Embedded Files
Uses authentic documents and materials (such as music, food, literature, or newspapers) in order to develop students' understanding and appreciation of the target culture's history, geographical regions, values, and customs.
Uses authentic documents and materials (such as music, food, literature, or newspapers) in order to develop students' understanding and appreciation of the target culture's history, geographical regions, values, and customs.
EVIDENCE #1: Freedom in Congo Square non-fiction book. Use of literature and history bringing Louisiana's colonial francophone history, culture, geography, values and customs to life.
DESCRIPTION: I focused on an award winning non-fiction book to bring history and culture to life from francophone Africa. This was for a 7th grade French I Class I taught at Edmunds Middle School in Burlington, Vermont in 2017.
ANALYSIS/REFLECTION: In order to develop students' understanding and appreciation of the target culture's history, geographical regions, values, and customs I introduced them to this fabulous book as well as the video. Congo Square is an open space located within a park in New Orleans. It is an actual place where many events have taken place throughout New Orleans' history, known for it's francophone influences and colonial era. There were ballgames, circus performances, police drills but it was the music, songs and dances performed by enslaved Africans from West and Central Africa that made Congo Square known world wide. The fact that this is an actual place where much took place clearly reflects the use of authentic materials.
Based on a law called the "Code Noir", Sundays were holy days and to be work free. In addition to attending church, some enslaved people still worked. However, on Sunday afternoons people of African heritage came together to enjoy themselves. At first, at different places, but then a law made Congo Square the only place they could gather. Students learned that it was this gathering and intermingling of diverse African styles that led to the birth of jazz.
They were tasked with creating abstract, jazz inspired projects utilizing two words from the story as a jumping off point. This provided a (HOLO) a hands-on learning opportunity for students' to demonstrate and model a visual and cognitive understanding.
According to 21st century skills this learning activity meets cross curricular connections, deciphering and filtering information, global awareness, making choices and creativity/flexible thinking. This evidence reflects my mastery of this performance standard because literature, history, music, art was used to develop understanding of this important period of francophone history.
EVIDENCE #2: I frequently use French films, music, maps, cultural events to develop students' understanding and appreciation of French language and cultures.
DESCRIPTION: Please see below each image a description.
Film used in my 7th & 8th grade French Classes at Edmund Middle School. Based on a true story, The African Doctor, revolves around the mixing of inhabitants of a small town in France with new arrivals from Zaire. The film was actually written by the son of the main character. Poster reflects original name of the film before it was changed.
This image and the one to the right show fun, francophone African geography games I designed at for my students at Edmunds Middle School. I used a map of the African continent depicting where and what the different languages spoken are. Learners are often surprised how many people speak French and in which countries it has spread to.
VilledeAlger.pdfMaps of Alger and Algeria depicting the Sahara Desert. I have traveled and lived in Africa, bringing back many authentic sources of inspiration and learning. These maps were used in my 7th grade French class as well as with my After School French Classes through the Burlington School District.
CartedeAlgeria.pdfAngelique Kidjo Concert - Flynn Theater, Burlington Vermont
Concert by renowned, Grammy winning performance artist from the West African nation of Benin, Anjelique Kidjo. Shown here is one of my mentee's, a former student I tutored, on the stage dancing when Kidjo invited the audience to join her. This was an eye-opening experience for her seeing so many Vermonters in attendance. In addition, it was touching to see a particular song that Kidjo performed really resonated with her and the history of her mother/family related to dowries.
ANALYSIS/REFLECTION: The use of authentic treasures related to French and francophone culture have played a part in my teaching practice since the beginning. As a young professional pursuing a career in the field of International Development, I worked in Cameroon, Ghana and visited Senegal and Algeria.
Encouraging students to become global citizens creates myriad opportunities for them in the future and brings French learning to life. Making connections between the language and vast francophone wealth of cultures motivates and delights learners of all ages. In the future I would like to encourage and develop an exchange program for my students to travel and spend time with a host family. I would also like to take them myself on field trips to various places in Quebec. While a French teacher at Edmunds, I had inquired about taking my students to Montreal, but due to all it involved and scheduling, it was not possible. Since then, I have collaborated with Michelle Steele of Middlebury High School and learned some tips about crossing the international border to travel there.
This evidence demonstrates my use of authentic documents and materials because I have used an original francophone film, maps, and a cultural musical event to develop student understanding and appreciation to the target culture's history, geographical regions, values and customs. To further deepen my use of authentic materials, I will stay abreast of upcoming local francophone events students can participate in and I would also like to institute an exchange program with a school/schools in French speaking countries.
Google Sites
Report abuse