Grade 8: Experiencing Creative Works

PRESCRIBED LEARNING OUTCOMES

• view and, to some extent, understand signs in creative works with visual and contextual support, and respond to them in various ways

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students view a videotaped ASL story or movie. Then challenge them to create CD-ROM covers or video cases to promote it.
• Show a short ASL video clip. Ask students in groups to watch for signs they recognize, try to identify characters in the story, and infer the action. After groups pool their findings, replay the clip so that students can see the actions, confirm predictions, and clarify meaning.
• As a class, examine a variety of cartoons or comic strips. Ask students to use these as models for making cartoons that express Deaf experiences.
• Share a Deaf legend or myth with the class, providing supporting visual materials to aid comprehension. Have students work in small groups to first decide how to present the main ideas of the story and then to share their representations with the class.

SUGGESTED ASSESSMENT STRATEGIES

• To assess personal responses to creative works, ask students to create posters, collages, or magazine covers, each representing three to five well-known Deaf artists (e.g., actors, writers, visual artists). Have them include captions that reflect their personal responses to each celebrity. Look for evidence that students are:
  • open and willing to engage in the task
  • committed to their work
  • able to formulate personal responses using ASL
  • willing to take risks in their choices of celebrities or in their responses
• When students work on tasks in groups, ask each group to agree on three or four criteria they will use for self- and peer assessment. For example, students might focus on qualities such as participation, openness to new or different ideas, creativity, or attention to detail. They could keep these assessments in journals, portfolios, or learning logs.
• Have students keep sections in their notebooks or journals for responding to creative works. They might keep logs in which they record and comment on each creative work experienced. Alternatively, they might write summary reviews or reflections looking back over the works they have encountered during a term or semester and identify those that have had the greatest impact on them. They may also want to describe ways in which their responses or ideas have changed.

• The Father, the Son, and the Donkey
• King Midas
• The Magic Pot
• Sleeping Beauty

• Bravo ASL! Curriculum
• The Emperor's New Clothes & Hans Clodhopper

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