Django Unchained (2012) Film Analysis Postmodernism

Django Unchained (2012) Film Analysis Postmodernism Django Unchained (Tarantino, 2012) set in Texas in 1858, deals with a variety of issues such as race, slavery, revenge and violence. The film sparked controversy worldwide and amongst critics. Filmmaker Spike Lee talks about the film during an interview with Vibe magazine: All Im going to say is that its disrespectful to my ancestors. Thats just me. Im not speaking on behalf of anybody else (2012). Tarantino argues that although the film is indeed graphic and brutal, it does not compare to the real-life discoveries and findings from the research into this topic. The film sugar coats the violent happenings, as it leaves out factual gory details: We all intellectually know the brutality and inhumanity of slavery, but after you do the research its no longer intellectual any more, no longer just historical record you feel it in your bones. It makes you angry, and want to do something Im here to tell you, that however bad things get in the movie, a lot worse shit happened (Child, 2013). Django Unchained is a gruesome depiction of what life as a slave was like during 1858 pre-civil war Texas, as well as a glimpse of existence outside the slave industry such as in Dr. King Schultzs (Christoph Waltz) case or the wealthy Calvin Candie (Leonardo DiCaprio). It is a highly entertaining film which simultaneously disturbs and thrills, while also incorporating a healthy dose of humour throughout. The purpose of textual analysis is simply to critically analyse a piece of cinema. As a research method, it can be used to deconstruct the aim or overall meaning of the film. Focusing on elements such as narrative structure, exposition, narrative voice and editing is important when using textual analysis. Mise-en-scene, setting, colour, tone, costume, props and lighting all play important roles in the examination process. A textual analysis approach allows the text to be thoroughly studied, for example, looking for patterns/relationships, finding the key/central themes and symbolic significance, as well as the ways in which the audience engage with the text, for instance, if an audience feel sympathy or pleasure towards a certain part of the film. Monaco discusses the importance of visuals, describing that it is useful, even vital, to learn to read images well so that the observer can seize some of the power of the medium (2000, p.159). I intend to examine the ways in which Django Unchained can be viewed as a postmodern text. Postmodernism is a critique of modernism, the idea that there is no set genre or structure; no absolute truth: Post-Modernism is fundamentally the eclectic mixture of any tradition with that of its immediate past: it is both the continuation of Modernism and its transcendence (Jenks,1996). Jean Baudrillard talks about simulation, simulacra and hyperreality. Baudrillard argues that the audience live in an artificial world, drawn in by images and media; this is not reality and leads to hyperreality: Images are no longer the mirror of reality, they have invested the heart of reality and transformed it into hyperreality, where from screen to screen, the only aim of the image is the image. The image can no longer imagine the real because it is the real; it can no longer transcend reality, transfigure it or dream it, since images are virtual reality. In virtual reality, it is as if things had swallowed their mirror (Zurbrugg, 1997, p.12). Disneyland is an example of this as the fine line between reality and fantasy is unclear. Postmodern cinema contains a variety of features such as intertextuality, non-linear narratives, referentiality and pastiche. Frederic Jameson talks about the importance of pastiche in postmodern films: Pastiche is, like parody, the imitation of a peculiar or unique, idiosyncratic style, the wearing of a linguistic mask, speech in a dead language. But it is a neutral practice of such mimicry, without any of parodys ulterior motives, amputated of the satiric impulse, devoid of laughter (Jameson, 1991). Django Unchained demonstrates features of postmodern theory and this is often the case with Tarantinos work, as described by Rehling: Tarantino is generally considered the postmodern filmmaker par excellence due to his penchant for intertextual allusions (2010, p.203). The film follows the story of a bounty hunter (previously employed as dentist) Dr. King Schultz, who is searching for a trio of men named The Brittle Brothers. Schultz understands that Django (Jamie Foxx) is familiar with the brothers as he was once a slave to them, and realizes he must free Django for him to assist Schultz on the journey. Schultz mentors Django, and offers to pay him for his services while helping Django to live as a free man. The pair begin finding and killing various wanted men. Django explains he wishes to rescue his wife Broomhilda Von Shaft (Kerry Washington), and is determined to find her. Schultz agrees to help Django on his mission to release Broomhilda, who they later discover is a slave of Calvin Candie at his plantation CandieLand. The two men begin their journey to CandieLand and adopt a strategy in the hope to free Djangos wife. The film has been described as a spaghetti western due to the amount of violence involved as well as a Blaxploitation film. The main hero of the film is Django, a black