Il y a quatre artistes dans le groupe.

Ils jouent de la musique pop et rock.

Le titre d'un album est Inconditionnel.

électrique

chante

active

entends

romantique

chansons

batterie

guitare

anglais

moderne

musique

artiste

est

disque

instruments

Québec

s'appelle

superbe

Quelle est ta chanson préférée?

Quel est ton premier choix?

Mon premier choix, c'est...

Mon deuxième choix, c'est...

Mon troisième choix, c'est...

2.1 Annex 1 Have students look at Annex 1 to determine what role music plays in their lives. They may also at this time predict what role music plays in their partner's life. The students give each factor a score of 1 to 4. They then add up the scores to see if music is integral to their lives. Students may wish to include other factors.

Students share their answers with their partner. Some of the answers may also be shared with the rest of the class. Which of the factors might be important to all of the students?

Je joue beaucoup d'un instrument de musique.

Je n'écoute pas du tout mon baladeur.

• The music may come from French or English artists depending on the availability of music and the interest of the students. Allowing them to critique a favourite English song may be one way of motivating them to complete the experiential goal.

** Evaluation strategies have not been developed to any great extent in these lesson plans. Refer to the section on Evaluation in the curriculum guide for additional information on doing evaluation in a communicative/ experiential classroom. Unité 8.2 also gives an example of how to develop an evaluation plan throughout the unit.

** The preparation and the presentations of the unit project as well as the reflective part of the unit are not included in the lesson plans.

• Ask students to name their favourite songs.

Ma chanson préférée, c'est...

• Annex 1 Look at Annex 1 again, and determine how many students gave a 4 (Très important) to each of the factors. Based on the opinions of the students, which of the factors are very important?

3.1 Discuss the experiential goal. Identify what elements could be included in a critique such as genre of song, singer(s), mood, theme, instruments, etc. The teacher and students together should decide what will be included and how it will be presented. The students should be perfectly clear about how they will be evaluated, e.g. what elements they must include and which ones are optional.

3.1 Discuss the different methods of presentation of the critique such as oral, written, or both.

• Everyone has a right to an opinion and students should not be allowed to make disparaging remarks to others regarding their choice of music.

• Have students begin to keep an ongoing record of the phrases and structures and other material that they may wish to include in their critiques.

2.3 List the places where students listen to music during the day. Where do students hear background music (doctor's office) and where do they choose to listen to it? (at home in bed)

Où est-ce que tu écoutes de la musique?

Est-ce que tu écoutes de la musique quand tu fais des devoirs?

Qui a besoin de silence?

• Review what is expected in the experiential goal. Do the students understand what in involved in presenting the song?

4.1 Annex 2 Look at a list of different types of music and match the music with the artist or group. Do some artists belong to more than one genre of music?

4.2 Look at a list of different genres of songs from Annex 3. Add to the list if possible. Look at album, cassette or CD covers and predict what type of music is played. Students will know many of these already. Try to match the album covers with the different genres of music. Give reasons for choice if possible.

Reba McIntyre joue de la musique country.

C'est une chanson country.

C'est de la musique rock.

Regarde ses cheveux.

Regarde ses vêtements.

• various songs

• album, CD, cassette covers

• 8.1 Annex 2

Quelle chanson est-ce que tu préfères?

• Give examples of different genres of music and have the students survey each other to find a song title and a singer or group for each category. This activity could also be done as a main group activity.

4.3 Annex 3 Listen to a number of different pieces of music and decide what genre they belong to. Could the songs belong to more than one genre?

5.1 Annex 4 Students survey one another to determine their preferences about different music. This activity may be done in pairs with each student answering all of the questions. It may also be done with the students circulating throughout the room and asking a number of different people for their opinions.

5.2 Annex 5 Have students prepare to survey parents and other adults about their favourite type of music and have the information ready for the following lesson.

Quel est le nom de la chanson?

Qui est l'artiste?

À quel genre de musique appartient la chanson?

Est-ce que tu aimes la musique classique?

• 8.1 Annex 3

• 8.1 Annex 4

• 8.1 Annex 5

• Chanson, "Là-bas dans l'ombre", Roch Voisine, Hélène

• Choose a celebrity and predict what kind of music he or she might like to listen to.

