Grade 12- Experiencing Creative Works

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• analyse and respond to authentic creative works from the Francophone world
  

SUGGESTED INSTRUCTIONAL STRATEGIES

Students bring together all aspects of their language learning here, creating their group or individual responses in simple or multimedia formats. Though communication continues to be central, experience of creative works and student responses should be motivated by enjoyment and pleasure.

• Conduct a French-language film festival. Prior to viewing films, give students opportunities to examine each film's synopsis. Viewing is most effective when students are given discussion questions in advance. Discussion and sharing of ideas can take place before and after viewing each segment. Examples of questions include:
  • Qu'est-ce que tu aurais fait à la place du personnage X?
  • Pourquoi est-ce que le conflit entre X et Y a commencé?
    As a follow-up to the film festival, have students make comparisons between films, give preferences, and make recommendations. This can be done by conducting a critics' panel, writing a movie review page for a magazine, or conducting a radio or television talk show interview with students role-playing actors or filmmakers.
• Facilitate the reading of a short story with focus questions, background information, and vocabulary development. Once students are familiar with the story, they select, with their group, part of the story to dramatize. Dramatizations should be written in students' own words, rehearsed, and then presented.
• Introduce students to the music of Francophone singers and composers. They might select personalities to research and prepare presentations for the class which include favourite songs, general information about the singers, and comments about the singers' music.
• Have students access a virtual tour of the Louvre (through the Internet), choose three works of art that they enjoyed the most, and explain why.
  

SUGGESTED ASSESSMENT STRATEGIES

As students develop increasing facility with oral and written language, they are able to experience and respond to both contemporary and traditional works in a variety of genres. Students best reveal their responses when they have opportunities to make choices about what they view, listen to, and read, and when they are able to choose both the content and form of their responses.

• During a French-language 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 the film to support their ideas
  • show some fluency and spontaneity in their responses
  • build on or respond to others' views
  • make connections to other works or experiences
    
• When groups of students present their dramatizations of a short story, look for
  evidence that:
  • presentation and choice of vocabulary convey the charactersÕ emotions and moods of the stories
  • presentation has been rehearsed
  • students attempt to engage the audience
• When students select personalities or works of art as the basis for individual written or oral presentations, work with them to outline the requirements of the task (e.g., length, number of works to be considered, form of response). 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
  • response clearly describes key features
  • response offers a personal point of view, including reasons and examples, and makes connections to other experiences or works
    

RECOMMENDED LEARNING RESOURCES

 Print Material

• Jeunesse Mag: Au-delà des frontières
• "Le magazine" Anthology Series
• Passe-partout (First or Second Edition)

 Multimedia

• En direct 2, 3
• Savoir faire: Voyages 2
• Tous ensemble!

Video

• Le café des rêves

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Maintained by: International Languages Coordinator
Last Modified: February 2002

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