character, and this contrasts with other 19th century Western movies where the central hero is often white, such as John Waynes character in The Searchers. It is also uncommon for a German character to be shown as the hero in this film genre. Djangos main goal is to locate and save Broomhilda from the slave trade. Although the film is violent in nature, comic relief is used throughout, for example, when Broomhilda faints at the sight of Django after he says Hey little troublemaker, to which Schultz replies you silver tongued devil, you. Pastiche is apparent when the Klansmen are preparing for a raid. The men bicker over the quality of the masks provided for them and this allows the spectator to laugh or poke fun at the characters. Humour is used as a tool to help the audience cope with gory imagery and the overall neg ative themes. Hyperreality is evident in Django Unchained as the film mimics a fictional world. Schultz tells Django about the famous German myth concerning a princess named Broomhilda who is held in captivity by a fierce dragon, until she is finally saved by her hero. This relates to Djangos main objective to free his wife and adds to the fairy-tale notion. Calvin Candies estate is referred to as CandieLand which has rather positive connotations however the harsh reality is that CandieLand is where Broomhilda and other slaves are kept as prisoners. Another aspect of postmodernity within Django is the intertextuality used, such as the reference to other films. The 1966 film Django is referenced firstly with the films title and actor Franco Nero (1966 Django) plays a cameo role. During Django and Schultzs time within the Candie mansion, Nero asks Django how he spells his name. Django replies that the letter d is silent, to which Nero replies, I know. It then becomes evident why Neros character is i mportant and his presence may spark curiosity in the viewer. In addition, Broomhilda Von Shaft is a reference to the Blaxploitation film Shaft. The soundtrack within the film is somewhat mismatched, combining a variety of different genres, and this seems unusual due to the historical period when Django is set. Costume design stands out greatly, especially during the scene were Schultz encourages Django to pick his own clothes. His first freedom outfit is extravagant and the blue suit imitates to the famous painting The Blue Boy (Gainsborough, 1770). This mimicking effect encourages a postmodern feel, and the notion of bricolage or that nothing is infinite; everything in existence is a copy of itself. Gender in cinema is significant and Django Unchained represents gender in different ways. Laura Mulvey (1975) talks about the male gaze: The determining male gaze projects its phantasy on to the female figure which is styled accordingly. In their traditional exhibitionist role women are simultaneously looked at and displayed, with their appearance coded for strong visual and erotic impact so that they can be said to connote to-be-looked-at-ness (Mulvey, 1975, p.62). Mulveys theory can be applied to Django Unchained as the female characters do not have demanding roles or are depicted as damsels in distress. Mulvey talks about woman as image, man as bearer of the look (1975, p.62) implying the notion that female characters are admired by a male audience solely down to their physical appearance. The male characters keep the film moving forward as Django and Schultz lead the story, while supporting males are crucial to the plot such as Calvin Candie and Stephen (Samuel L. Jackson). The viewer may appreciate the visuals provided by the female however can relate more to the male characters: Voyeuristic visual pleasure is produced by looking at another (character, figure, situation) as our object, whereas narcissistic visual pleasure can be derived from identification with the (figure in the) image (Smelik, 2001, p.9). Throughout Django, the female image is displayed in soft lighting, encouraging a sense of beauty and romanticism. During these moments, for example, the hallucinations Django has of Broomhilda, the viewer appreciates the imagery and momentarily shifts away from the narrative, as the female characters appearance tends to work against the development of a story line, to freeze the flow of action in moments of erotic contemplation (Mulvey, 1975, p.62). Although Broomhilda is incredibly important to Django, her character alone is not of importance. We witness Broomhilda being whipped and beaten however it seems we are not so concerned about her wellbeing but more so the way in which this affects Djangos actions. There is an underlying notion that the women in the film are the property of the male characters (Broomhilda belongs to Django, Lara Lee (Laura Cayouette) belongs to Calvin Candie, etc.). The female characters have little dialogue compared to the male characters, implying the idea that they should be seen and not heard. It can however be argued that Broomhilda is strong and independent, due to the fact she has endured endless torture and suffering since Django has been apart from her. In addition, she has attempted to escape CandieLand without the help of Django. Mulvey describes female objectification: Woman displayed as sexual object is the leit-motif of erotic spectacle: from pin-ups to strip-tease, from Ziegfeld to Busby Berkeley, she holds the look, plays to and signifies male desire (1975, p.62). At