Grade 9: 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 should now be cultivating a greater appreciation of Chinese creative works. In addition to experiencing videos, stories, games, songs, music, dance, drama, and cultural events, they should be introduced to different literary genres (e.g., plays, short stories, novels) and some aspects of Chinese art forms (e.g., painting, calligraphy). Whenever the opportunity arises, students should be encouraged to create their own works such as short stories, poetry, and paintings.

Introduce students to some traditional Chinese games and have them choose one to play. They could discuss adaptations they may want to make to the game.
After introducing related vocabulary, show a segment of a Chinese video. Have students choose characters from the video and role-play them in Chinese.
Show a music video and introduce vocabulary for understanding and singing the song. Invite groups or individuals to sing the song. Working in pairs, students then write their own versions of the song and sing them to the class.
Invite students to study a short Chinese poem, identify unfamiliar words, and take turns reciting the poem to the class.
Ask students to write short poems with illustrations and read them to the class. Edit the poems and return them. Then ask students to design a cover for a class book of the collected poems. Each student receives a copy of the book to take home.

SUGGESTED ASSESSMENT STRATEGIES

At this level, students should experience an increasing range of creative works. Assessment should focus on students' participation and appreciation and on the extent to which they are able to create works of their own to communicate ideas and feelings.

When students role-play segments of a Chinese video, look for evidence that they are attempting to:
- reflect key features or qualities of the characters
- maintain the mood or feeling of the segment
- use some of the vocabulary and language patterns
- incorporate some of the conventions of the particular genre
- use appropriate body language to interpret the events and feelings
Collaborate with students to develop criteria for the poems they write. For example, they might focus on:
- developing clear feelings, themes, or messages
- reflecting features of the poetry they have read and heard
- incorporating traditional Chinese symbols into their poems and illustrations
- presenting their work in appealing ways
To prompt reflection and self-assessment, have students keep logs of their experiences with creative works, both in and outside of school. They should include:
- titles and authors, artists, actors, or musicians
- contexts, genres, or forms (e.g., movie, CD, painting, photograph)
- short descriptions of the works
- brief comments or symbols that show their opinions of the works
Ask students to review their logs at regular intervals, look them over with partners, and talk or write about works they particularly enjoyed.

RECOMMENDED LEARNING RESOURCES

Print Material

Favourite Folktales of China
A Little Tiger in the Chinese Night
Old Tales of China

Multimedia

Chinese Folk Songs
Chinese Mandarin Resource Book - Volumes 1, 2, and 3
The Chinese People
Hanyu (Revised Edition)
Out of the East Horizon
Zhongguotong

CD-ROM

Chinese and Characters

Last Modified: March 24, 1999

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