Sawing the Air Thus: American Sign Language Translations of Shakespeare and the Echoes of Rhetorical Gesture

Abstract

The Americans with Disabilities Act (ADA) signed in1990 states that "no individual may be discriminated against on the basis of disability." The creation of anti-discrimination laws did not, however, legislate community understanding and equality of access. Focusing on access for the Deaf community to Shakespeare in performance, I am interested in developing both a theoretical and practical document. This document will explore the seemingly disparate fields of Performance theory, Shakespeare studies, Sign language studies, and Deaf studies in order to formalize a structure for interpreting text to create a communal experience for both Deaf and Hearing audiences. The virtuosity of Shakespeare makes his stories universal, enabling them to be translated into countless languages. Signed languages, as a part of the translation studies of Shakespeare, are often considered insignificant to the field because the interpretation into ASL is as temporal as a performance or is perceived by some to be limited to a small community of understanding. By formalizing a process of translation that uses elements of both ASL and gesture, not only does this research provide a structure for creating formal ASL translations, but reexamines the importance of rhetorical gesture in Shakespeare studies. I begin by providing an overview of my methodology and interdisciplinary approach to gesture, ASL, Shakespeare and performance theory. Next, I examine a historical and theoretical framework for gesture in both the D/deaf and performance communities. I go on to discuss the use of gesture (rhetorical, performance, and sign language) in production through an analysis of sketches, charts, and embedded video. Finally, I document my experiences as an interpreter in an original staging practices environment. This documentation illustrates the uses of the previously discussed elements converging in practice. This dissertation will serve as a first step towards practitioners, academics, and interpreters working together to fully interpret Shakespeare's texts and redefine the concept of access.