CandieLand, Schultz asks for alone time with Broomhilda due the fact she is fluent in German. Django had predicted earlier that she was being used as a comfort girl (a slave for sex). There is the suggestion that Schultz is expecting a sexual encounter with Broomhilda and this view is held by everyone at CandieLand aside from Django. It becomes apparent that the women are sexual objects for men and this should not be questioned but rather expected. Schultz realises that if he does not pretend this is indeed his intention with Broomhilda, there may be suspicions about him and Djangos presence. We see Broomhilda being removed from the hot box, as she is naked and continues to scream. This contrasts with the next time Broomhilda is seen; she has been dressed up to appear beautiful and presentable for Schultz emphasising the idea that her purpose is only to be looked at and her performance from earlier is unacceptable. Lara Lee is shown in a similar way, as she often appears doll-lik e and attractive, wearing elaborate dresses. She acts elegant and polite around the male characters, as though to impress them. Laura Lees behaviour relates to the idea of fetishism and the notion of these women being hyper-polished: Fetishizing the woman deflects attention from female lack and changes her from a dangerous figure into a reassuring object of flawless beauty (Smelik, 2001, p.11). Sadism is introduced in the film; this is the belief that the woman should be punished or forced to seek forgiveness within the narrative. An example of this is during the scene when Broomhilda is asked to undress and reveal her scars to the group of men in the room. Candie is determined to remind Broomhilda of her place at CandieLand, ensuring she and those in the room understand that Broomhilda belongs to him. He has branded her physically with these scars, and she has evidently been punished through such torture. She is also continuously being punished through the fact she must show herself to these men. Once Djangos identity is discovered, he wakes up to realise he has been tied upside down. A man enters, explaining he is to be castrated using a hot knife. This scene stands out as the man reveals he has received these orders from Lara Lee. This highlights male fears around the female presence; the woman is viewed as a danger or threat as well as male anxiety regarding castration. Classic cinema solves the threat of castration in one of two ways: in the narrative structure or through fetishism (Cook Bernink, 1999, p.354). The black male characters are objectified in Django Unchained, for example, during the Mandingo fighting scene. Candie demands these black slaves to fight one another, for his own pleasure. The men are dressed with little clothing and like the females, do not have any dialogue in the film nor are they given names. They are simply there to be looked at; for Candie to witness them fighting. The men often grunt throughout, implying the notion that they are animals or beasts used only to fight, as though they are being trained like dogs, which also dehumanizes them. The audience observe the fight from Candies objectifying point of view with minimal flashes of Django or Schultzs reactions, to restore the understanding of how cruel this act is. Within Candies dining room, a marble statue of two naked men fighting can be seen. Once Schultz meets Broomhilda and explains the escape plan to her, Django appears at the door however he is filmed in a seductive manner. The camera begins at Djangos feet and slowly moves upwards, scanning over his entire body. This allows the viewer to look at Django and examine him closely before dialogue is heard, and technique is unusual as it would normally be used for a female character: There is, in other words, a specific and even ritualized form of male objectification and eroticization in Hollywood cinema (Weems et al., 2010, p.83). There may be a somewhat homoerotic relationship between Candie and his loyal and oldest house slave Stephen. Stephen always supports Candie and appears desperate to please him or win his respect. Stephen is not afraid to disagree or argue with Candie, which is evident when Django arrives and Stephen is appalled that he has the same rights as a white man. Candie states that he grew up in a house full of niggers, which portrays that Stephen has perhaps raised Calvin and a further reason behind their closeness. Within CandieLand, Stephen has not suffered or been tortured in the same way other slaves have, and thus sees Django as a threat to his position. It can be argued that Stephen may be suffering from Stockholm Syndrome or has simply become brainwashed as his life at CandieLand is all he has ever known. To conclude, Django Unchained is a well written film which deals with an array of issues throughout. The film is evidently postmodern in nature, as it presents aspects of postmodern theory such as intertextuality. It can be argued that Mulveys argument relating to the male gaze is apparent due to the representation of female characters in Django, and the way in which they differ from the male characters, for example, having little dialogue or action/purpose within the films narrative. Male objectification however also manifests itself in Django, and thus the sexualisation of both genders is noticeable. References Bealer, T. (2013) Did Quentin Tarantinos Feminism Take a Step Backwards in Django Unchained? [Online] Available: http://www.genderfocus.com/2013/01/07/did-quentin-tarantinos-feminism-take-a-step-backwards-in-django-unchained/ [Accessed: 9 March 2017]. Child, B. (2012) Django Unchained Wins Over Black Audience Despite Spike Lee Criticism. The Guardian. 