show that delivers a one-two punch near the end. It left me an emotional mess - so much so that a woman seated several seats away offered me a Kleenex (or three) before the cast took their curtain calls.

Afterwards, I quietly pulled my sorry self together and slowly made my way out of the theater. It was then, on a hot night in early September outside the Nederlander Theatre, that I first met Hollie Wright. Nicole introduced us and the demands of actually speaking broke the walls of my constrained emotions.

I managed a friendly hello but quickly LOST IT while telling her how much I loved her show. Her response? She pulled me in for a hug while her nurturing voice whispered kindly, "Oh, honey".

That night Hollie held and comforted my aching spirit.

That night Hollie became the heart of Broadway Books First Class.

Her visits stand as a testament to my initial impression - she is a beautiful soul.

In my mind, Broadway Books First Class will forever remain synonymous with Hollie's kindness, her inclusiveness and her joy. I hope she remains a perpetual visitor who returns year after year.

The children introduce themselves, in ASL, to Hollie

This year she read Firebird by Misty Copeland. In the book, Misty Copeland tells the story of a young girl - an every girl - whose confidence is fragile and who is questioning her own ability to reach the heights that Misty has reached. Misty encourages this young girl's faith in herself and shows her exactly how, through hard work and dedication, she too can become Firebird".

Sitting on the floor surrounded by children (some wearing tutus or well-worn Capezios), Hollie made the story personal by sharing stories of her journey as a professional dancer on Broadway and as a teacher at The Alvin Ailey School of Dance.

Hollie Wright reading Misty Copeland's Firebird alongside ASL interpreter Kathleen Taylor

This led into the question and answer portion of the visit wherein the children lifted their last question up in one loud voice with hands raised in sign, "Can you teach us to dance?"

Dance class in First Grade with Broadway performer Hollie Wright 

Without missing a beat Hollie directed their young bodies into rows and began teaching them ballet. A shift had occurred. Suddenly, the oft-times frenetic energy of a first grade classroom reflected the disciplined, mirror-lined walls of a dance studio as Hollie led them through a series of ballet exercises. Each student raising a curved arm, stepping into fourth position and executing a straight-backed pliƩ with quiet concentration. It was rather impressive.

A Thank You card to Hollie depicting our Firebird inspired dance class

Hollie also pulled back the curtain to show the children how a dancer keeps limber and in shape with  textured balls. She passed them around before demonstrating how she uses them to stretch or soothe aching muscles. She related it to building reading muscles and the taking time to develop new skills, which is a good lesson for impatient 6-year-olds.

Demonstrating how a dancer keeps in shape

Hollie then signed copies of Firebird for each child before departing to teach her class at The Ailey School.  Then, the children set about writing thank you cards.

Saying yes on that hot September night in 2015 altered the course of my fledgling program because I met the incredible Hollie Wright. Hollie brought the program to the attention of the talented Amazing Grace family and with one email she piqued the interest of Kim Weild, Oneika Phillips and Elizabeth Ward Land.

Kim Weild then brought on Alexandria Wales, Stockard Channing, Devlin Elliott, Nathan Lane, David Caudle, Anastasia Traina, Scott Cohen and, by extension, Jeremiah Maestas. She also spearheaded the Winter Workshop at PS347, the book How the I Becomes the We and its subsequent performance on The High Line.

It is interesting to witness how the ripples of a simple, "Yes" can create unforeseen momentum.

Thank you Hollie!

Saturday, March 4, 2017

"A Dangerous Book"

The image of the great, tall tailor stepping out of the shadows with shears in hand preparing to cut the thumbs off naughty, little Conrad is darkly intoxicating.

German cautionary tales, such as those represented in Struwwelpeter, provide a powerful commentary when viewed through a sociocultural lens.

Once upon a time children were not considered the precious little gems they are today.  In fact, the fairy tales collected and published by the Brothers Grimm were originally targeted for an adult audience.  The old stories kept things interesting back in the days when families and friends gathered around the hearth to entertain and pass the shadowy hours before retiring into slumber.

Hansel and Gretel 
The settings (an ominous forest), characters (mysterious witches) and storylines (struggles to feed and maintain a family) are familiar aspects of the most enduring stories (Hansel & Gretel, Little Red Riding Hood).

They were also reflective of the times.  The mortality rate for urban children under age five was as high as 66 percent in the late 1600s, it was not uncommon for women to die in childbirth, forests were dangerous and the majority of the population believed in - and feared - witches.

I've embarked upon an exploration of the history of these beloved childhood stories by Charles Perrault (Mother Goose), The Grimm Brothers, Hans Christian Anderson, Marie-Catherine d'Aulnoy and others for a university course I am teaching on Children's Literature.

As I learn more about the beauty and horror in bedtime stories I am grateful I dwell in a professional landscape that allows for research rooted in theory and research based on practical implementation.

I became curious about how children today would react to the darkest of the dark.  They were already fascinated with The Legend of Sleepy Hollow so would they embrace The Story of Little Suck-A-Thumb? Would it be too much?

If you are unfamiliar, check out this video.

I began by acting out the story embodying the great tall tailor who "always comes to little boys that suck their thumbs".  The children giggled and called for more.  That afternoon - and for many days since - they've reenacted the story on the playground.  They also silently ask to read the book during free time by holding up their thumbs and pretending to snip it off.  They even drew pictures.

The Story of Little Suck-A-Thumb

In the end, I suppose children today are undeterred by the warnings presented in Struwwelpeter to be "good at meal-times, good at play, good all night and good all day" or else a terrible fate awaits. thoughtful first grader did quietly comment as he handed the book back to me, "This is a dangerous book".



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