L'art du Monde Francophone/ Art from the Francophone World- French Intermediate
Remixed by Lindsay Husted, French teacher NJHS 5/16/19
Please Note: The activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner. — The Pathways Project
About the Boise State World Languages Resource Center (WLRC) Language Activity Repository
The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale.
This activity was created by upper-division language students working in the World Languages Resource Center at Boise State University. Our activities seek to help students solidify their interpersonal speaking and interpretive listening skills through task-based situations or communicative activities. We recommend using these activities to help reinforce the content students are learning, allowing the students time to feel comfortable using the unit’s vocabulary and grammar structures through application. Further, these activities should be facilitated in approximately 90% (or more) in the target language, per the recommendation of the American Council on the Teaching of Foreign Languages.
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When you are ready to begin remixing the activity, in order to adapt it for your target language and audience, simply click the “Remix This Resource” button at the top of your screen. The text provided in purple is a suggestion of what you might say to your students and should be changed to the target language.
Most activities contain a connected chapter, two to three “NCSSFL-ACTFL Can-Do” statements, a warm-up, main activity, and a wrap-up. In addition to the instructions, some activities may include a “cheat sheet” containing the target vocabulary and grammar structures emphasized in the activity. Though most of the lab materials are provided, a computer, projector, printer, and laminator may also be needed to fully utilize materials.
Many of the activities include printable cards and other instructional materials. If you would like to adapt these materials for your language, please email WLRCLAR@gmail.comand we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided.
Enjoy!
- Boise State World Languages Resource Center
L'art du Monde Francophone/ The art of the Francophone world
Proficiency Level: Intermediate-low
In this lab students will share their interpretations on artwork. Using the concept of the French salon, students will discuss art and express their opinions with a partner or in a group using interrogative and demonstrative pronouns.
Keywords:
art, artists, painters, conversation, questions, comparison, demonstrative pronouns, interrogative pronouns
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can ask questions and respond to questions using interrogative and demonstrative pronouns.
- I can participate in spontaneous conversation.
- I can share my interpretations of a piece of art or music with someone else while respecting theirs (intercultural).
Relevant ACTFL World-Readiness Standards
Communication
Standard 1.1
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Materials Needed:
- Google Slides presentation
- Print out of art on slides 3-12
Warm-up
1. Begin by introducing the Can-Dos for today’s activity and displaying slide one of the presentation.
“Today, we are going to chat about various Francophone art pieces. We will discuss ways to share our interpretations on a piece of art or music with someone else or in a group."
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can ask questions and respond to questions using interrogative and demonstrative pronouns.
- I can participate in spontaneous conversation.
- I can share my interpretations of a piece of art or music with someone else while respecting theirs (intercultural).
2. Introduce slides two and three. Review words and phrases on the slides slide using TPR, or a quick formative assessment such as thumbs up or down. The purpose of this is to give students review with comprehensible input before expecting them to output on their own.
3. Introduce the pieces of art that students will be discussing today on slides 3-12. Ask students what they think about the slides. Use the scaffolding on slides 3-4, scaffold more slides, or take them out altogether for more advanced classes. Continue through slide 12 using scaffolding for student responses as you see fit.
Main Activity
1. Put the pieces of art into groups around the room gallery style or in pods with desks. Have the students break into groups across the 12 slides, or pieces of art. In each group, students will discuss their opinions of the art using the phrases they reviewed as a class when you introduced the pieces of art. Optional: Print off slides 2-3, place them face down at each group. Students could flip and refer to them as needed.
2. Set a timer for 2-3 minutes. Students discuss the piece of art at their group. Rotate stations when timer sounds. Adjust as needed though out activity. As students become more comfortable discussing art, the hope is that they will no longer need the prompts you may have put face down at each station.
***Extra: Create each station in the style of the French "salon". Provide tea and sandwiches, snacks, comfy seating areas, etc. Emphasize the cultural aspect of the French salon as students discuss their ideas and the artwork.
3. Have the students continue the rotating process until they have seen all art or until there is 5 minutes left, leaving time for the cool down. As a cool down, come back together as a class and complete the wrap up using slides 15-24 or simply by using slide 14.
Wrap-up
Wrap-up questions (Have students ask a partner not in their "salon" or group or teacher pose questions to individuals in whole group or BOTH!:)
1. Laquelle préfères-tu? Et pourquoi?
2. Tu préfères celle-ci ou celle la? (Point to 2 different pieces)
End of lab:
• Read Can-Do statements once more and have students evaluate their confidence.
(Use thumbs up/thumbs down, pair/share, an exit card, etc.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can ask questions and respond to questions using interrogative and demonstrative pronouns.
- I can participate in spontaneous conversation.
- I can share my interpretations of a piece of art or music with someone else while respecting theirs (intercultural).