Development of the methodology for performing arts education of deaf performers

Summary

The ‘Development of the Methodology for Performing Arts Education of Deaf Performers’ project created an innovative methodology that connects sign language, rhythm, music, and performance through adult education. Co-created by Deaf and hearing professionals from Lithuania and Finland, it was published in five languages and made freely accessible. The project promotes linguistic diversity, strengthens the recognition of sign languages as cultural languages, and provides practical tools that can be adapted across educational and cultural sectors in Europe. This methodology was co-created by Deaf and hearing authors, ensuring equal participation and placing Deaf perspectives at the centre of the development process, rather than reproducing models in which majority voices dominate decision-making. 

“The idea for this publication emerged from our personal experiences and the joy we later discovered in creating a space together where the focus is not on comparing who is capable of more, but on experimenting and exploring the question: what can we achieve together? When I was learning to sing and rap as a child, no methodology of this kind existed.”

Topic(s) addressed

• Multilingualism
• Sign language education
• Linguistic diversity
• Inclusion and accessibility
• Intercultural dialogue
• Deaf-hearing collaboration 
• Non-vocational adult education
• Innovative teaching methods 
• Cultural participation, and 
• Promotion of minority languages

Target group(s)  

• 600+ educators, artists, therapists, social workers, teachers, cultural practitioners, sign language professionals, interpreters and Deaf community members 

Methodologies used

The project developed an innovative, Deaf-led methodology combining performing arts, sign language, music, visual arts, and inclusive education. The methodology was innovative from three interconnected perspectives: technological, artistic, and social. From a technological perspective, Deaf and hearing participants tested visual rhythm systems and vibrotactile tools, adapting technologies commonly associated with gaming and sensory feedback for educational and artistic purposes. From an artistic perspective, the methodology explored alternative forms of musical notation through handcrafted video art, visual projections, and graphic elements displayed on floors and other surfaces. These tools enabled Deaf participants to navigate rhythm and performance through visual means. Most importantly, the methodology was innovative from a social perspective. An emotionally safe and trusting environment formed the foundation of all activities. The learning process was guided by Deaf-led principles, group reflections, face-to-face collaboration, rehearsals, peer learning, co-creation, experimentation, and continuous formative assessment. These approaches strengthened communication, creativity, self-confidence, cultural participation, and collaboration skills among participants. The methodology linked non-formal learning with professional artistic practice and was developed in partnership with Deaf organisations, educators, artists, researchers, and cultural institutions. 

Innovation environment

The project created an innovative learning environment through equal collaboration between Deaf and hearing professionals. Both partner organisations adopted a whole-organisation approach, involving educators, artists, managers, interpreters, and communication specialists in the development process. A positive organisational climate was built through trust, continuous feedback, group reflections, and Deaf-led decision-making. Cross-sectoral cooperation with Deaf associations, higher education institutions, cultural organisations, and media partners strengthened the quality and relevance of the results. Sustainable practices included digital dissemination, online collaboration, and open-access publication of all project outputs.

Teachers’ role

Teachers, trainers, and facilitators acted as innovators by co-developing and testing new educational tools together with Deaf participants rather than applying pre-existing methods. Deaf and hearing professionals worked as equal partners, combining expertise in performing arts, sign language, and inclusive education. They fostered wellbeing by creating an emotionally safe environment based on trust, peer learning, reflection, and mutual respect. Continuous cooperation between Lithuanian and Finnish experts enabled knowledge exchange and professional growth. The project strengthened competences in inclusive teaching, intercultural communication, and Deaf-led educational practices. 

Impact and output

The project had a direct impact on Deaf and hard-of-hearing adults, who developed communication, collaboration and artistic skills, as well as greater self-confidence through participation in an inclusive learning process. All 14 Deaf participants completed the programme, reporting improved wellbeing, stronger social connections, and greater confidence in cultural participation. The project specifically addressed a group with fewer opportunities by creating accessible learning environments and recognising sign language as a cultural and linguistic asset. Its impact extended beyond the participants through the publication of an open-access methodology, dissemination events, Deaf association networks, media coverage, and engagement with educators, cultural organisations, and higher education institutions, inspiring further inclusive initiatives.

Learn more about the project