English Toolkit

Module 1 – Personal competences / qualities

M1.1 - Job profile museum guide

Type of activity	Individual work, Group work, Whole class
Setting	Classroom, Online (webinar or similar), Individual study
Objectives	Communication, language skills and interpersonal relationships Conflict resolution, negotiation and risk assessment Personal effectiveness Creative problem solving and strategic thinking Team building & teamwork
Timeframe	120 min.
Brief description of the activity	1. Organizational aspects - The trainer presents the students with course related topics: thematic content; duration of sessions; length of breaks; other issues related to the smooth running of the course, while soliciting participant perspectives. 2. Communication, language skills and interpersonal relationships - The trainer explains to the students how to carry out the activities to be carried out in small groups (2-4 participants). Each group will receive flipchart paper and pens that will note the answers discussed within the group to the following questions: What is important for the work of a museum guide What are the characteristics of a museum guide What obstacles might a deaf museum guide encounter? Do you know examples of deaf museum guides in your country/from other countries? The answers will then be presented and discussed between groups together with the trainer, with the aim of establishing a common set of features and competences specific to a museum guide for people with hearing impairments. What language, communication and interpersonal skills should a museum guide demonstrate for people with hearing impairments? 2.1. Language and communication skills: (The trainer discusses, debates, establishes and notes with the students a set of language and communication skills necessary for the deaf museum guide) be an open, sociable, communicative, empathetic person; to know and understand sign language; to be able to describe a work of art using the appropriate artistic terms in Sign Language, to adequately convey the meanings and emotions of the artwork to deaf visitors; to be able to communicate through visual language and visual arts; In teams of 2-4 people, students will compose notional scenarios where the deaf museum guide needs to demonstrate the features / abilities described above. 2.2. Personal qualities and relationship skills: (The trainer discusses, argues, establishes and notes together with the students a set of personal qualities and relationship skills needed for the deaf museum guide) to be a spontaneous, adaptable person, know how to improvise in the face of unpredictable situations; to be pleasant and empathetic; to be able to make quick decisions in stress / limit situations; to able to demonstrate tact and professionalism in interpersonal relationships knowing when to impose certain boundaries / barriers or, on the contrary, when and how much to demonstrate closeness, understanding, empathy, openness; to demonstrate professional knowledge and skills to facilitate interlocutors’ understanding of this knowledge. In teams of 2-4 participants, students will think or imagine specific situations in which the deaf museum guide needs to demonstrate the features / skills described above. 2.3. What could be obstacles for a deaf museum guide? the mentality, prejudices and discriminatory attitudes of society; lack of official support for deaf persons’ entry into the labour market; insufficient knowledge of the deaf museum guide profession and museum demand for this service; lack of professionalization and training for the deaf museum guide profession. 2.4. Give examples of deaf museum guides in your country / other countries or deaf people / personalities in the arts.
Annexes
Sources/further reading/resources	https://www.tandfonline.com/doi/full/10.1080/09647775.2017.1387590 https://www.museeum.com/this-sign-language-project-brings-the-deaf-community-to-museums/ https://www.verywellhealth.com/work-and-being-deaf-1048436

