Grade 11- Experiencing Creative Works

This organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

compare, contrast, and respond to authentic creative works from the Francophone world

SUGGESTED INSTRUCTIONAL STRATEGIES

At this age, students are generally more receptive to experiencing creative works from a broader range of genres, time periods, and Francophone regions of the world. Their developing language skills allow them to appreciate these creative works and their cultural contexts more fully.

After viewing photos, slides, video clips, or web sites of famous landmarks, have students create guided tours of a Francophone region, museum, or town of their choice, highlighting points of interest.
Present several paintings by Francophone artists for discussion and ask the class to consider appeal, feelings, and style. Students then find or create other paintings or sketches and describe their reactions to them in presentations to the class. Other students respond.
Introduce a contemporary song or music video and have students share their reactions with partners. As a follow-up, have students access the "Top 10" web site of songs of a Francophone culture and compare it to an informal Top 10
class list.
Present several French-language songs over a period of time, then assign roles to the students, (e.g., singer, DJ, VJ). DJs (or VJs) prepare generic interview questions, and singers prepare information about themselves and their songs. Pairs match up randomly and do interviews in French for the class.
Access a Francophone poetry web site. Have students choose poems and visually represent the meanings of the poems.

SUGGESTED ASSESSMENT STRATEGIES

By Grade 11, students' oral and written skills should enable them to respond to creative works in varied ways and with increasing detail. Through oral interactions, as well as journal entries, résumés, and short written texts, students demonstrate an increasing level of sophistication in their responses.

When students make oral presentations, such as simulated guided tours or interviews, observe and note the extent to which they:
- express and support a consistent point of view
- express their individuality through responses
- provide accurate information
- indicate openness and willingness to consider new or different ideas and experiences
- attempt to engage others
Work with students to develop criteria for visual art presentations. The criteria could be in the form of a checklist or rating scale where students rate and comment on whether the presenter:
- conveys visual images clearly
- describes elements such as mood, theme, meaning, etc.
- supports responses with reasons and/or details
- responds appropriately to questions and comments from others
- uses French that is understandable
From time to time, have students review their responses to creative works by answering questions such as:
- Which of the creative works you have viewed, listened to, or read this year or term stands out in your mind?
- Which part of the activity was most interesting for you—reading, viewing, listening, or creating your response?
- How did your view or understanding of the original work change as you worked on your project? What difference might a different project have made?
- How are your responses or preferences similar when you consider French-language works and works in English or other languages? How are your responses different?

RECOMMENDED LEARNING RESOURCES

Print Material

Jeunesse Mag: Au-delà des frontières
"Le magazine" Anthology Series
Rencontres

Multimedia

Des chansons québécoises sans frontières
En direct 1
Savoir faire: Voyages 1
Tous ensemble!

Video

Le café des rêves

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