DESCRIPTION

In the learning situation, Reinventing the Protest Song, learners listen to a number of protest songs, some of which date back to the 60’s, and explore how the song and the lyrics reflect and address the concerns of the time. Once learners have become familiar with the genre, they focus attention on environmental protest songs, by responding to and analyzing some representative examples, and then go on to create their own lyrics for a song about an environmental issue of their choice

INTENTION PÉDAGOGIQUE

In the process of carrying out the listening, reading, writing and oral interaction activities, learners enrich their experience and appreciation of aesthetic discourse, exercise their creativity and their critical and ethical judgment, develop their sense of social responsibility. The learning situation consists of three consecutive activities: 1. The first activity, Discovering the Protest Song, introduces learners to the genre of protest music. They listen to four renowned protest songs of the 60’s, read the lyrics, respond in their journals, and refine their responses through research and sharing their interpretations with others. 2. In the second activity, Exploring Environmental Protest Songs, learners are introduced to several environmental protest songs, and choose one or two of them to explore in greater depth. In groups, they develop a more refined response to the song(s) of their choice, and then present their analyses to the whole class. 3. In the third activity, Creating Lyrics for an Environmental Protest Song, learners write their own lyrics for an environmental protest song, either using the melody of a traditional song they are familiar with or creating an original rap song.

Utilisation

This learning situation targets learners who are at the Secondary Cycle One level in their language development. It is intended to raise their awareness of the interaction between contemporary issues and society’s creative expression as it struggles to come to terms with those issues through the medium of protest songs.

ÉLÉMENTS PRESCRITS

CA1 - Interacting orally to explore and appreciate the creative potential of language
CA2 - Listening to informative and aesthetic texts to explore and appreciate the creative potential of language
CA3 - Reading informative, expressive and aesthetic texts to explore and appreciate the creative potential of language
CA4 - Writing expressive and aesthetic texts to explore and appreciate the creative potential of language
EK1 - Types of discourse (informative, expressive and aesthetic)
EK2 - Discourse cues and features
EK3 - Speaking, listening, reading, and writing, strategies, techniques and procedures
EK4 - The sound system
EK5 - The writing system
EK6 - Literary elements
EK7 - Language functions
EK9 - Grammar and syntax
OC1 - Communicates
OC2 - Uses creativity
OC3 - Exercises critical and ethical judgment

Particularité

Plus de 9 h / Travail d'équipe

INTÉGRATION DES TIC

S'informer / Communiquer / Soutenir la métacognition / Créer/produire

CLIENTÈLE PARTICULIÈRE

Moins de 20 ans / Immigrantes / Handicapées