M1.2 - Problem solving - conflict resolution

Type of activity	Individual work, Group work, Whole class
Setting	Classroom, Online (webinar or similar), Individual study, Museum, art gallery
Objectives	Communication, language skills and interpersonal relationships Conflict resolution, negotiation and risk assessment Personal effectiveness Creative problem solving and strategic thinking Team building & teamwork
Timeframe	180 min.
Brief description of the activity	1. Organizational aspects - The trainer presents the students with course related topics: thematic content; duration of sessions; length of breaks; other issues related to the smooth running of the course, while soliciting participant perspectives. 2. Concepts of conflict and conflict resolution What do you mean by conflict? What do you associate this word with? What other words come to your mind about the word conflict? Say / show the first word that comes to your mind! Have you had a conflict today? This week? This month? So, what is a conflict and its resolution strategies? In teams of 2-4 people, the students will try to answer these questions in order to establish the defining elements of a conflict and its resolution strategies, starting from the examples described above. The answers will be presented to the other groups by a representative of each team, in order to find the common elements and to define together the concepts of conflict and conflict resolution. 3. Conflict resolution strategies The trainer prepares small cards with problem situations that may occur during a tour and asks for an intervention. Examples: A know-all tour participant constantly interrupts the guide. A child has a meltdown and becomes unmanageable. A group of teenagers takes selfies and chatters incessantly all to such an extent as to disrupt the tour. One tour member hogs the limelight with persistent questions causing tensions within the group. Trainer instructions: Produce a card. Read the situation described on the card without showing it to the other colleagues. Imagine this situation and try to put it into practice. Role Play: Prepare a short and funny sketch, use your creativity in sign language, pantomime and acting! Make suggestions on how to approach the situation. There will be a round of questions and discussions / debates on how to resolve conflict situations and to solve problems similar to those described above. What ways of solving, how or what are the right solutions to solve situations like those described above? Based on the answers provided by the trainees, the trainer draws up a set of strategies and methods for conflict prevention and resolution, taking as follows (objectives) using the following qualities or aptitudes in the field of interactions and interpersonal relations necessary for a museum guide: Conflict resolution through communication and negotiation, to reach consensus and propose appropriate solutions; Creative problem solving and strategic thinking through analyzing the causes and factors of a certain unpredictable situation and By evaluating the best solutions and developing an implementation plan. 4. Strategies for conflict prevention: 4.1. - Assertive listening, conflict resolution and reduction of its effects; 4.2. - Assertive expression, a way to prevent and resolve the conflict; 4.3. - Raising the power status to avoid and resolve the conflict; 4.4. - Encouraging the self-esteem of the other, a condition for conflict prevention; What could be obstacles for a deaf museum guide? the mentality, prejudices and discriminatory attitudes of the society; lack of support and help of the authorities for the insertion in the labor market of deaf people; insufficient knowledge of the deaf museum guide profession and its need for museums in the country; lack of professionalization and training for the deaf museum guide profession. 4.5. Obtaining compliance through persuasive communication and special techniques (Note: All these strategies will be detailed, explained, described and exemplified through front-line activities, with the entire class of learners and through activities in / on teams, with reference to solving problems and conflicts faced by a deaf museum guide) 5. Conflict resolution methods: 5.1. - The win-win method; 5.2. - Negotiation method; 5.2.1. - Negotiation concept; 5.2.2. - The object of negotiation; 5.2.3. - Types of negotiation; 5.2.4. - Characteristics of the negotiation; 5.2.4.1. - Principles of negotiation; 5.2.4.2. - Types of strategies; (Note: All of these strategies will be detailed, explained, described and exemplified through front-line activities, with the entire class of learners and through activities in /on teams, with reference to solving specific problems and conflicts, which a deaf museum guide faces.)
Annexes
Sources/further reading/resources	https://www.academia.edu/4827979/Introduction_to_Conflict_Resolution_Concepts_and_Definitions https://www.academia.edu/30359123/Stoica_constantin_Ana_Conflictul_Interpersonal_pdf https://www.thebalancecareers.com/conflict-resolutions-skills-2063739/

Module 2 – Empowerment

M2.1 - Living Art

Type of activity	Group work
Setting	Classroom
Objectives	Group warm-up Team building and teamwork Communication, creative problem solving, body movement
Materials and resources	Examples of art works (print outs or online), data projector, PC, PPT
Timeframe	30 - 45 minutes (depending on group size)
Brief description of the activity	At the beginning of the activity, copies of famous works of art are printed. The goal is to portray a work of art in a group. Present your artwork in your group (3-5 people, depending on the size of the group) How can you replicate a work of art as accurately as possible? Use available objects or ask other participants for props.
Annexes
Sources/further reading/resources

M2.2 - Artistic expression in the culture of the deaf as an approach for increasing self-confidence and personal skills in the interpretation of a work of art and its history

