Course Profile International Languages, Level
2, Open, Public
Unit 2: The Arts
Time: 18 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5
In this unit, students learn to discuss popular and traditional art forms and the geography of the arts in the Farsi-speaking world. Students use brochures, magazines, books, the Internet, and community contacts to learn about art forms in the Farsi-speaking world. Through interactive student-centred projects, students practise vocabulary and grammar structures involving the arts and related jobs. With the help of the teacher, students plan a visit to an art gallery, a store, or an exhibition. The teacher and students use a variety of assessment tools to measure the communication and comprehension skills of students.
Strand(s): Oral Communication, Reading, Writing
Overall Expectations: OLV.0l, OSV.01, REV.01, WRV.01.
Specific Expectations: OL1.01, OL1.02, OL1.03, OS1.01, OS1.02,
OS1.03, OS1.04, RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, WR1.01, WR1.02, WR1.03,
WR1.04, WR1.05, GL1.01, GL1.02, GL1.03, GL1.04, GL1.05, GL1.06, GL1.07, GL1.08,
GL1.09, GL1.10.
|
Activity 1 |
Our Favourite Artists |
180 minutes |
|
Activity 2 |
Let’s Perform in Farsi! |
180 minutes |
|
Activity 3 |
The Arts in Iran |
240 minutes |
|
Activity 4 |
Let’s Plan a Visit! |
240 minutes |
|
Activity 5 |
Let’s Create! |
240 minutes |
· the present tense of verbs to like, to go, to come, to visit
· vocabulary associated with making a phone call and an interview
· familiarity with formal and informal speech
· The teacher contacts art galleries, art stores, businesses, and exhibitions to collect information and print materials.
· The teacher brings in community newspapers and magazines in Farsi.
· The teacher refers to The Ontario Curriculum, Grades 9 and 10, Classical and International Languages, 1999 to determine overall and specific expectations and establish the tools for the assessment and evaluation of student learning throughout the unit.
· The teacher considers all expectations and prepares all necessary materials required for teaching and evaluation prior to introducing the unit.
· The teacher pre-teaches/reviews the vocabulary and grammar structures required for successful completion of the tasks in the unit.
· The teacher prepares required materials and bilingual and/or visual vocabulary lists.
· The teacher establishes with students the learning goals of the unit/activities.
· In this unit, students engage in a wide variety of learning activities such as questioning and answering, pre-writing (e.g., talking, role-playing), co-operative learning, decision making, and problem solving. Students actively participate in evaluating their peers and themselves. With the help of the teacher, students create and present several products.
· Observation: formal and informal
· Performance (oral, written, visual): presentations, role-playing, conferencing
· Tools: rubrics, tests, quizzes
· paper-and-pencil assessment, teacher-made tests
· written assignments, tests, oral presentations, comprehension tests
Note: There are no Farsi language textbooks appropriate to the North-American market. ISBN numbers do not exist for the majority of resources, but have been included where available.
Arshi, Zeeba. Our Homeland Iran. Tehran, Iran: Nasr Kasraian Publishing, 1990.
Beny, Roloff, et al. Persia: Bridge of Turquoise. Tehran, Iran: Farhang-Sara, 1993.
Dowlatshani, Ali. Persian Designs and Motifs for Artists and Craftsman. New York: Dover Publications, Inc., 1979.
Hassouri, Ali. Carpet on Miniatures. Tehran, Iran: Farhangan Publications, 1997. ISBN 964-5558-14-X
Kiani, M.Y. Iranian Cities. Tehran, Iran: Vezarateh Farhang va Ershadeh Islami, 1987.
Nazari, Ali A. Population Geography of Iran. Tehran, Iran: Karoon, 1989.
Neeroomand, Poorandokht. Amoozeshe Honare Ghali Bafee (Teaching the Art of Rug-making). Tehran, Iran: Baztaab in co-operation with Pooyand, 1999. ISBN 964-6394-02
Ragans, Rosalind, et al. Art Connections. Columbus, Ohio: SRA
McGraw-Hill, 1998.
ISBN 0-02-688315-5
Shenasi, Gita, et al. Iran Shenasi. Tehran, Iran: Sazeman Tarveej Books for Children and Youth, 1986.
Taghavi-Nejad Daylami, Mohammad-Reza. Memari, Sharsazi, va Sharnesheeni Iran dar Dozareh Zamaan. Tehran, Iran: Yassovolli Farhang-Sara, 1987.
Tahoori, Delshad. The Art of Khatam in Iran. Tehran, Iran: Seda va Seema Joomoohri Islami Iran, 1986.
The School of Kamal-ol-Molk. Iran: Nashr-e-Abgineh, 1986.
Yassavoli, Djavad. An introduction to Persian Carpets, 2nd ed. Tehran, Iran: Farhang-Sara, 1986.
Zamorshidi, Hossein. Kashi Kary of Iran. Tehran, Iran: Keyhan Publishing, 1989.
