Grade 11 - Experiencing Creative Works

This sub-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:

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.

SUGGESTED INSTRUCTIONAL STRATEGIES

At this level, students will be able to experience a range of creative works. Student interest in activities increases when they can make personal choices and are encouraged to respond creatively, using a variety of forms. When reading written works, students require considerable teacher support in order to appreciate, enjoy, and respond to them.

After showing the class photographs, slides, or video clips of famous Japanese landmarks, invite each student to create a "guided tour" of the landmarks, highlighting points of interest and describing the artistic significance of the landmarks.
Present several pieces of Japanese art for discussion and ask the class to consider their appeal and style and the feelings they evoke. Have students find reproductions of or create Japanese-style paintings and describe their reactions in presentations to the class.
Read a Japanese folk tale, fairy tale, or modern story, but do not provide the ending. Challenge students to write or role-play possible endings.
Have students view and listen to a selection of Japanese music videos. In small groups, students select songs and practise them for presentation at a class Karaoke Day.
Show students a selection of Japanese television commercials and ask them to use viewing grids to record the names of the products, the intended audiences, and why they might buy the products. Students then create their own commercials, using appropriate expressions from the videos.

SUGGESTED ASSESSMENT STRATEGIES

As students develop an increasing knowledge of Japanese vocabulary, patterns, and written forms, they are able to respond orally and in writing as well as in visual representations. Assessment can focus on students' awareness of and engagement with both contemporary and traditional Japanese works.

Work with students to develop criteria for their presentations on Japanese art. The criteria could be listed on a checklist or rating scale (e.g., 3strong; 2satisfactory; 1weak). For example, students could rate the extent to which presenters:
- clearly identify the style and key features of the images
- describe their feelings and responses with reasons or supporting details
- respond appropriately to questions and comments from others
- correctly use key vocabulary related to the works
When students create endings for a folk tale, fairy tale, or modern story, look for evidence that they:
- follow the conventions of the original form
- feature characters and themes from the original story
- try to engage others by using interesting detail or creating innovative endings
When students present their work with music videos at a class Karaoke Day, ask each group to prepare a discussion about the music and develop a peer-feedback (or audience-response) sheet. Have each group collect and summarize the response sheets after its presentation to identify:
- two strengths in the group's work
- an unusual or innovative feature
- a goal for improvement

RECOMMENDED LEARNING RESOURCES

Print Materials

Haiku
Mangajin's Basic Japanese Through Comics

Multimedia

Moshi Moshi

Audio Cassette

Rapanese 1, 2, 3

Revised: January 26, 1999

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