Grade 11: Experiencing Creative Works

PRESCRIBED LEARNING OUTCOMES

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Present ASL songs to the class. As students watch and follow the signing, ask them to note repeated phrases, words, or rhythms. Have students in groups practise then present ASL songs.
• Ask each student to select and preview a poem that is presented in ASL. As students become familiar with the ASL vocabulary, the signs may be used as prompts for various activities or simply to explore language. Students could use ASL phrases to create simple poetry.
• Have students examine a variety of cartoons or comic strips reflecting Deaf culture. Sources may include topical or political cartoons from newspapers or magazines for the Deaf. Then have students each select a familiar situation and create a cartoon that reflects Deaf culture.
• Create a gallery of visual images such as paintings or photos of monuments celebrating achievements by Deaf people. Invite students to take a Gallery Walk to view the illustrations. Challenge students to create appropriate captions for each work. As an extension, students can write letters to the artists, asking questions about their works.
• Have students view a selection of children's stories presented in ASL. Then ask each student to select one of the following projects:
  • create a pattern book for young children
  • illustrate a story to clarify the meaning
  • role-play a story
  • retell a story
  • change one element of the story (e.g., setting, a character)
• Present several artworks created by Deaf individuals. Ask the class to discuss their significance and to consider their appeal, style, and the feelings they evoke.

SUGGESTED ASSESSMENT STRATEGIES

• When students create their own works, note the extent to which they are able to:
  • convey clear ideas, feelings, or impressions
  • focus on a topic or theme
  • use details to add interest or effect
  • use a range of vocabulary and idiom
  • follow conventions of a form or genre (e.g., rhythmic patterns)
  • convey mood, feeling, or viewpoint (e.g., humour, tragedy, satire, moral lesson)
  • follow or present a sequence of key events
• As students work on creative projects, note the extent to which they are able to:
  • collaborate to develop projects such as displays, role plays, or narratives
  • seek assistance and consultation from peers
  • suggest specific improvements when editing peers' work
• As students watch signed songs, look for evidence that they are:
  • responding to the meaning as well as to the rhythms
  • making connections with other music they have experienced
  • open and willing to engage in new experiences

Additional information will be provided as soon as resources to support the learning outcomes are identified.

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