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NF Alu
CN Onuora
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International Journal of Educational Policy Research and Review
ISSN 2360-7076
Vol.5 (9), pp. 154-165 December, 2018
Available online at https://www.journalissues.org/IJEPRR/
DOI:https://doi.org/10.15739/IJEPRR.18.018
Author(s) retain the copyright of this article. Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.



Original Research Article

Implications of using visual arts as alternative to audio-lingual communication among Nigerian deaf and dumb students

1*Alu, N. F., 1Onuora, C. N., 2Echem, S. O., 1Emefiesi, C. F., 3Philips, J. U. and 2Emelogu, C. M.

1Department of Fine and Applied Arts, Faculty of Arts, University of Nigeria, Nsukka, Nigeria.
2Department of Fine and Applied, Arts/Music, Faculty of Humanities, Alex Ekwueme Federal University, Ndufu-Alike, Nigeria.
3Department of Fine and Applied Arts, Faculty of Environmental Studies, Abia State University, Uturu, Nigeria.

*Corresponding Author Email: nkem.alu(at)unn.edu.ng



date Received: September 6, 2018     date Accepted: October 30, 2018     date Published: December 21, 2018


 Abstract

The main purpose of this study was to investigate the implications of exerting visual art as alternative communication route among deaf and dumb students. In doing this, crafts (raffia, cane and straw weaving), 2 dimensional arts (painting and drawing) and 3-dimensional arts (clay and paper Marché) were fostered. Specifically, the study sought to; (i) utilize crafts for kinesthetic communication, (ii) use painting and drawing for cognitive learning (iii) use moulding and assemblage to introvert hyperactivity, and (iv) combine the three art forms for a clustered alternative to audio-lingual communication. The study was experimental, for four weeks apiece (Tuesdays and Thursdays per week; 3 hours per day) at the Special Education Centre, Ogbete-Enugu and the Special Education Centre, Oji River, both in Enugu State. Population was 70, 50 were in the treatment groups (Enugu n=30; Oji River n=20) and 10 in the control groups (Enugu n=10, Oji; River n=10). Age brackets were 12-17 years in Enugu and 20-40 years in Oji River. The instruments for data collections are; (i) the Direct Scoring Chart (DSC) and (ii) the Mean Data Rating (MDRT) table. Findings showed that crafts, 2-dimensional and 3-dimensional arts encouraged interaction, cognitive learning, and bolstered concentration among the subjects. Attention span elongated significantly when all 3 tested art forms were combined. A visual art is recommended in special schooling for early kinesthetic and cognitive adaptation among deaf and dumb students.


Key words: Assemblage, hyperactivity, atypical, bolster, exerting, indulgence, marché


Alu et al