3 January. Available: https://www.theguardian.com/film/2013/jan/03/django-unchained-spike-lee [Accessed: 8 March 2017]. Cook, P. and Bernink, M. (1999) The Cinema Book. 1st ed. London: British Film Institute. Doyle, H. (2010) Gender, Sadism, and Masochism in the Works of Wilkie Collins. [Online] Available: http://vc.bridgew.edu/undergrad_rev/vol6/iss1/34 [Accessed: 7 March 2017]. Gainsborough, T. (1770) The Blue Boy. [Oil on Canvas 178 x 112cm] Henry E. Huntington Art Gallery, San Marino. Haastrup, H. (2014) Storytelling Intertextuality. Film International. Vol.12(1), pp.85-97. Jameson, F. (1991) Postmodernism, Or, The Cultural Logic of Late Capitalism. 1st ed. Durham: Duke University Press. Jencks, C. (1996) What Is Post-modernism? 4th ed. Michigan: Academy Editions. Monaco, J. (2000) How to Read A Film. 1st ed. New York: Oxford University Press. Mulvey, L. (1975) Visual Pleasure and Narrative Cinema. Screen. [Online] Vol.16(3), p.62. Available: https://www.asu.edu/courses/fms504/total-readings/mulvey-visualpleasure.pdf [Accessed: 9 March 2017]. Rehling, N. (2010) Extra-Ordinary Men. 1st ed. Lanham: Lexington Books. Smelik, P. (2001) And the Mirror Cracked. 1st ed. Basingstoke: Palgrave Macmillan. Tarantino, Q. (dir.) (2012) Django Unchained. [DVD] The Weinstein Company. 166 mins Weems, C., Berger, M., Wallis, B. and Watson, S. (2010) Constructing Masculinity. 1st ed. New York: Routledge, p.83. Zurbrugg, N. (1997) Jean Baudrillard, Art and Artefact. 1st ed. London: Sage.

Education Curriculum Essay

There is usually an existence of a gap between the objectives of a lesson and the student position and pertains the lesson intended. The teacher is duly bound to make sure that the relevant skills and knowledge contained in any lesson have appropriately been imparted into the students. The learning has to proceed in places and the cognitive skills required at each phase of learning should be clearly set down. The teacher should be in a position to convert the most important steps in the phases into a learning existing strategy. That allows the students to learn effectively the subject matter. The teacher should as well identify the requirements of each step, while taking precautions that the student should not make errors. The fundamental requirements should be presented in the foremost to allow the mastering of required skills to follow later. The current skill wise position of the student should be identified by the teacher. Guidelines in evaluation checklist The evaluation checklist has guidelines which are all important for the success curriculum instructional materials. The guidelines in the evaluation checklists are all influential towards the extent the support towards learning and towards the achievement of the required instructional objectives of learning. They include Design, procedures, clarity and efficiency. (Heinich, 2002). The content of any curriculum material should not be irrelevant. A high degree of accuracy is required to make sure the pupils minds are energy are utilized competently. The guidelines are also important in that an organized format with a logical setup of content should be achieved. The brain of the student is the most crucial resource at the moment and its utilization should be well addressed. To achieve this objective it is therefore important that the guideline in the evaluation checklist exhibits some objective which is clearly defined. This helps save time and enhances the checklist to address only the relevant and necessary objectives. The questions that need to be raised so as to achieve the right objectives are clearly put in a relevant capacity while the examples cited in the discussion have implacable meaning and they are of help to the students. The design guideline also allows that only the important part of the information is given the right emphasis and its content is not a burden to the students. The guideline is also important as to avoid impartiality when representing the objectives by coping with gender racial, religious or ethnicity biasness. This is especially significant since the learning environment is cross-cultural and each an every recipient should be comfortable with the information brought up. The guidelines are also important towards provision of currently updated and completely addressed information for the best comfort of the students. This will as well address the career fields’ needs while at the same time addressing the issues of gender and race of the participating population. The design component is also important in that it results with information from a clearly identified source that is reliable and therefore the information by itself is also reliable. Heinich, 2002). As the learners continue to acquire skills and knowledge. The guidelines should allow the students to learn. The duty of this guideline is to help p the student, achieve this as the student moves beyond the basis of leaning. Through thinking as the students learn and apply the skills simultaneously for the health of their learning activities. The cultural diversity has been