Grade 12 - 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

Students are encouraged to respond in groups and individually to a range of creative formats. Though communication is central, students' experiences with Japanese creative works should also be pleasurable. At this level, students are able to read simple works of literature but require teacher support to appreciate and enjoy them fully.

Assist students to read a Japanese short story by providing focus questions, background information, and vocabulary. Once they are familiar with the story, ask them to role-play various scenes. Have them identify themes that are also common in Canadian short stories. Students might create costumes and props to add interest to their role plays.
After students have listened to various Japanese songs throughout the year, ask them each to select a traditional Japanese song. Then have them create storyboards for music videos, which they could film and present to the class.
Show students a Japanese drama on video without the sound. Ask students in groups to take turns taping narrations of the story. Have the class listen to the groups' interpretations before hearing the original soundtrack.
Have students review creative works by people of Japanese origin in British Columbia. Ask each student to select a favourite work and write a brief report explaining what was enjoyable about it. Invite students to create portfolios of magazine pictures, short articles, or their own interpretations of their chosen artists' work. The portfolios could be arranged in a class display.

SUGGESTED ASSESSMENT STRATEGIES

By Grade 12, students' oral and written skills should enable them to respond to creative works in varied ways, using increasing detail. Through oral interaction as well as journal entries, rÈsumÈs, and short written texts, students demonstrate increasing levels of sophistication in their responses. Students are more likely to respond when they can make choices about what they view, listen to, and read, and about the content and format of their responses.

When students present role plays of short stories, criteria might include:
- conveys the appropriate meaning and mood
- shows evidence of practice and rehearsal
- attempts to engage the audience
Before students prepare reports on favourite works by people of Japanese origin, discuss assessment criteria. For example, to what extent do students:
- describe characteristic themes, techniques, or other key features
- offer their views and responses to the work
- include details and examples to support their views
- show openness and sensitivity to creative works
make connections to their own experiences or to other works
Occasionally, have students review their responses to creative works by answering questions such as:
- Which of the creative works you've viewed, listened to, or read this term stands out in your mind?
- Which part of the activity was most interestingviewing, reading, 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 to works in English similar to your responses to works in Japanese? How are they different?

RECOMMENDED LEARNING RESOURCES

Print Materials

Haiku
Mangajin's Basic Japanese Through Comics

Multimedia

Moshi Moshi
Pera Pera

Audio Cassette

Rapanese 1, 2, 3

Revised: January 26, 1999

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