Type of activity	Group work / Whole class
Setting	Classroom / Online (webinar or similar)
Objectives	Providing information on how art forms in sign language of deaf culture can develop and enhance the deaf guide ability to be expressive. Get to know a different type of art in the culture of the deaf
Materials and resources	data projector, PC, PPT, video player, internet
Timeframe	30 - 45 minutes
Brief description of the activity	The trainers explains the module’s aims and objectives. These are to introduce issues around visual art in deaf culture to develop young persons’ communications and interpersonal skills. This will strengthen self-confidence and enhance the communication and interpretation of art and its history. Content: provides information on various art forms in sign language that could strengthen higher skills: Visual Vernacular Storytelling Poetry, poem and song In this context, the implementation of arts and its history is thought of as a methodology to develop attitudes, skills and knowledge to strengthen self-confidence and enhance interpretation.
Annexes
Sources/further reading/resources	Storytelling - Meet Vincent - International Sign Visual Vernacular: THE STORY OF RECIFE, BRAZIL Poetry: Douglas Ridloff (“Cash Flower”, Theme: Flower, Form: Visual Poetry, Genre: Image & poetry, Technique: rhythm, Element: symbolical) Pharrell's "Happy" in ASL by Deaf Film Camp at CM7 (song) These links show only some examples. Trainers who will carry out this activity in each country should obtain specific videos or other educational materials in the national sign language or international sign contingent on student comprehension, If not trainer will translate them.

M2.2.1 - Storytelling

Type of activity	Group work / Whole class
Setting	Classroom / Online (webinar or similar)
Objectives	Development of expressibility and communication skills.
Materials and resources	Text or pictures of card, data projector, PC, PPT, video player, internet
Timeframe	60 minutes (depending on the group size)
Brief description of the activity	The trainer will prepare the story texts in the presentation and show several videos of various stories in sign language and their correct interpretations in storytelling. Activity: The trainer prepares small cards with story texts or pictures that could come from different museums or videos interpreting storytelling from professional deaf tour guide. Trainer roles for participants are: Creating a group or individual. Produce a card. Read the story in text described or pictures on the card and do not show it to other members of the group or individual. Imagine this story and try to talk about it in storytelling. If the interpretation and comprehension are satisfactory, provide group or individual feedback and suggest improvements. If the interpretation and comprehension are satisfactory, provide trainer feedback and suggest improvements. Trainers show a deaf guide’s storytelling video. Q & A round table group discussion.
Annexes
Sources/further reading/resources	Deaf Russian Tour Guides - Baking Little Babies: Ancient Russian Ritual Tradition Of Curing a Sick Child Meet Vincent - International Sign

M2.2.2 - Visual Vernacular

Type of activity	Group work / Whole class
Setting	Classroom / Online (webinar or similar)
Objectives	Development of expressibility and communication skills.
Materials and resources	Text or pictures of card, data projector, PC, PPT, video player, internet
Timeframe	60 minutes (depending on the group size)
Brief description of the activity	The trainer will prepare the story texts or pictures/figures/objects in the presentation and show videos of various stories in Visual Vernacular and their correct interpretations from text or images (paint etc.) in Visual Vernacular. Activity: The trainer prepares small cards with story texts or pictures/figures/objects that could come from different museums and videos interpretation from professional deaf tour guide. Trainer roles for participants are: Creating a group or individual. Pull out the card. Read the story in text or pictures/figures/objects described on the card and do not show it to other members of the group or individual. Imagine this story in text or pictures/figures/objects and try to talk about it in suggestions above! If the interpretation and comprehension are satisfactory, provide group or individual feedback and suggest improvements. If the interpretation and comprehension are satisfactory, provide trainer feedback and suggest improvements. Trainers show Visual Vernacular videos from a different experienced Deaf Visual Vernacular. Q & A round table group discussion.
Annexes
Sources/further reading/resources	Visual Vernacular (Deaf & Hard of Hearing Version) VISUAL VERNACULAR: THE STORY OF RECIFE, BRAZIL These links show only some examples. Trainers who will carry out this activity in each country should obtain specific videos or other educational materials in the national sign language or international sign contingent on student comprehension. If not the trainer will translate them.

