Empowerment Through Expression

Overview

Unit Title: Expressing Deaf Culture
Lesson Number: 28 of 30
Lesson Duration: 70 minutes
Year Level: Year 9
Class Size: 20 students
Subject: Languages (Australian Sign Language - Auslan focus)
Curriculum Level: Australian Curriculum, Languages - Years 9–10 Sequence

This lesson explores the transformative power of poetry and creative expression within the Deaf community. Students will engage with visual poetry created by Deaf Australians, reflect on themes of empowerment, and craft their own pieces using signed storytelling or visual poetry.

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Australian Curriculum Links

Learning Area: Languages (Auslan - Second Language Learners Pathway)
Band Description (Years 9–10):

• "Students explore and reflect on the relationship between language, culture and identity, including the ways in which Deaf culture is transmitted through visual texts."

Relevant Content Descriptions:

• ACLASF100: Create bilingual texts that reflect how ideas and concepts can be expressed differently in Auslan and English.
• ACLASF098: Create imaginative signed texts such as short stories, poems, and visual jokes, using increasingly complex clauses and expressions.
• ACLASF095: Explore how cultural identity is expressed in Deaf poetry, storytelling and visual arts.

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Learning Intentions

By the end of this lesson, students will be able to:

1. Understand how poetry is used as a tool for cultural affirmation and self-expression in the Deaf community.
2. Analyse signed poetry works by Deaf Australians, focusing on theme, symbolism and visual modality.
3. Create and perform a short visual poem or expressive signed piece conveying a personal message or theme of empowerment.

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Success Criteria

Students will:

• Accurately interpret key messages in signed poetic texts.
• Identify and describe at least two poetic devices used in a visual/signed poem.
• Create a unique visual/signed piece expressing an idea, emotion, or personal experience.
• Participate respectfully in group discussion, providing constructive feedback.

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Resources Required

• Projector and speakers
• AUSLAN visual poetry clips (downloaded beforehand – no need for internet access)
• Whiteboard and markers
• Student devices (for video practice/recording)
• Printed reflection worksheets
• "Empowerment Through Expression" word bank handouts
• Flash cards of visual metaphors/icons used in Deaf poetry (e.g. open palm/fist/signed heartbeat etc.)

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Lesson Structure (70 Minutes)

⏱ 0–10 mins | Welcome & Warm-Up

• Greet students in Auslan; conduct very short roll call using fingerspelling.
• Brief brain warm-up: Sign the emotion you're feeling today using simple Auslan gestures. Pair-and-share with neighbour.
• Teacher intro: Today we explore how Deaf artists use poetry to feel empowered and to tell personal stories.

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⏱ 10–25 mins | Viewing & Discussion

Activity: View a selected signed poem by a Deaf Australian poet (e.g. John Wilson or Fiona Tuomy). Choose a piece under 3 minutes.

1. Play twice: first for enjoyment, second time with pause/notes.

2. In small groups of 4, students discuss the central themes of the poem:

   • What emotions did it convey?
   • What ‘images’ or gestures made the poem powerful?
   • How was the poet expressing themselves without voice?

3. As a class, co-construct a list on the whiteboard: Ways the Deaf poet expressed emotion.

Teacher prompt: “How is this different from spoken poetry? How is it similar?”

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⏱ 25–30 mins | Guided Mini-Lesson: Poetic Techniques in Auslan

Teacher-led explanation supported by visual aids:

• Rhythmic repetition (e.g. using the same handshape or movement)
• Symbolism (e.g. a tightening fist = pressure or silence)
• Spatial poetry: how gestures expand in space to show narrative
• Use of facial expressions and head movements

Distribute handouts with gesture metaphors and examples.

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⏱ 30–50 mins | Workshop: My Story Through Movement

Task: Students brainstorm and begin creating a visual/signed poem or expressive signed video inspired by a personal challenge, passion, or cultural experience.

Steps:

1. Individual quiet reflection: complete a brainstorm sheet (What makes me feel proud? When have I felt misunderstood? What do I love about communication?).
2. Use the Word Bank and Symbol Cards to help shape signed metaphors.
3. Students either practice in front of a mirror or record short 10s drafts on devices.
4. Teacher & roaming support: circulating, giving Auslan prompts and encouragement.

Differentiation: Students new to Auslan can work with gesture/story illustration or create a still pose “tableau” poem to represent the key emotion with one movement/facial expression.

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⏱ 50–65 mins | Showcase: Express & Empower

• Students who are confident may perform or share their signed piece with the class.
• Small group sharing: In groups of 5, students perform pieces and offer peer feedback using ‘two stars and a wish’.

Teacher tip: Emphasise respectful silence and visual attention during performances.

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⏱ 65–70 mins | Reflection & Cool Down

• Distribute reflection worksheet with prompts:

  • What did I express today that I couldn’t in words?
  • How did it feel to perform in Auslan?
  • What inspired me from others’ performances?

• Final circle: Each student signs one word they feel after today’s session (e.g. bold, connected, nerve-racked, proud).

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Teacher Notes & Extension Ideas

Inclusion Tips:

• Check for any hearing needs/language levels within the group and scaffold accordingly.
• Allow use of visual supports (props, gesture icons) for those with anxiety about performance.

For next lesson: Students begin filming and editing their personal visual poems to compile into a class anthology (Lesson 29: Digital Anthology Project).

Extension/Homework:

• Interview a Deaf community member (via transcript, guest video, or direct contact) about how they express pride and empowerment.
• Turn poem into a flipbook or stop-motion project using handshapes.

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Assessment & Feedback

Formative Assessment:

• Observation of discussion and interpretation skills
• Creativity and engagement in poem creation
• Clarity of signing and use of poetic devices
• Reflection response indicating personal insight

Teacher maintains anecdotal notes during creation and group performances for final unit evaluation.

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Final Thoughts

This lesson goes beyond language learning—it invites students into the emotionally rich and culturally significant world of Deaf expression. By viewing and creating expressive works in Auslan, students discover that language is not only a tool for communication, but a medium for empowerment and identity.

Let’s empower Year 9s to be seen, be felt, and be understood—without saying a single word.