Zamrasheedi, Hossien. Gerehcheeni in Islamic Architecture and Handcrafts. Tehran, Iran: Marcazeh Narshreh Daneshgahi, 1986.
Art & Architecture, 2942 Finch Ave. E., Scarborough, Ontario, M1W2T4. ertebat@worldly.com
Iran Javan, 60 Yonge Street, Suite 203, North York, Ontario, M5E 1H8. Tel: (416) 730-0203
Iran Post, P.O. Box 671, Stn. Q,
Toronto, Ontario. Tel.: (416) 264-1260 Fax: (416) 265-2463
www.Iran-post.com iranpost@iran-post.com
Iranian, 3089 Bathurst Street, Suite
318, Toronto, Ontario, M6A 2A4. Tel.: (416) 781-8071
Fax: (416) 781-8316
Iran Tribune, 3089 Bathurst Street,
Suite 318, Toronto, Ontario, M6A 2A4. Tel.: (416) 781-8071
Fax: (416) 781-8316
Javanan, 6979 Yonge Street, Suite 208,
North York, Ontario, M2M 3W8. Tel.: (416) 223-9956
Fax: (416) 223-7285
Sharvand, 4610 Dufferin Street, Suite
208, Downsview, Ontario, M3H 5S5. Tel.: (416) 739-1089
Fax: (416) 739-6418 iranstar@iranstar.com
The
Iran Star, 72 Steeles Ave. West, Suite 205,
Toronto, Ontario, M2M 3Y3. Tel.: (905) 763-9770
Fax: (905) 763-0771 iranstar@iranstar.com
Adobe Illustrator
Adobe Photoshop
CorelDRAW™
Microsoft Office
Paint Shop Pro
Print Shop
Internet
www.artarena.force9.co.uk/hpart.html
www.cimarts.org
www.dideh.com
www.irna.com
www.iranianheritage.org
http://persia.net
www.persia.org/front.html
CD-ROM
Encarta 1 & 2
For a list of Farsi-speaking arts organizations and businesses, call the Iranian Community Association, 130 Crockford Blvd., Toronto, Ontario, M1R 3C6. Tel.: (416) 441-2656
Time: 180 minutes
In this activity, students discuss their favourite popular artists, both orally and in written Farsi. Students create and perform a talk-show dialogue. They create, conduct, and interpret a survey about popular artists. Students discuss artists, create and present a talk-show dialogue, and develop and conduct a survey about the arts. Teachers use rubrics, a rating scale, and a pencil-and-paper test to evaluate student progress with the new material.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands using vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape, and CD-ROMs);
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences);
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);
RE1.02 - read aloud with expression to further develop standard pronunciation and intonation;
RE1.03 - use visual cues (e.g., illustrations, punctuation) and some verbal cues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs and the Internet);
RE1.04 - respond to what they read in a variety of ways (e.g., respond to questions);
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.02 - write answers to a variety of simple questions;
WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare an itinerary for a trip, prepare a brief summary of weekly spending);
WR1.04 - use resources to make their writing more effective (e.g., consult dictionaries, use input from teachers).
· the Farsi alphabet
· present tense of the verbs to be, to become, to like, to prefer
· vocabulary involving professions in the arts (e.g., singer, actor, painter, director, producer, etc.)
· adjectives needed to describe artists (e.g., great, talented, funny, crazy, strange, interesting, etc.)
· possessive adjectives my, your, our
· The teacher prepares lists of names of well-known artists to assist with teaching vocabulary.
· The teacher finds/prepares listening, reading comprehension, and writing exercises on vocabulary and grammar structures.
· The teacher provides a blank rubric overhead.
· The teacher finds/prepares the model dialogue and a list of possible questions about preferences.
· The teacher arranges computer access for students.
· The teacher prepares the questions for the oral interviews.
· The teacher prepares the three-skill test.
1. Whole class: The teacher introduces orally the vocabulary and grammar structures needed to discuss preferences in popular artists by giving names of well-known artists to help students understand. The teacher asks students to name their favourite artists (e.g., What is the name of your favourite television actor?)
2. Pair: Students ask each other who their favourite artists are and make a list of these artists.
3. Whole class: Students share their lists of favourite artists (e.g., Our favourite singers are…). The teacher writes sample sentences on the board for each type of artist. Once all categories have been discussed, students copy the sentences into their notes.
4. Individual: Students complete listening, reading comprehension, and writing exercises involving preferences in popular artists, using the new vocabulary and grammar structures.
5. Whole class: With the teacher, students develop an oral presentation rubric to evaluate a dialogue.
6. Pair: Using a model, students role-play a talk-show host interviewing a celebrity (e.g., What is your favourite TV show? What is your favourite role? Who is your favourite actress?).
7. Small group: Students develop a survey using simple questions about preferences in popular artists. The teacher checks these over before students begin to conduct the survey. Students use bilingual and/or visual dictionaries.
