Grade 12 Experiencing Creative Works

It is expected that students will:

• view, listen to, and read creative works, and respond to them in various ways

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

Students' language skills will now allow them to experience and respond to a wide range of creative works. Their responses should be motivated by a sense of enjoyment and pleasure.

• Re-create an artists' café (Künstlercafé) in the classroom. Play German music and display pictures of well-known German painters, sculptors, architects, writers, and musicians, as well as examples of their work. Ask each student to select one of the artists to research and to prepare a brief biography of him or her. Then have students assume the identities of their subjects, dressing in role and using appropriate props. Students circulate and converse with one another, describing the artists and their works.
• Introduce students to the music of well-known German musicians. Ask each to select one musician to research and prepare a presentation on that person for the class. Have students include reasons for their choices, general information on the musicians and their music, samples of the artists' works, as well as personal responses to the music (e.g., collages, artwork, poetry).
• Facilitate students' reading of a short story by providing focus questions, background information, and vocabulary development. Once students are familiar with the story, form groups and have each group select a part of the story to respond to. Groups may wish to re-create their parts in chosen media or to role-play new endings. Ask groups to present their role plays or artwork to the rest of the class.

With increasing facility in oral and written language, students are now able to experience and respond to both contemporary (popular) and traditional works in a variety of genres. Most students respond best when they have opportunities to choose what they view, listen to, and read, and to decide on the form in which they will respond.

• The assessment of class projects such as an artists' café can be based on criteria for individual contributions. For example, assessment might focus on the extent to which each student:
  • takes on the role of an appropriate character
  • researches and prepares for the role
  • uses appropriate costumes and props
  • uses German throughout the activity
  • takes risks to add interesting or unusual details
  • shows interest in the roles and presentations of other students
• The criteria for assessing students' presentations on musicians should be discussed before students begin their research. Students can help develop the criteria, which might include the following:
  • clearly describes key features of the musician's works
  • reflects a unique personal point of view, including reasons and examples
  • makes connections with other experiences or works
  • involves a sophisticated use of language
• When students read a short story and represent their understanding through artwork, look for evidence that they are able to communicate information about:
  • the story's theme
  • the principal characters
  • the development and climax of the story
  • the context (place and time) of the story
  • new or unusual vocabulary
  • strategies they used to interpret unfamiliar language

Print Materials

• Das Max und Moritz Buch
• Lesebogen
• Lies Doch Mal!
• Lies Doch Weiter!
• Mitlesen - Mitteilen, Second Edition
• Von Helden und Schelmen
• Von Weisen und Narren

• Jung in Deutschland
• A Love Divided: Berlin

• Deutsch Aktuell 3
• Deutsch Heute Neue 1, 2, 3 (Neue Ausgabe)
• Heute Hier, Morgen Dort - Lieder, Chansons und Rockmusik im Deutsch-Unterricht

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