Grade 9- Experiencing Creative Works

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• reflect on and respond to authentic creative works from the Francophone world
  

SUGGESTED INSTRUCTIONAL STRATEGIES

The range of creative works which students can experience will increase greatly when schools keep up-to-date collections of audio CDs, videos, and CD-ROMs. Directing students to current Internet sites will also encourage and sustain their interest in creative works.

• With a partner or in small groups, have students choose French-language songs and present them to the class describing:
  • the artists
  • the lyrics
  • the styles of music
  • why they have chosen the songs
  During presentations, students keep a tally of the song titles and artists mentioned to give an overview of class preferences. Students could respond to a song by creating pictures, filming music videos, performing lip-syncs, or designing web fan clubs.
• Have students choose French poems to read or memorize and set to music. After practising their poems, they hold a class poetry presentation with accompanying background music.
• As students watch a selection of French-language music videos, have them record the details in an ongoing log noting names of artists, rank on charts, titles of songs, personal preferences, and other relevant information.
• Have students watch a short French-language video. After watching the video, students write reviews. The reviews could include information such as story line, characters, targetted audience, rating, and setting.
• Have students search the Internet for art galleries in a Francophone city. After choosing a gallery, students create ads for current exhibits.
  

SUGGESTED ASSESSMENT STRATEGIES

At this level, students are able to experience and respond to an increasing range of creative works, including music and other works from popular culture designed for their age group. Students reveal their development in the choices they make and in their efforts to find and share creative works from popular media, as well as in their oral, visual, and written responses.

• When students present French-language CDs or other creative works they have chosen, look for evidence that they are:
  • willing to go to some effort to consider works or experiences not presented in class
  • making connections between other experiences and preferences, and their responses to the works they are presenting
  • able to present reasons and details to support their views or preferences
  • willing to take risks to use new vocabulary, structures, or formats
  • interested in the works presented by other students (e.g., listening attentively, asking questions)
• When students read their poems, observe and note the extent to which:
  • reading reflects an attempt to refine pronunciation
  • intonation is appropriate to the meaning
  • students are able to justify their choices of music
• After watching and discussing a variety of music videos and completing ongoing logs, students write short paragraphs on Mon vidéo préféré that include descriptions of the video and reasons why they liked it. Note the extent to which students:
  • identify the key topic or theme
  • offer reasons to justify their preference
  • take risks (e.g., attempts to include interesting details)
  • communicate meaning clearly
• To assess the art gallery ads, look for evidence that students:
  • use accurate, appropriate, and complete information
  • attempt to appeal to an audience
  • incorporate necessary vocabulary, language structures, and expressions
    

RECOMMENDED LEARNING RESOURCES

 Print Material

• "Le magazine" Anthology Series

 Multimedia

• Entre amis Series, Level 2
• Des chansons québécoises sans frontières
• Savoir faire: Passages 2

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Maintained by: International Languages Coordinator
Last Modified: February 2002

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