8. Whole class: Students circulate (in other classes as well, if appropriate) and ask their questions.
9. Whole class: Students develop a rubric for the evaluation of a chart representing survey results, using a sample chart drafted by the teacher.
10. Small group: Students return to their groups and tabulate the information they have collected. They present their results orally to the class. Using the rubric, the teacher evaluates the chart.
11. Individual: Students have a private oral interview about their favourite artists with the teacher, using a rating scale.
12. Individual: Students complete a three-skill test (listening, reading, writing) involving vocabulary and grammar structures they have learned.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01, OL1.02, OS1.01, OS1.03, WR1.01, WR1.02, GL1.03, GL1.05, GL1.09, GL1.10 |
Observation |
Students learn to express their preferences in popular artists orally and in written form. |
|
Knowledge/ |
OL1.01, OL1.02, RE1.01, RE1.03, WR1.01, WR1.02 |
Self-evaluation using answer keys |
Students complete listening, reading comprehension and writing exercises. |
|
Communication |
OL1.01, OL1.02, OS1.01, OS1.02 |
Oral presentation rubric |
Students act out a talk show. |
|
Communication Application |
OL1.01, OL1.02, OS1.01, OS1.03, RE1.01, RE1.02, RE1.04, WR1.01, WR1.02, WR1.04 |
Observation |
Students develop and conduct a survey. |
|
Thinking/Inquiry |
RE1.01, RE1.03, WR1.03, WR1.04 |
Writing rubric to evaluate the chart |
Students tabulate and present the results of their survey. |
|
Communication Application |
OL1.01, OL1.02, OS1.01, OS1.02, OS1.03 |
Rating scale: Pronunciation 1-4 Quality of answers 1-4 |
Students take part in an oral interview. |
|
Application |
OL1.01, OL1.02, RE1.01, RE1.03, WR1.01, WR1.02, GL1.03, GL1.05, GL1.09, GL1.10 |
Pencil-and-paper test (listening, reading, writing) |
Students complete a three-skill test. |
· Consult student’s Annual and/or Individual Education Plan.
· Provide scripts and audiotapes of new vocabulary, so that students can compare oral and written Farsi.
· Repeat listening exercises as many times as required.
· Use mixed ability groupings for the group work, with an advanced technology student in each group, where possible.
· Allow pairs to perform dialogues privately or on audiotapes recorded outside of class.
Technological
Adobe Illustrator
Adobe Photoshop
CorelDRAW™
Microsoft Office
Paint Shop Pro
Print
Shop
Time: 180 minutes
In this activity, students discuss the performance of singers and actors. Through a lip-sync activity, students fine-tune their listening skills. Audience response, prizes, self-evaluation, answers keys, and a pencil-and-paper test are used to evaluate student progress in Farsi.
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands using vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape, and CD-ROMs);
OL1.03 - identify features of the culture of countries where the language is spoken (e.g., monuments, distinctive art forms);
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences);
OS1.04 - apply knowledge of the culture of countries where the language is spoken in various activities and projects (e.g., dialogues, brief reports on a cultural topic);
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);
RE1.03 - use visual cues (e.g., illustrations, punctuation) and some verbal cues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs and the Internet);
RE1.04 - respond to what they read in a variety of ways (e.g., respond to questions);
RE1.05 - identify features of the culture of countries where the language is spoken (e.g., distinctive modes of travel, trade practices);
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.02 - write answers to a variety of simple questions.
· vocabulary involving professions in the arts (e.g., singer, actor, painter, director, producer, etc.)
· adjectives to describe artists (e.g., great, talented, funny, crazy, strange, interesting, etc.)
· present tense of verbs to act, to sing
· adverbs describing actions (e.g., well, badly, loudly, realistically, etc.)
· The teacher finds music cassettes and videotapes of various well-known Farsi-speaking performing artists.
· The teacher prepares exercises for students to practise the present tense of the verbs to act, to sing, and to imitate along with adverbs.
· The teacher finds lyrics and scripts for specific songs and movie scenes in Farsi.
· The teacher prepares the three-skill quiz.
1. Whole class: The teacher introduces the verbs to act and to sing by playing music cassettes and videotapes of scenes from movies in Farsi and describing the artists’ performances (e.g., She sings loudly. He acts well). Continuing with different cassettes and videos, the teacher asks students how the performers act/sing/perform. The teacher writes sample questions and answers on the board.
2. Whole class: Students come in front of the class and lip-sync or imitate singers or actors, using the cassettes and videos as a background.
3. Individual: Students complete listening, reading comprehension and writing exercises involving the verbs to act, to sing, and to imitate along with adverbs.
4. Small group: The teacher divides the class into groups, based on the casting requirements. The teacher provides scripts with vocabulary lists and asks groups to study them. Groups lip-sync songs or scenes from films. (This highly motivational and ambitious activity is not intended to be taken too seriously, but rather to consolidate and enrich student knowledge and understanding of Farsi in an active, interesting way).
