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

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.

Keywords: Assemblage, hyperactivity, atypical, bolster, exerting, indulgence, marché