5.2 Annex 5 Share the survey of the adult preferences for music. Collate the information from the class and summarize the types of music that adults enjoy.

6.1 Annex 6 Look at a list of instruments. Add to the list if possible. Survey the class to determine who has played or still plays any of the instruments. Bring instruments to school if possible.

6.2 Listen to a number of excerpts of songs and try to determine the instruments that are used. Is there information in the music cover to verify?

Mme Smith aime la musique classique.

Elle n'aime pas le rap.

Paul joue du piano.

Il ne joue pas du trombone.

J'entends du piano.

Il y a une guitare et de la batterie.

• 8.1 Annex 5

• 8.1 Annex 6

• Chanson, "Là-bas dans l'ombre", Roch Voisine, Hélène

• Instead of Roch Voisine, stustitute any Francophone singer whose songs in English might be known to the students or whose style might appeal to the majority of the students. Choose singers that are popular among young French students.

• Chanson, "Là-bas dans l'ombre". Give each pair of students the words of the song with the lines of the song cut into strips so that there is one line of the song on each strip of paper. As the students listen to the song, have them put it in the right order. What words or phrases do they recognize? What is the main idea of the song?

• List some of the instruments that are common to some of the different genres of music. e.g. le saxophone et le jazz.

7.1 Annex 7 Using a number of adjectives from Annex 7, have the students describe a group or singer and have the rest of the class try to guess the identity. As the students give their descriptions, they may wish to take on the personality of the artist and describe themselves in first person. Students may wish to work in pairs to develop their descriptions.

As-tu vu Roch Voisine à la télé?

Comment est-il?

Il est formidable.

Il chante des chansons rock.

Il joue de la guitare.

• words of "Là-bas dans l'ombre", Roch Voisine, Hélène written on strips of paper.

• Students may need to see a model of a description of a singer before making up their own description.

• As a class, choose a musical artist or group and describe them using a few adjectives and descriptive phrases. Have the students voice their opinions regarding the descriptions.

Je suis d'accord.

• Choose musicians and instruments and give opinions regarding their ability to play the instrument.

Roch Voisine joue très bien de la guitare.

8.1 Survey the students to determine what concerts or musical shows they have seen.

8.2 Annex 8 Discuss some of the reasons for going to a concert and have the students give their opinions regarding their reasons.

• 8.1 Annex 8

• Students may never have attended a concert, however they may have seen concerts on television and they would be able to share their reasons for attending a concert.

• Put the students into groups of 4 or 5. Show all of the students a poster of a musical artist or group or an album cover. Each group has a turn to describe the poster using one or two descriptive words. They can use any words at all that have to do with the poster, e.g. nouns, colours, numbers, etc. The groups give their words in turn. For each new word or phrase, the group receives a point. If they repeat a word that has already been said, they lose a point.

9.1 Annex 9 Look for information regarding the artist or group responsible for the song chosen for the critique. Fill in the chart. Add other information if possible.

• 8.1 Annex 9

• 8.1 Annex 10

1

• Find a number of excerpts of songs. Have the students guess what theme will be played. Play the excerpt and verify. There may be more than one answer.

• Review the main elements required for the critique of the song. Ask the students to share their lists of phrases and vocabulary that they have been building for their critique.

10.2 Annex 11 Listen to a number of different songs and match them with the emotions that they evoke.

Quand j'entends la chanson,

• Excerpts of songs

• 8.1 Annex 11

• The following lessons will focus on the student presentations. Annex 12b can be used as a model. Annex 13 may assist in the evaluation of the experiential goal.

Topic: Knowledge of music

jouer
faire
écouter
parler
aimer

choix
premier
deuxième
troisième

J'écoute la radio
   le magnétophone
   le baladeur
   la télévision
   le stéréo
   les disques
   les cassettes
   les CDs

la musique rock
   classique
   heavy metal
   pop
   western
   folklorique
   populaire
   québecoise
   française
du reggae
du jazz
du rap

la batterie
le trombone
la clarinette
la guitare électrique
l'orgue
le piano
le synthétiseur