5. Individual: Students complete a three-skill quiz (listening, reading comprehension, writing) based on vocabulary and grammar structures they have learned.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01, OL1.02, OL1.03, OS1.01, OS1.02, OS1.03, OS1.04 |
Observation |
Students learn to discuss singing and acting performances. |
|
Communication Application |
OL1.01, OL1.02, OL1.03 |
Audience response |
Students imitate popular artists in Farsi. |
|
Application |
OL1.01, OL1.02, RE1.01, RE1.03, RE1.04, RE1.05, WR1.01, WR1.02, GL1.04, GL1.07 |
Self-evaluation using answer keys |
Students complete exercises involving verbs to act, to sing and to imitate and adverbs. |
|
Application Thinking/Inquiry |
OL1.01, OL1.02, OL1.03, RE1.03, RE1.04, RE1.05 |
Observation |
Students lip-sync cassettes or videos. |
|
Application |
OL1.01, OL1.02, RE1.01, RE1.03, WR1.01, WR1.02, GL1.04, GL1.07 |
Pencil-and-paper test (listening, reading, writing) |
Students write a three-skill test. |
· Consult student’s Annual and/or Individual Education Plan.
· Provide scripts and audiotapes of new vocabulary, so that students can compare oral and written Farsi.
· Repeat listening exercises as many times as required.
· Use mixed ability groupings for the group work.
· Allow hearing-impaired students to make a poster, an advertisement, or a CD cover as an alternative to the lip-sync, if they wish.
song lyrics from cassettes and CD cases
Technological
movie scenes approved for school showings
cassettes of singers in Farsi
Community
music and video stores dealing in the language of study
Time: 240 minutes
In this activity, students learn to discuss where particular traditional art forms (e.g., painting/drawing, rug-weaving, crafts, mosaic, pottery, music, dance, film, theatre, lithography and calligraphy) are most commonly practised in the Farsi-speaking world, both orally and in written form. Games, mapping exercises, a group-produced collage presentation, a dialogue about a travelling artist, and a quiz make this a highly active integrated activity. Evaluation involves an oral presentation rubric, a group writing project rubric, a dialogue rubric, and a three-skill quiz (listening, reading comprehension, writing).
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands using vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape, and CD-ROMs);
OL1.03 - identify features of the culture of countries where the language is spoken (e.g., monuments, distinctive art forms);
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences);
OS1.04 - apply knowledge of the culture of countries where the language is spoken in various activities and projects (e.g., dialogues, brief reports on a cultural topic);
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);
RE1.02 - read aloud with expression to further develop standard pronunciation and intonation;
RE1.03 - use visual cues (e.g., illustrations, punctuation) and some verbal cues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs, and the Internet);
RE1.05 - identify features of the culture of countries where the language is spoken (e.g., distinctive modes of travel, trade practices);
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.02 - write answers to a variety of simple questions;
WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare an itinerary for a trip, prepare a brief summary of weekly spending);
WR1.04 - use resources to make their writing more effective (e.g., consult dictionaries, use input from teachers);
WR1.05 - apply knowledge of the culture of countries where the language is spoken in various practical activities, using print and electronic resources (e.g., prepare a report on the cuisine of a particular region).
· present tense of the verb to be called
· vocabulary involving names of traditional art forms
· names of cities in the Farsi-speaking world
· prepositions of location
· The teacher finds/prepares slides of art forms.
· The teacher prepares cue cards with names of cities and art forms.
· The teacher finds/prepares a large map of the Farsi-speaking area.
· The teacher finds/prepares appropriate prizes for the matching game.
· The teacher provides magazines and arranges computer access for the students to find web sites with art pictures they can download.
· The teacher provides bilingual and/or visual dictionaries.
· The teacher supplies blank rubric overheads.
· The teacher finds/prepares exercises on names of cities and art forms.
· The teacher finds/prepares a model dialogue.
· The teacher prepares the three-skill quiz.
1. Whole class: Using slides, the teacher introduces orally the names of art forms common in the traditional Farsi-speaking world. Among these art forms are: painting/drawing, rug-weaving, crafts, mosaic, pottery, music, dance, film, theatre, lithography, and calligraphy.
2. Whole class: Using cue cards, the teacher posts the Farsi names of each art form around the room. To learn the names of the art forms in written form, the teacher asks for a student to volunteer to place a picture representing the art form under the correct term. The student places the picture under the art form’s name and pronounces it (e.g., This art form is called mosaic.). If the student has the correct picture and pronunciation, he/she moves on to the next picture, etc. Once the student makes an error, another student takes his/her place. This game continues until all names have been placed. Then, the last student receives a prize. This game can be repeated several times until one student can place all cards and pronounce everything correctly.