earlier mentioned which is another important aspect of the design guidelines with a consistent layout. It is also with an effective design of an evaluation checklist guideline that unique learning techniques are applicable to the culturally diverse leaning atmosphere which has various categories of ability levels. The other significant importance of the design guideline is the provision of an easy assessment to teachers of the progress of the students. It also enhances a reading level that is only appropriate and specific to the target group, while also addressing only the relevant age and grade level. The other guideline is the procedure which is important in that it enhances the required interaction frequencies that make learning easier. The interactions are significantly vigorous, vibrant and active in learning the interactions out of the procedures guidelines also boosts the student’s moral for a continued learning allowing the students to master the already learnt concepts. The procedure also allows for complete and clear directions which facilitate the students to perform only the relevant tasks. Heinich, 2002). The other most important guideline of the evaluation checklist is clarity. Clarity is importance towards presenting the checklist in a clear easy to read and to understand test. The general format of the course lesson also becomes attractive to the eyes of the user the layout being easier makes learners have some relative ease to locate what they need. ( Gollnick and Chinn, 2002). All the necessary features of the content are easily navigated by the clarity guideline of checklist while the paragraphs in each section give a presentation of information clearly and accurately. There is also a consistency of clear and clean fonts. Heinich, 2002). The last and also most important guideline of the evaluation checklist is the efficiency of the guidelines By the use of efficiency, only the necessary information is included in the lessons. The efficiency guideline also allows that only the significant examples and practice items which are as numerous as possible are included in the lessons. This is very important towards helping student learn the relevant materials of the lesson (Gagiulo, 2003) A lesson of Importance The instructional materials evaluate checklist may be of crucial assistance to a teacher aiming at an a grade in such a subject such as racial assimilation. The objectives of this lesson is to assist the students identify the relative forces given to the various racial groups and a step to their immigration in the United States. Heinich, 2002). By the use of curriculum materials each resource should be used in the lesson since each carries some considerable weight towards the achievement of the overall objective. Adequacy of the Lessons in terms of the Attributes of Curricular Design: To teach the objectives already identified some instructional resources for teaching are required. The issue has raised interest in the teaching of racial discrimination in the United States. The students should be made to wholly understand the process of assimilation of minority groups overtime. To achieve these, some resources such as recent statements by the government regarding its policy in respect of national minorities would be of crucial help. Another important resource would be the historical background of all the affected citizens of that particular country. The last of the resource would probable be some website data of the number of immigrants recorded overtime in the country As regards the first resource for example, the issue of â€Å"The government presenting a report on the sorting of the minorities on its policy in respect of the national minorities† (Gollnick and Chinn, 2002). as regards the historic background, the origin and the history f every affected group can be analyzed and given. The Adequacy Of The Lessons In Terms Of The Attributes Of Curricular Design The purpose is quite clear as transmitted during the lesson presentation: This is as a result of the accurate, well organized and clearly defined design of presentation. The lesson has been supported by the necessary information required all of which has been from reliably known sources. The information has also been given with the emphasis of the most important points. (Gagiulo, 2003) The Pan balance equations are pre- Algebra is a previous lesson in the Algebra section of mathematics lesson as relates to Pan balance Equations. This is the most significant fact leading to the condition that there has been some background knowledge and information from the previous lessons. This is healthy for the student for the purpose of a good follow up and integration of the related information into the current information for a healthy learning. (Gagiulo, 2003) The lesson approaches the technique of cooperative learning some parts of inquiry and some direct instructions. Students should be made to use the previous knowledge learned in earlier lessons that are related to the current lessons for them benefit. This calls for cooperative learning whereby each students make a contribution of what is known to the students for the mutual benefits of the teacher the taught and fellow students. This is achieved through first the inquiry by the teacher to make references of the past knowledge by the students who give a direct contribution of the same as a