Training audio describers for art museums
DOI:
https://doi.org/10.52034/lanstts.v18i0.509Keywords:
Audio describer profile, art museum, internship, situated learningAbstract
Audio description (AD) for art museums and exhibitions is a growing professional field. This article investigates the profiles of audio describers for art museums that exist today and presents a curriculum proposal for one of these profiles, namely the graduate in Translation Studies. This proposal consists of the incorporation of an internship in art museum AD into the Translation Studies curriculum. More specifically, this article describes the internship offered by the Kaleidoscope non-profit association, based in Granada, to graduates in Translation. Our proposal is discussed in relation to Kiraly’s (2000, 2012) social constructivist and holistic–experiential approaches to translator education and recent studies that advocate more internship opportunities for Translation graduates to help their meta-competence emerge (Kiraly & Hofmann, 2016) and to foster their employability (Schnell & Rodríguez, 2017).
References
Atlas.ti (Version 8) [Computer software]. Scientific Software Development.
ADLAB PRO. (2017). Audio description professional: Profile definition. Retrieved from http://www.adlabpro.eu/wp-content/uploads/2017/12/20170608_uam_io1_report.pdf
Birkan Baydan, E., & Banu Karadağ, A. (2014). Literary translation workshop: Social constructivist approach classroom activities. Procedia – Social and Behavioral Sciences, 152, 984–988.
Díaz Cintas, J. (2007). Por una preparación de calidad en accesibilidad audiovisual. TRANS, 11, 45–59.
García Sandoval, J. (2015). Museum, arts and health – as encounter and inclusive culture: Relationships, experiences and best practices in Spanish museums. Her&Mus: Heritage & Museography, 16(7:1), 33–46.
González Davies, M. & Enríquez Raído, V. (2016). Situated learning in translator and interpreter training: Bridging research and good practice. The Interpreter and Translator Trainer, 10(1), 1–11.
Hailey, D., Miller, A., & Yenawine, P. (2015). Understanding visual literacy: The Visual Thinking Strategies approach. In D. M. Baylen & A. D’Alba (Eds.), Essentials of teaching and integrating visual and media literacy (pp. 49–73). New York, NY: Springer.
Hollins, H. (2010). Reciprocity, accountability, empowerment: Emancipatory principles and practices in the museum. In R. Sandell, J. Dodd, & R. Garland-Thomson (Eds.), Re-presenting disability: Activism and agency in the museum (pp. 228–243). London: Routledge.
Kelly, D. (2007). Translator competence contextualized. Translator training in the framework of Higher Education reform: In search of alignment in curricular design. In D. Kenny & R. Kyongjoo (Eds.), Across boundaries: International perspectives on Translation Studies (pp. 128–142). Newcastle: Cambridge Scholars.
Kiraly, D. (2000). A social constructivist approach to translator education: Empowerment from theory to practice. Manchester: St. Jerome.
Kiraly, D. (2012). Growing a project-based translation pedagogy: A fractal perspective. Meta, 57(1), 82–95.
Kiraly, D., & Hofmann, S. (2015). Towards a postpositivist curriculum development model for translator education. In D. Kiraly (Ed.), Towards authentic experiential learning in translator education (pp. 67–87). Mainz: V&R.
Orero Clavero, P. (2005). Audio description: Professional recognition, practice and standards in Spain. Translation Watch Quarterly, 1, 7–18.
Pro Helvetia. (n.d.). Time for cultural mediation. Retrieved from https://prohelvetia.ch/app/uploads/2017/09/tfcm_0_complete_publication.pdf
Reich, C., Lindgren Streicher, A., Beyer, M., Levent, N., Pursley, J., & Mesiti, L. A. (2011). Speaking out on art and museums: A study on the needs and preferences of adults who are blind or have low vision. Museum of Science Boston and Art Beyond Sight.
Rodríguez de Céspedes, B., Sakamoto, A. , & Berthaud, S. (2017). Introduction. The Interpreter and Translator Trainer, 11(2–3), 103–106.
Saldanha, G., & O'Brien , S. (2013). Research methodologies in Translation Studies. London: Routledge.
Salzhauer Axel, E., Hooper, E. V., Kardoulias, T., Stephenson Keyes, S., & Rosenberg, F. (2003). AEB’s guidelines for verbal description. In E. Salzhauer Axel & N. Sobol Levent (Eds.), Art beyond sight: A resource guide to art, creativity, and visual impairment (pp. 229–237). New York, NY: AFB.
Schnell, B., & Rodríguez, N. (2017). Ivory tower vs. workplace reality. Employability and the T&I curriculum – balancing academic education and vocational requirements: A study from the employers’ perspective. The Interpreter and Translator Trainer, 11(2–3), 160–186.
Soler Gallego, S. (2012). Traducción y accesibilidad en el museo del siglo XXI. Granada: Ediciones Tragacanto.
Soler Gallego, S. (2016). A corpus-based genre analysis of art museum audio descriptive guides. In F. Alonso Almeida, L. Cruz García, & V. González Ruiz (Eds.), Corpus-based studies on language varieties: Linguistic insights (pp. 145–166). Bern: Peter Lang.
Soler Gallego, S. (2018). Audio descriptive guides in art museums: A corpus-based semantic analysis. Translation and Interpreting Studies, 13(2), 230–249.
Soler Gallego, S., & Luque Colmenero, M. O. (2018). Paintings to my ears: A method to study subjectivity in audio description for art museums. Linguistica Antverpiensia New Series – Themes in Translation Studies, 17, 140–156.
Soler Gallego, S., Luque Colmenero, M.-O., & Rodríguez Posadas, G. (2016). Words to see: On the intersemiotic translation of composition in paintings. In A. Rojo López & N. Campos Plaza (Eds.), Interdisciplinarity in translation studies: Theoretical models, creative approaches and applied methods (pp. 277–294). Bern: Peter Lang.
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under the CC BY-NC 4.0 Deed that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. The material cannot be used for commercial purposes.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).