M2.2.3 - Poetry, poem and song

Type of activity	Group work / Whole class
Setting	Classroom / Online (webinar or similar)
Objectives	Development own expressive abilities and communication skills.
Materials and resources	Text or pictures of card, data projector, PC, PPT, video player, internet
Timeframe	60 minutes (depending on the group size)
Brief description of the activity	The trainer will prepare the text poetry, poem and song in the presentation and show videos on various poetry, poem and song in sign language and their correct interpretation in poetry, poem and song. Activity: The trainer prepares small cards with poetry and song texts that could come from different museums and videos interpretation poetry and song from professional deaf tour guide. Trainer roles for participants are: Creating a group or individual. Produce a card. Read the story in text described on the card and do not show it to other members of the group or individual. Imagine this story and try to talk about it in poetry, poem and song. If the interpretation and comprehension are satisfactory, provide group or individual feedback and suggest improvements. If the interpretation and comprehension are satisfactory, provide trainer feedback and suggest improvements. Trainers show him videos in poetry, poem and song from a different experienced Deaf poetry, poem and song. Q & A round table group discussion.
Annexes
Sources/further reading/resources	BBC News followed Holly Willoughby through the UK's first ever sign language poetry slam(1) BBC News followed Holly Willoughby through the UK's first ever sign language poetry slam(2) Douglas Ridloff (“Cash Flower”, Theme: Flower, Form: Visual Poetry, Genre: Image & improv poetry, Technique: rhythm, Element: symbolical) Douglas Ridloff ("Forever Love" - poem) Deaf Poets Society \| Douglas Ridloff \| TEDxVienna The enchanting music of sign language \| Christine Sun Kim Pharrell's "Happy" in ASL by Deaf Film Camp at CM7 (song) These links show only some examples. Trainers who will carry out this activity in each country should obtain specific videos or other educational materials in the national sign language or international sign contingent on student comprehension. If not the trainer will translate them.

M2.3 - Deaf guide from art and culture

Type of activity	Group work / Whole class
Setting	Classroom / Online (webinar or similar)
Objectives	Strengthen self-confidence from the role models of the deaf guide.
Materials and resources	Data projector, PC, PPT, video player, internet
Timeframe	30 - 45 minutes
Brief description of the activity	The trainer will prepare a presentation with a deaf guide from the field of art and culture. People are introduced in a group / class and their work is discussed. Participants should name other known deaf guides in the field of art and culture that they know. This makes a number of deaf role models visible. These people play an important role in identifying and empowering the deaf.
Annexes
Sources/further reading/resources	Deaf Russian Tour Guides Bali Deaf Guide Deaf Travel Wink ASL JFK Van Gogh Museum Deaf Guide International sign These links show only some examples. Trainers who will carry out this activity in each country should obtain specific videos or other educational materials in the national sign language or international sign contingent on student comprehension. If not the trainer will translate them.

Module 3 – Tour structuring

M3.1 - Describe your neighbour as a work of art

Type of activity	Pair or group work/whole class
Setting	Classroom/online (webinar or similar)
Objectives	Communication, language skills and interpersonal relations Team building und teamwork
Materials and resources	Examples of art works (printouts or online)
Timeframe	10 - 30 minutes (depending on the group size)
Brief description of the activity	This is a warm up activity to introduce learners to eras and styles in art and art history. The trainer introduces the activity to the group using examples: e.g. if I were to describe myself (or my co-trainer) as a work of art, I would compare him/her to … (using pre-prepared printouts of the relevant art works if necessary). Learners are invited to get into pairs or groups. Time is allocated for discussion within the groups. Following the pair/group work, learners are invited to come back to the class (or main webinar if online) and volunteers are asked to describe what they discussed. As each example is given, art historical context can be added by the trainer(s). As an extension of this activity, the examples can be placed on the art historical timeline from activity M3.2.
Annexes
Sources/further reading/resources

M3.2.1 - Art knowledge (1)

Type of activity

Individual work (can also be undertaken as a group activity)

Setting

Individual study

Objectives

Communication, language skills and interpersonal relations
Creative problem solving and strategic thinking

Materials and resources

Moderation cards or preprinted cards
Internet access (via smart phone / tablet / laptop)
Pens + flipchart paper OR presentation software (e.g. PPT / Prezi / Keynote etc)

Timeframe

2 hours

Brief description of
the activity

This activity is preparation for an introduction to movements in art history.

Learners are given names of movements in art history and asked to research them and make notes in preparation for class.