response. ( Gollnick and Chinn, 2002). The initial ideas are used to develop more beneficial ideas. The lesson addresses a variety of learning styles and intelligence. All the possible approaches should be used for the benefit of the student. Remember that the transition between the initial steps whereby the teacher has the objectives while the student have un empty mind which should be filled by the teacher is a complex one. Styles and intelligences of all range should thus be applied to come up with the required results. Questions have been asked examples have been given illustrations of various degrees applied; direct facts from known sources cited all, aiming for some positive results. All these are resources at the disposal of the teacher and they must be used. The ultimate goal of the lesson is to make sure that students comfortably understand all the details of the lesson. It is therefore the requirement of the lesson to provide the teachers with the relevant method of assessing the level of understanding that has been affected by the project. The methods through which students answer projected questions on the lesson. The way the students answer short written questions and the way the they apply the knowledge accumulated to tackle exercise questions is a clear guide to the success of the provision by the lesson to assessment of understanding. (Gagiulo, 2003) Importance of selecting programs / lessons appropriate for students. I assessment of this issue levels of instruction development and reading, the goals of the curriculum, and the state of the student such as the disabilities must be all be considered. The importance of any program is to benefit. The recipient through the most efficient and comfortable method. No attempt should be encouraged to create further complication of the students. Therefore the instructional level for example is a good guide as to what instructions are rightful for the students. The development level of the student further guides the teacher towards the rightful resources to apply to the student. The disability status sets limits as to what practical examples should be used for the students. The reading level is a guide as to what affect the students should not be exposed to reading materials while the curricular goals should guide the teacher as to what is intended of the lesson and the final expectations. (Gagiulo, 2003) Conclusion The main aim of successful curriculum material is to achieve comprehensive learning for the overall molding of an individual in terms of skills and knowledge. This is importance for the future benefit of student the success and the teachers expect as a result of high quality of learning.

Hammurabi’s code and the Ten Commandments Comparison

Hammurabi was ruler of the Babylonian dynasty from 1792-1750 B. C. And is responsible for one of the earliest legal codes in history The Laws. The Laws is a form of constitution, an organized code of social rules, rights of people and legal standards. Hammurabi felt that he was a sort of instrument of the gods and that it was his role to implement The Laws as a form of righteous justice with a divine authority. The underlying principle for The Laws is an â€Å"eye for an eye† having cause and effect for physical actions and moral situations while setting economic standards.A good example of The Laws having a cause and effect while setting an economic standard is stated â€Å"If a man gives to another silver, gold or anything else on deposit in the presence of witnesses and the latter disputes with him or denies it, they shall call that man to account and he shall double whatever he has disputed and repay it. † It sets a standard for putting a deposit down and also sets an effect should one of the parties try to lie about that deposit.The Laws was ahead of its time in many aspects however slavery is legal therefore everyone is not seen as equal. Even if the penalties were not carried out The Laws would have worked as a threating devices letting the people of the land know of the potential consequences of the actions. Unlike Hammurabi’s code the Ten Commandments list guidelines on worship and holy days. And offers worship as a form of retribution instead of the real literal form of physical retribution found in Hammurabi’s code.One example of a law that is similar, deals in financial matters and states â€Å"If a man delivers to his neighbor money or goods to keep and it is stolen out of the man’s house. If the thief is found he shall pay double. If the thief is not found the owner of the house shall come near to God, to show whether or not he has put his hand to his neighbor’s goods. † This is very similar to a la w found in Hammurabi’s code in which the repayment amount is similar for the exact situation.Some of the laws on slavery vary from the two codes the Ten Commandments offers compensation directly to the slave one laws reads â€Å"When a man strikes the eye of a slave male or female he shall let that slave go for the sake of that eye†. In Hammurabi’s code a lot of the compensation for damages done to slaves went to their master. Overall I would say that the two laws codes are different. The Ten Commandments gets away from the concept of â€Å"An eye for an eye† as in Hammurabi’s code. As to the Ten Commandments offers more monetary compensation with a small amount of physical compensation except in extreme cases.