3. Small group: Using magazines and print-outs of web-site art, students cut out pictures of various art forms and create a collage to present orally to other groups. On the backside of the collage, students write out all of the sentences they will need to present (e.g., This art form is called rug-making.). Students use bilingual and/or visual dictionaries to assist with vocabulary. The teacher assists with new vocabulary and grammar structures, as needed.
4. Small group: Students circulate to present their group’s collage to other groups and evaluate each other’s project using the oral presentation rubric. Using the writing project rubric, the teacher evaluates the collages afterward.
5. Whole class: On a large map of the Farsi-speaking area, the teacher demonstrates where each art form is most prevalent, by pinning the names of the art forms onto the map. Students practise pronouncing the names of cities and art forms.
6. Individual: Students complete listening, reading comprehension, and writing exercises (e.g., one exercise using a map of Iran) involving names of art forms and cities in the Farsi-speaking area.
7. Small group: Using the map and the cue cards displaying names of cities and art forms, students play a game replacing the cards on the map.
8. Pair: Using a model, students create and present a dialogue about an artist travelling around the Farsi-speaking area.
9. Whole class: Using a student-produced rubric, the class evaluates each other’s dialogues.
10. Individual: Students write a three-skill quiz (listening, reading comprehension, writing) about traditional Farsi art forms and cities.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01, OL1.02, OL1.03, OS1.01, OS1.04, RE1.01, RE1.02, RE1.03, RE1.05, GL1.01, GL1.02, GL1.09, GL1.10 |
Observation |
Students match names of traditional art forms to pictures and pronounce them. |
|
Communication Application Thinking/Inquiry |
OL1.01, OL1.02, OS1.01, OS1.04, RE1.01, RE1.03, WR1.01, WR1.04 |
Oral presentation rubric Writing project rubric |
Students create and present a collage involving art forms. |
|
Application |
OL1.01, OL1.02, OL1.03, RE1.01, RE1.03, RE1.05, WR1.01, WR1.02, WR1.05 |
Peer evaluation using answer keys |
Students complete exercises involving names of art forms and cities. |
|
Communication Application |
RE1.01, RE1.03 |
Observation |
Students play a game, matching names of cities and art forms to a map. |
|
Communication Application Thinking/Inquiry |
OL1.01, OL1.02, OL1.03, OS1.01, OS1.02, OS1.03, WR1.01, WR1.03 |
Oral presentation rubric |
Students create and present a dialogue. |
|
Application |
OL1.01, OL1.02, RE1.01, RE1.03, WR1.01, WR1.02, GL1.01, GL1.02, GL1.09, GL1.10 |
Pencil-and-paper quiz (listening, reading comprehension, writing) |
Students write a three-skill quiz. |
· Consult student’s Annual and/or Individual Education Plan.
· Provide scripts and cassettes of new vocabulary, so that students can compare oral and written Farsi.
· Repeat listening exercises as many times as required.
· Use mixed ability groupings for the group work.
· Allow private performances of the dialogue.
· For enrichment, students incorporate information they have found on the Internet or in the print resources about art in the Farsi-speaking world.
· For enrichment, have students research Persian rug-making using the Internet, CD-ROMs, and print media, instead of the collage.
Arshi, Zeeba. Our Homeland Iran. Tehran, Iran: Nasr Kasraian Publishing, 1990.
Beny, Roloff, et al. Persia: Bridge of Turquoise. Tehran, Iran: Farhang-Sara, 1993.
Dowlatshani, Ali. Persian Designs and Motifs for Artists and Craftsman. New York: Dover Publications, Inc., 1979.
Hassouri, Ali. Carpet on Miniatures. Tehran, Iran: Farhangan Publications, 1997.
Kiani, M.Y. Iranian Cities. Tehran, Iran: Vezarateh Farhang va Ershadeh Islami, 1987.
Nazari, Ali A. Population Geography of Iran. Tehran, Iran: Karoon, 1989.
Neeroomand, Poorandokht. Amoozeshe Honare Ghali Bafee (Teaching the Art of Rug- making). Tehran, Iran: Baztaab in co-operation with Pooyand, 1999.
Ragans, Rosalind, et al. Art Connections. Columbus, Ohio: SRA McGraw-Hill, 1998.
Seyhoun, H. Regards Sur L’Iran, 2nd ed. Paris, France: Sur les presses de I’Imprimerie Soulas, 1974.
Shenasi, Gita, et al. Iran Shenasi. Tehran, Iran: Sazeman Tarveej Books for Children and Youth, 1986.
Taghavi-Nejad Daylami, Mohammad-Reza. Memari, Sharsazi, va Sharnesheeni Iran dar Dozareh Zamaan. Tehran, Iran: Yassovolli Farhang-Sara, 1987.
Tahoori, Delshad. The Art of Khatam in Iran. Tehran, Iran: Seda va Seema Joomoohri Islami Iran, 1986.