Each learner receives 2-3 names of movements depending on the size of the class and the training time available. Movements might include:

Prehistoric	Ancient
Medieval	Renaissance
Manierism	Baroque
Rococo	Neoclassicism
Romanticism	Realism
Art nouveau	Impressionism
Post-impressionism	Fauvism
Espressionism	Cubism
Surrealism	Abstract expressionism
Op art	Pop art
Arte povera	Minimalism
Conceptual art	Contemporary art

If learners have had little or no prior experience of conducting an internet search, trainers might give examples on the smart board (if available) or using a PowerPoint presentation / handout, providing useful links in the relevant national language.

Annexes

Sources/further reading/resources

https://www.invaluable.com/blog/art-history-timeline/

M3.2.2 - Art knowledge (2)

Type of activity	Whole class
Setting	Classroom
Objectives	Communication, language skills and interpersonal relations Creative problem solving and strategic thinking Team building and teamwork
Materials and resources	Moderation cards or preprinted cards Masking tape (for floor timeline) or chalk Pens + flipchart paper
Timeframe	1 - 2 hours
Brief description of the activity	This activity is an introduction to movements in art history. All chairs and tables are moved to the side of the room and the trainer draws a timeline on the floor, indicating which is the beginning (prehistory) and which the end (modern). Dates can be added to aid the activity or not depending on how advanced the group is. Based on the research (individual study) carried in for M3-2.1, learners take it in turns to place their cards on the timeline. If no dates have been given, successive learners may need to move cards already placed on the timeline. Learners are asked to give additional information about each movement as they lay the cards on the timeline. The trainer may need to provide support with fingerspelling of the names of each movement (e.g. renaissance) and writing the names on a flipchart. If cards are incorrectly placed on the timeline, the trainer invites the others to join the discussion as to where the card actually belongs. The trainer summarises for the class with particular emphasis on the names of the movements and their respective signs. Photos (smartphone) should be made of the timeline for later study.
Annexes
Sources/further reading/resources

M3.2.3 - Art knowledge (3)

Type of activity	Group work / Whole class
Setting	Classroom / Online (webinar or similar)
Objectives	Communication, language skills and interpersonal relations Creative problem solving and strategic thinking Team building and teamwork
Materials and resources	Moderation cards or preprinted cards Internet access (via smart phone / tablet / laptop) Pens + flipchart paper OR presentation software (e.g. PPT / Prezi / Keynote etc)
Timeframe	2 - 3 hours
Brief description of the activity	Working in groups (depending on the size of the class), each group chooses a movement from art history for in depth study. Research can either be given as an assignment or conducted in class / via break-out groups per webinar or similar. Groups are asked to find out more information on the respective art movements and make a visual presentation (can be using printouts, PowerPoint, Slideshow, flipchart, visual story telling … trainers should encourage groups to be creative). The presentation should include: Brief history of the movement Famous artists Famous art works Some fun facts (e.g. the most expensive work of art or an anecdote from the life of an artist) Groups make the presentation to the rest of the class (or online). Trainers / classmates should give positive feedback (things they liked), as well as suggestions for improvement.
Annexes
Sources/further reading/resources

M3.3 - Museum analysis

Type of activity	Individual work / Group work / Whole class
Setting	Classroom / Online (webinar or similar) / Individual study / Excursion
Objectives	Communication, language skills and interpersonal relations Creative problem solving and strategic thinking Team building and teamwork
Materials and resources	Internet access (via smart phone / tablet / laptop) Pens + flipchart paper OR presentation software (e.g. PPT / Prezi / Keynote etc)
Timeframe	4 - 5 hours (including preparation time)
Brief description of the activity	The trainer prepares a short list of museums in the respective city / region / country to present to the learners (example given is from Vienna Austria – Art History Museum and Belvedere). The trainer presents the possibilities (introducing the sign for each museum). The class divides into groups. Groups are allocated a museum (more advanced groups could choose their own museum based on research). Each group conducts online research (either individually or as a group activity in class / online) on what is currently available for deaf people. Attention should be drawn to such aspects as: Opening times Pricing (including special reductions) Permanent exhibits Temporary or special exhibits Special accommodations the museum offers (e.g. tablet or app based guided tours in sign language / person to person guided tours in sign language). Groups should also contact the museum directly for more information. Groups may arrange to visit their chosen museum to try out the accommodations themselves. If so, they should analyse the following during their visit: What the museum offers deaf people? Suggestions and adaptations for deaf people/ deaf guides? Prepare a group presentation for the rest of the class (including photos and videos – asking for permission in advance!) In the classroom / online, the groups present their findings, followed by a feedback round and a discussion about possible improvements / accommodations to encourage more deaf people to visit museums.
Annexes
Sources/further reading/resources

Module 4 – Let’s start the museum tour!