Communication for the Deaf World is American Sign Language

The language in the Deaf-World is called signed language. In America it is called American Sign Language (ASL). Sign Language is different all over the world it is not universal. For Deaf people their language is the most important thing in their lives, it is who they are, it is their identity. Deaf people have a different culture and customs compared to the hearing world. They learn communication differently from hearing people. What people do not understand is that signed language is visual communication therefore the language is pictorial. ASL does have grammar there is a set of rules to follow for words and sentence formation. A transcription of ASL is called glosses their sentences are not as wordy as hearing people. For example, in chapter 3 of â€Å"A Journey into the Deaf-World† says, â€Å"Me mother responsible children me take-care-of fee clean list.† This translates for hearing people, â€Å"I’m a mother, which means I have a lot of responsibilities. I must take care of the children, feed them, clean them up- there’s a whole list.† People assume deaf people have only one sign for one word, which is not true at all. They have multiple signs for one word because just one word can have multiple meanings. Like the word run has different meanings, therefore there are different signs for the word run. The stages for deaf babies learning signed language are very similar to that of hearing babies learning spoken English. Just like hearing babies, deaf babies begin at the one-word stageShow MoreRelatedThe Effects Of Deafness On Deaf Children1669 Words   |  7 Pagesloss. The term Deaf is considered to be a disability solely on the fact that an individual who is Deaf is not â€Å"normal† due to their hearing loss. Most individuals do not believe that there are any benefits or positives from being Deaf, nor do they believe that a Deaf individual will ever be able to live a happy and fulfilled life. 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There are also students that have family members that makeRead MoreDeaf Americans: Community and Culture1427 Words   |  6 PagesAn average of 90% of all babies born deaf or with some type of hearing loss are born to hearing parents. Deafness can be caused by a variety of things both genetic and environmental. Upon learning their child is deaf, most hearing families try to find ways to fix what they feel is a defect. However, deaf families rejoice in their childs deafness because now they have another person to strengthen the deaf community and carry on the Americ an Deaf culture. There are approximately 35 million peopleRead MoreHow the Deaf Communicate in a Hearing World Essay1671 Words   |  7 Pagesbetween a hearing world and a deaf one. One world is capable of hearing and the other involves no incoming source of sound whatsoever. Understanding how deaf culture and how the hard of hearing work and live is important in order to comprehend the reasons behind why they do the certain things they do such as stare at others for a long period of time or the reason why they perceive situations that they are placed in. In the world of the deaf, one who has been labeled with the term â€Å"deaf† has little toRead MoreDeafness : The Deaf World947 Words   |  4 Pages The Deaf World Naomi Huai Kim Ms. T. Bowman Advanced Composition 01 23 October, 2015 Deafness is a disability that affects about 70 million people in the world and approximately 380 thousand of those are in the United States of America (Mitchell). Deafness can be caused by infections, abnormal bone growth or tumors during childhood and it can form later in life (Mayo Clinic Staff). Deafness could also be genetics. There are multiple cases where a child is deaf because of a geneticRead MoreSigns Of The Deaf Community Sign Language1279 Words   |  6 PagesAmerican Sign Language There are thousands of languages spoken all over the world and hundreds spoken across the United States of America, but what about the language that isn’t technically spoken? The ability to speak in order to communicate is a privilege that most forget they have. Imagine the struggle of the injustice a person was served losing their ability to hear or speak normally. It’s heartbreaking because communication is so vital to a person’s life. However, imagine a system that allowsRead MoreHearing The Differences Of The Deaf Culture1617 Words   |  7 Pagesthe World Health Organization, there are 360 Million people in this world who live with a debilitating hearing loss. Hearing loss and deafness is more common than what it’s perceived to be. Hearing individuals may view people with a type of loss as a minority. Every minority group has their story to tell. The Deaf have a very unique story, but they are not a minority group but rather a culture. Carol Paden a uthor of Inside Deaf Culture defines a culture as a group of people that share language, valuesRead MoreEssay on Love in a Silent World905 Words   |  4 PagesArticle Report â€Å"Love in a Silent World† is an article explaining some deaf histories and deaf cultures by describing the backgrounds of a young deaf couple, Mike and Monica. Mike, a Gallaudet college sophomore, is a â€Å"manualist†, meaning that he â€Å"does not speak† and that he only communicates â€Å"through sign language†. Monica, a Gallaudet college freshman, on the other hand, is an â€Å"oralist†, which tells people that she has learned â€Å"speech and lipreading† and that she used to be forbidden to communicate