The School of Kamal-ol-Molk. Iran: Nashr-e-Abgineh, 1986.
Yassavoli, Djavad. An introduction to Persian Carpets, 2nd ed. Tehran, Iran: Farhang-Sara, 1986.
Zamorshidi, Hossein. Kashi Kary of Iran. Tehran, Iran: Keyhan Publishing, 1989.
Zamrasheedi, Hossien. Gerehcheeni in Islamic Architecture and Handcrafts. Tehran, Iran: Marcazeh Narshreh Daneshgahi, 1986.
Iranian Magazines and Newspapers
Art & Architecture, 2942 Finch Ave. E., Scarborough, Ontario, M1W2T4. ertebat@worldly.com
Iran Javan, 60Yonge Street, Suite 203, North York, Ontario, M5E 1H8. Tel: (416) 730-0203
Iran Post, P.O. Box 671, Stn. Q,
Toronto, Ontario. Tel.: (416) 264-1260 Fax: (416) 265-2463
www.Iran-post.com iranpost@iran-post.com
Iranian, 3089 Bathurst Street, Suite
318, Toronto, Ontario, M6A 2A4. Tel.: (416) 781-8071
Fax: (416) 781-8316
Iran Tribune, 3089 Bathurst Street,
Suite 318, Toronto, Ontario, M6A 2A4.
Tel.: (416) 781-8071 Fax: (416) 781-8316
Javanan, 6979 Yonge Street, Suite 208, North York, Ontario, M2M 3W8.
Tel.: (416) 223-9956 Fax: (416) 223-7285
Technological
Adobe Illustrator
Adobe Photoshop
CorelDraw™
Microsoft Office
Paint Shop Pro
Print Shop
Internet: www.artarena.force9.co.uk/hpart.html
www.cimarts.org
www.dideh.com
www.irna.com
www.iranianheritage.org
http://persia.net
www.persia.org/front.html
CD-ROM (Encarta 1 & 2)
Community
Iranian Community Association, 130 Crockford Blvd., Toronto, Ontario, M1R 3C3.
Tel.: (416) 441-2656
Time: 240 minutes
Students learn the vocabulary and grammar structures necessary to make telephone calls in Farsi. In expert groups and using a variety of resources, students find information about a specific art form and develop a description of an art form to present in jigsaw groups. Evaluation involves observation, an oral presentation rubric, a writing rubric, and a three-skill quiz (listening, reading comprehension, writing).
Strand(s): Oral
Communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands using vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape, and CD-ROMs);
OL1.03 - identify features of the culture of countries where the language is spoken (e.g., monuments, distinctive art forms);
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences);
OS1.04 - apply knowledge of the culture of countries where the language is spoken in various activities and projects (e.g., dialogues, brief reports on a cultural topic);
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);
RE1.02 - read aloud with expression to further develop standard pronunciation and intonation;
RE1.03 - use visual cues (e.g., illustrations, punctuation) and some verbal cues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs and the Internet);
RE1.04 - respond to what they read in a variety of ways (e.g., respond to questions);
RE1.05 - identify features of the culture of countries where the language is spoken (e.g., distinctive modes of travel, trade practices);
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.02 - write answers to a variety of simple questions;
WR1.04 - use resources to make their writing more effective (e.g., consult dictionaries, use input from teachers);
WR1.05 - apply knowledge of the culture of countries where the language is spoken in various practical activities, using print and electronic resources (e.g., prepare a report on the cuisine of a particular region).
· present tense of verbs needed to communicate on the telephone and during an interview (e.g., to meet, to obtain, to gain, etc.)
· nouns and pronouns (singular, plural)
· adjectives
· adverbs of time and place
· vocabulary associated with directions
· simple prepositions and conjunctions
· expressions used on the telephone
· vocabulary associated with arts
· sentences structures using conjunctions
· The teacher finds/prepares pictures for reviewing and teaching vocabulary.
· The teacher prepares a list of places to visit (arts and crafts stores, art galleries, museums, etc.).
· The teacher prepares model interview questions and answers for telephone dialogues.
· The teacher gathers print materials (art articles, art advertisements, videos, pamphlets, and brochures) for students to use in their expert groups.
· The teacher prepares exercises involving vocabulary and grammar structures students have learned.
· The teacher prepares blank rubric overheads to use when developing rubrics with the class.
· The teacher prepares the three-skill quiz.
1. Whole class: The teacher introduces orally vocabulary and expressions associated with planning a visit and an interview, by pointing to pictures and having students repeat. The pictures are mounted on the board and, after students have learned the vocabulary and expressions orally, the teacher writes the written forms beneath the pictures in Farsi for students to copy into their notes.
2. Individual: Students complete listening, reading comprehension, and writing exercises involving the vocabulary and grammar structures they have learned.
