Grade 12: Experiencing Creative Works

PRESCRIBED LEARNING OUTCOMES

• view creative works and respond to them through drama, visual arts, rhythmic drumming, and visual media

To view the prescribed learning outcomes for Foundations in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Organize a Deaf Film Festival. As a class, preview several films that have been produced by or for Deaf individuals. Ask students to identify the themes they would like to highlight. Prior to viewing films, give students opportunities to become familiar with the important issues, settings, characters, storylines, and filmmakers. Discussion and sharing of ideas can take place before and after each segment is viewed. As a follow-up activity, students could compare films, give preferences, and make recommendations. This can be done by participating in a critic's panel or conducting TV talk-show interviews in which students role-play actors or filmmakers.
• Have student groups view an ASL short story. Provide them with focus questions, background information, and vocabulary development to assist with viewing. Once students are familiar with the story, have each group select a segment to dramatize. Dramatizations should be signed in students' own words, rehearsed, and then presented.
• Have students review creative works by members of the Deaf community in British Columbia. Ask them to select their favourite works and give brief presentations as to why they enjoyed them. Students might want to create collages of magazine pictures, videos of their own interpretation of the artists' work, or drawings.

SUGGESTED ASSESSMENT STRATEGIES

• During a Deaf Film Festival, students show their understanding when they generate and explore discussion questions about issues and themes. Note the extent to which students are able to:
  • convey messages clearly
  • express personal points of view
  • use details from films to support their ideas
  • show some fluency and spontaneity in their responses
  • build on or respond to the views of others
  • make connections to other works or experiences
• When groups of students present dramatizations of segments of a short story, criteria might include:
  • effective presentation and choice of phrases and expressions to convey the characters' emotions and the mood of the story
  • presentation shows evidence of practice and rehearsal
  • presenter attempts to engage the audience
• Have students select a group of related works as the basis for presentations. Work with them to outline requirements for the task (e.g., length, number of works to be considered, form of response) and provide or negotiate criteria such as the following to guide feedback and assessment:
  • selections reflect a unique personal perspective or interest and offer some challenge in terms of language or culture
  • responses clearly describe key features
  • responses offer a personal point of view, including reasons and examples, and make connections to other experiences or works

• Sign Me Alice & Laurent Clerc: A Profile (2 Deaf Plays)

• Bird Of A Different Feather & For A Decent Living
• Voices In A Deaf Theatre

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