M4.0 - Guess the City!

Type of activity	Individual work Whole class
Setting	Classroom
Objectives	The participants will be able to: use their creativity describe artistic/cultural characteristics of the chosen city transmit thoughts and ideas using appropriate communicative skills develop communication skills through visual language and visual arts
Materials and resources	Classroom: chairs, flipcharts, pens. (if the activity is carried out in a virtual room): possibility to divide students using breakout rooms.
Timeframe	120 minutes max.
Brief description of the activity	Split the participants into 3 groups composed by 5 people each. If you are in a virtual classroom, organize 3 separate rooms and enter the participants. The trainer asks a student to think a city of art and draw it on a sheet or to mime it to the rest of the group. The others will have to guess which city he/she’s talking about in a maximum of 5 minutes. The exercise will have to be repeated in order to give everyone the chance to play a different city. When the groups will come together, students will examine the cities of art listed in the previous exercise, providing a brief overview of the historical, cultural and artistic characteristics of the city.
Annexes
Sources/further reading/resources

M4.1 - Marketing Strategies

Type of activity	Group work Whole class
Setting	Classroom
Objectives	The participants will be able to: Manage the research materials work with others towards mutually agreed outcomes be able to use digital skills for producing videos in Sign Language, video blogs, video guide posts, PPT presentations transmit thoughts and ideas using appropriate communicative skills
Materials and resources	Laptop; Internet connection
Timeframe	3-4 hours
Brief description of the activity	The trainer together with students, should select a museum located in the city where they live or in the neighboring areas. With regard to the history and artwork collection in the selected museum, students are asked to prepare a promotional plan including marketing strategies in order to promote the museum tour maximizing the number of potential deaf visitors. The activity includes the following phases: Brainstorming among students discussing the following topics: How do you promote the tour within the deaf community? What organisations / deaf associations can you contact? What promotion tools would you use (e.g. Instagram, Facebook, flyers, newspaper adverts …)? And why do you think they could be effective? Are there further tools to be taken into consideration? Based on the instructions included in the PPT M4.1 and taking into consideration the suggestions provided by the students, the trainer facilitate the preparation of a promotional plan. It will be possible to prepare some posts or videos to be uploaded to the social media identified. Discussion about the pros and cons of promotional ideas and evaluation of the plan realized by the class.
Annexes
Sources/further reading/resources	https://mgnsw.org.au/sector/resources/online-resources/organisation-management/marketing-museums-factsheet/ https://www.museumnext.com/article/tips-to-get-your-museum-started-with-social-media/

M4.2 - Preparation to the Museum Tour

Type of activity	Group work Whole class
Setting	Classroom Individual study Museum scenario
Objectives	The participants will be able to: prepare a description of artworks before writing a narrative text and then in Sign Language, including their history, characteristics and cultural contexts. identify possible barriers existing in the museum in order to structure and implement a tour accessible to deaf people in cooperation with museum institutions. learn about self assessment, identification and empowerment recognize priorities in tasks and responsibilities
Materials and resources	Pens/sheets; laptop; Internet connection
Timeframe	Visit at the museum: 3-4 hours Group work: 4 hours Classroom activity: 2 hours
Brief description of the activity	This activity includes 3 phases: Museum inspection: students led by the trainer go to the selected museum and, in agreement with the direction, they visit the museum with the aim to identify a room/area/exhibition/set of artworks that will be the basis of the future tour. Students should take the opportunity to gather as much information as possible about the history of the museum and the area/exhibition/artworks they intend to present later, by acquiring brochures and other materials available in the museum, as well as by asking specific questions to the museum operator accompanying the group. Group work: Based on the material collected during the museum visit and additional material available on the web, students, divided into at least 3/4 groups, prepare a narrative text containing the information they will then have to show during the museum tour simulation in front of the rest of the class. The text should be written using simple language that allows them to reproduce it easily in sign language. Students should also identify any elements present in the museum that represent an obstacle to accessibility for deaf people, with the aim of proposing ideas to the museum management for the future removal of these barriers. Classroom activity: students will share their work about critical elements identified in the museum. The trainer, together with students, should collect these elements in a document to be presented to the museum management. Trainer can use the PPT M4.2 where some templates are provided in order to collect and summarize the collated information.
Annexes
Sources/further reading/resources	https://www.artsy.net/article/artsy-editorial-museums-finally-accessibility-visitors-disabilities-seriously https://www.museumnext.com/article/making-museums-accessible-to-those-with-disabilities/