3. Small group: Using art books, the Internet, bilingual and/or visual dictionaries, and community arts organizations, expert groups find information about one of the following art forms:
· painting/drawing
· rug-weaving
· crafts
· mosaic
· pottery
· music
· dance
· film
· theatre
· lithography
· calligraphy.
Students create a visual vocabulary list about the art form and prepare a presentation about it. The teacher circulates to assist groups.
4. Whole class: With the teacher, students create a rubric for evaluation of the art lessons they are going to present orally as well as a rubric for the written evaluation of the activity sheet they have developed.
5. Small group: Moving into jigsaw groupings, students learn from each other about the art forms they have studied. Students and the teacher evaluate presentations using the rubric they have developed. The teacher evaluates the activity sheet produced by each group.
6. Individual: Students write a three-skill quiz (listening, reading, writing).
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01, OL1.02, OS1.01, OS1.02 |
Self-evaluation using answer keys |
Students complete listening, reading comprehension and writing exercises. |
|
Knowledge /Understanding Application Communication Thinking/Inquiry |
OL1.02, OL1.03, OS1.02, OS1.03, OS1.04, RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, WR1.01, WR1.04, WR1.05, GL1.08, GL1.09, GL1.10 |
Oral presentation and writing rubrics |
Students find information about a specific art form, create a vocabulary list, a demonstration and an activity sheet related to a specific art form. |
|
Application |
OL1.01, OL1.02, RE1.01, RE1.03, WR1.01, WR1.02, GL1.08, GL1.09, GL1.10 |
Pencil-and-paper quiz |
Students write a three-skill quiz. |
· Consult student’s Annual and/or Individual Education Plan.
· Provide scripts and audiotapes of new vocabulary, so that students can compare oral and written Farsi.
· Repeat listening exercises as many times as required.
· Use mixed ability groupings for the jigsaw group work.
Arshi, Zeeba. Our Homeland Iran. Tehran, Iran: Nasr Kasraian Publishing, 1990.
Beny, Roloff, et al. Persia: Bridge of Turquoise. Tehran, Iran: Farhang-Sara, 1993.
Hassouri, Ali. Carpet on Miniatures. Tehran, Iran: Farhangan Publications, 1997.
Neeroomand, Poorandokht. Amoozeshe Honare Ghali Bafee (Teaching the Art of Rug-making), 1999.
Ragans, Rosalind, et al. Art Connections, pp. 10-111.
Tahoori, Delshad. The Art of Khatam in Iran. Tehran, Iran: Seda va Seema Joomoohri Islami Iran, 1986.
The School of Kamal-ol-Molk. Iran: Nashr-e-Abgineh, 1986.
Yassavoli, Djavad. An introduction to Persian Carpets, 2nd ed. Tehran, Iran: Farhang-Sara, 1986.
Zamorshidi, Hossein. Kashi Kary of Iran. Tehran, Iran: Keyhan Publishing, 1989.
Community
Art-related businesses (e.g., rug importers, ceramic shops)
Art galleries
Time: 240 minutes
In this activity, students discuss works of art orally and in written form. They then proceed to create their own work. In pairs, they create and perform dialogues about promoting their artwork. Evaluation involves informal critique of student-produced art using a rubric, an oral presentation rubric, and a three-skill quiz.
Strand(s): Oral
communication, Reading, Writing
Overall Expectations
OLV.01 - demonstrate an understanding of simple spoken language appropriate to the level in a variety of practical, structured situations;
OSV.01 - communicate orally in various practical, structured situations and for different purposes, using simple language appropriate to the level;
REV.01 - read age- and language-appropriate passages from various sources for a variety of practical purposes;
WRV.01 - write for different practical purposes and different audiences, using simple language appropriate to the level.
Specific Expectations
OL1.01 - respond to simple statements, questions, and commands using vocabulary and language structures appropriate to the level;
OL1.02 - use visual cues (e.g., facial expressions, gestures) and verbal cues (e.g., verb endings, time words) to interpret a variety of simple oral messages in presentations and dialogues (e.g., instructions, explanations, conversations on audiotape, videotape, and CD-ROMs);
OL1.03 - identify features of the culture of countries where the language is spoken (e.g., monuments, distinctive art forms);
OS1.01 - use standard pronunciation, intonation, and tones in the international language (for words and in phrases and sentences);
OS1.02 - use simple vocabulary and language structures appropriate to the level to ask and answer simple questions, and to convey and respond to simple messages (e.g., role-play a telephone dialogue);
OS1.03 - express opinions and needs in conversations and other practical situations (e.g., identify their favourite TV programs and explain the reasons for their preferences);
RE1.01 - read a variety of simple, practical materials for comprehension, consolidation of oral skills, and expansion of vocabulary (e.g., magazine articles, brochures, travelogues);
RE1.02 - read aloud with expression to further develop standard pronunciation and intonation;
RE1.03 - use visual cues (e.g., illustrations, punctuation) and some verbal cues (e.g., word endings) to determine the meaning of texts in print and other media (e.g., newspapers, advertisements, texts on CD-ROMs, and the Internet);
WR1.01 - write simple sentences and paragraphs, including dialogues, in practical situations, using vocabulary and language structures appropriate to the level (e.g., write instructions for a friend on how to get to a specific place);
WR1.02 - write answers to a variety of simple questions;
WR1.03 - write a variety of practical forms for specific purposes, using a model (e.g., prepare an itinerary for a trip, prepare a brief summary of weekly spending).
· The teacher finds slides of art by Farsi-speaking artists.
· The teacher finds/prepares listening, reading comprehension, and writing exercises for students to practise new vocabulary and grammar structures.
· The teacher finds pictures of works of art for small groups to discuss in oral and written form.
· The teacher provides a blank rubric overhead for developing the evaluation of the student-produced works of art.
· The teacher prepares the oral presentation rubric for the dialogues.
· The teacher prepares the three-skill quiz.
· basic understanding of vocabulary associated with elements of art (e.g., colours, lines, shapes, patterns, etc.)
· basic vocabulary and language structures related to art
· nouns associated with art (e.g., drawing, painting, sculpture, artist, colour, etc.)
· possessive adjectives (e.g., my, your, our, etc.)
· vocabulary and expressions associated with works of art
· verbs in simple negative and interrogative constructions (e.g., to paint, to draw, to make, to buy, to sell, to sculpt, etc.)
· conjunctions (e.g., I like your work of art, because…)
1. Whole class: Using slides of works of art by Farsi-speakers, the teacher introduces, orally and in written form, vocabulary and grammar structures needed to discuss artistic qualities (e.g., colours, light, dark, lines, vertical, horizontal, diagonal, shapes, patterns, etc.).
2. Individual: Students complete listening, reading comprehension, and writing exercises on vocabulary and grammar structures involving discussing works of art.
3. Small group: In groups of three or four, students discuss two works of art, using five sentences (minimum) similar to those they have practised. Where Internet access is available, students discuss art found on the Internet.
4. Small group: Groups present their sentences to each other. Pictures and sentences are posted on the wall to create a gallery.
5. Whole class: Students circulate to see the works of art and the sentences other groups have written.
6. Individual: Students complete a listening quiz involving matching aural descriptions to pictures of works of art.
7. Whole class: With the teacher, students develop a rubric in simple Farsi to evaluate student-made works of art.
8. Individual: Students create a piece of art (e.g., a drawing, a creative sculpture, a short comic strip, or a rug designed on graph paper).
9. Individual: Students evaluate each other’s work of art using the rubric.
10. Pair: Using a model, students present a dialogue about promoting their new piece of art. The teacher uses an oral presentation rubric to evaluate the dialogues.
11. Individual: Students write a three-skill (listening, reading comprehension, writing) quiz.
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/ |
OL1.01, OL1.02, RE1.01, RE1.02, RE1.03, WR1.01, WR1.02, GL1.04, GL1.05, GL1.06, GL1.09 |
Observation |
Students learn vocabulary and grammar structures in oral and written form. |
|
Application Communication |
OL1.01, OL1.02, OS1.01, OS1.03, RE1.01, RE1.03, WR1.01 |
Observation |
Students discuss two works of art orally and write five sentences to describe them. |
|
Application |
OL1.01, OL1.02, OL1.03 |
Quiz |
Students complete a listening quiz. |
|
Thinking/Inquiry |
RE1.01, RE1.03 |
Peer evaluation using a rubric |
Students create a piece of art and evaluate each other’s work on a rubric in Farsi. |
|
Communication |
OL1.01, OL1.02, OS1.01, OS1.02, WR1.01, WR1.03 |
Oral presentation rubric |
Students write and present a dialogue. |
|
Application |
OL1.01, OL1.02, RE1.01, RE1.03, WR1.01, WR1.02, GL1.04, GL1.05, GL1.06, GL1.09 |
Three-skill quiz |
Students complete a quiz. |
· Consult student’s Annual and/or Individual Education Plan.
· Provide scripts and audiotapes of new vocabulary for students to practise matching oral Farsi to written Farsi.
· Reduce the number of sentences required for the gallery.
· Repeat the listening exercise as many times as required.
· Allow pairs to present their dialogues privately.
Hassouri, Ali. Carpet on Miniatures. Tehran, Iran: Farhangan Publications, 1997.
Neeroomand, Poorandokht. Amoozeshe Honare Ghali Bafee (Teaching the Art of Rug-making). 1999.
Yassavoli, Djavad. An introduction to Persian Carpets, 2nd ed. Tehran, Iran: Farhang-Sara, 1986.
Internet
www.artarena.force9.co.uk/hpart.html
www.cimarts.org
www.dideh.com
ww.iranianheritage.org
www.irna.com
www.persia.org/front.html
http://persia.net