M4.3 - Museum Guide for a day!

Type of activity	Group work Whole class
Setting	Classroom Museum scenario
Objectives	The participants will be able to: Systematically evaluate one’s strengths and weaknesses and areas of development be proficient in the use of Sign Language. be able to describe an artwork using the appropriate artistic terms in Sign Language to adequately convey the meanings and emotions of the artwork to deaf visitors. analyse the causes and factors of a unforeseen situation. evaluate the best solutions and develop an implementation plan.
Materials and resources	Pens/sheets for take notes; smartphone for pictures and videos.
Timeframe	The activity should be carried out in 1-2 months arranging more than one visit to the museum.
Brief description of the activity	It is recommended to arrange more than one visit to the museum, dividing the students Into small groups in order to provide an opportunity to be a “museum guide” to each of them in rotation. While one student plays the role of “museum guide”, the other students will be deaf visitors, acting some of the disturbing situations analysed in module 1. In this way, the “guide” will have to put into practice the competences of problem solving, conflict management and negotiation. Before starting the visit to the museum, students prompted by the trainer should try to apply some marketing strategies (included in the promotional plan) aimed at recruiting some deaf visitors who can benefit from the museum tour simulation conducted by the young “museum guide”. Following arrival at the museum and designation of the student to take on the ‘guide role’, the following activities will be done: The young “guide” meets the visitors outside the museum (or exhibition/area chosen) and provides a general overview of what they’re going to see. The group of visitors, led by young “museum guide”, moves to the area/room/exhibition and they will be given a little time to look around and admire the artworks/objects. The young “guide” explains the history/characteristics/description of the objects located in this area/room. Q&A: before moving to another room/area the ‘guide’ invites questions from the deaf visitors and he/she will answer based on his/her knowledge. This activity should be repeated giving the opportunity to all students to be “guide”. When all the visits are concluded, students will come back in the classroom and, supported by the trainer, they will discuss the results from the practical activity at the museum, their strengths and weaknesses, as well as the barriers and opportunities found in the museum. All the information should be gathered in a national report. Students should take photos and videos during the tour simulation Trainers can use the PPT M4.3 where some templates are provided in order to collect and summarize the collated information.
Annexes
Sources/further reading/resources

M4.4 - Networking and Raising Awareness

Type of activity	Group work Whole class
Setting	Classroom Museum scenario
Objectives	The participants will be able to: transmit thoughts and ideas using appropriate communicative skills. develop communication skills through visual language and visual arts. identify opportunities for networking
Materials and resources	Laptop or LIM Projector PPT presentation
Timeframe	2 hours
Brief description of the activity	The activity’s aim is to is to raise museum management’s and staff’s awareness of best practice when receiving deaf visitors. This activity should be carried out at the museum, where students, supported by the trainers, show the results from their practical experience at the museum, as well as giving information about some deaf culture elements to be taken into consideration when receiving deaf visitors. During the awareness raising awareness event, students might use the materials included in the PPT M4.4.
Annexes
Sources/further reading/resources	https://www.nationaldeafcenter.org/resource/deaf-community-introduction https://www.nationaldeafcenter.org/resource/communicating-deaf-individuals What is Deaf Culture? (Flavia Fleischer, professor and chair of the Deaf Studies Department at California State University at Northridge (CSUN) https://hearmeoutcc.com/communicate-with-deaf-person/