Le graffiti
Critical Learning |
Guiding Questions |
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This lesson builds on the learning of the previous lesson in relation to the story of Joan of Arc. In this lesson, students explore the feelings of fears of Joan as she goes into battle, and learn about her capture, trial and execution. Students use a variety of dramatic forms to dramatize the latter part of Joan's life, such as soundscape and writing in role. Finally, students analyze how Joan fits the definition of a hero.
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What might Joan of Arc have felt as she headed into battle?
Why was Joan executed? Were the charges fair or unfair? How has history treated Joan of Arc? How do others see her? Does Joan fit the definition of a hero? What type of hero? Why or why not? In what ways could Joan be considered a folk hero, reluctant hero, underdog, etc.? |
Curriculum Expectations |
Learning Goals |
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A1.1 use a variety of print and non-print global sources to generate and focus ideas for drama activities and presentations A1.3 use role play to explore, develop, and represent themes, ideas, characters, feelings, and beliefs in producing drama works A2.1 use the elements of drama to suit an identified purpose and form in drama presentations A2.2 use a variety of conventions to develop character and shape the action in ensemble drama presentations B1.2 interpret short drama works and identify and explain their personal response to the works B1.3 identify aesthetic and technical aspects of drama works and explain how they help achieve specific dramatic purposes C1.1 identify the drama forms, elements, conventions, and techniques used in their own and others’ drama works, and explain how the various components are used or can be used to achieve specific purposes or effects C1.2 use correct terminology to refer to the forms, elements, conventions, and techniques of drama C3.2 identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works |
At the end of this lesson, students will be able to:
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Instructional Components |
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ReadinessThis lesson builds on the learning of the previous lesson and should be delivered in sequence directly after that lesson. In the Consolidation discussion, students will revisit the various types of heroes when describing which type of hero they believe Joan is.
TerminologySoundscape / L’ambiance sonore For more information on the Graffiti strategy see Think Literacy
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MaterialsWriting materials (pen, paper)
Music, such as Leonard Cohen's "Joan of Arc" Photographs of statues and paintings of Joan of Arc represented in various ways (e.g. in battle, as a woman, saint, etc.) BLMs |
Approximately 20 minutes
Minds On |
Pause and Ponder |
Whole Class Discussion > Writing in RoleLead students in a discussion that summarizes the previous day's lesson. At the end of the last lesson, the Dauphin agreed to let Joan lead the French army.
Key Questions for Discussion:What emotions might Joan be feeling as she prepares for battle?
What are her hopes? Her fears? To whom might she express her innermost thoughts? Questions clés pour discussionQuelles émotions Jeanne se sentirait-elle en se préparant pour le combat?
Quels sont ses espoirs? Ses craintes? À qui pourrait-elle exprimer ses pensées les plus intimes? Record student brainstorming on an anchor chart for students to reference in the writing in role activity to follow. Inform students they will be writing in role as Joan as she prepares for battle. She is writing a letter expressing her thoughts and emotions at this point in time. Allow students to choose the audience of this letter from their brainstormed idea (e.g. her mother, best friend, etc.)
Consider playing music (such as Leonard Cohen's "Joan of Arc" or a piece of a particular mood) while students write their letters.
After students have had time to write rough drafts of their writing in role pieces, ask them to underline the sentence they feel best sums up Joan's emotional state at this time. Invite students to share their writing and/or their chosen lines to the class, in small groups, or in pairs to receive feedback on their writing.
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Assessment for Learning (AfL)Collect and provide formative feedback to students on their writing in role pieces or partner students to provide peer feedback.
Assessment as Learning (AaL)Use the reflection activity in the Consolidation part of the lesson to gauge students' understanding of the Joan of Arc story and its connection to the ongoing discussion of heroes.
Assessment of Learning (AoL)Consider assigning students the task of polishing their writing in role pieces for evaluation.
Differentiation (DI)Giving students time in class to write in role is a useful tool for struggling writers; you may also wish to assign a scribe for certain students. Give students the option to pass and/or read smaller portions of their writing rather than the entire piece if they wish.
Quick TipUse music that is thematically linked to the story of Joan of Arc, such as Leonard Cohen's "Joan of Arc." You may wish to use the lyrics of this song to practise dramatic reading before or after the lesson.
Link and LayerIf the role on the wall is still on the classroom wall, record students' brainstorming during the Minds On exercise on the same paper.
As extension activities, explore some of the other source material that exists on the topic of Joan of Arc, including Sally Clark's play Jehanne of the Witches and/or George Bernard Shaw's Saint Joan.
The final reflection activity is an excellent opportunity to engage in critical literacy on the topic of perspective; there are many conflicting views on Joan of Arc just as there are of many other historical and political figures, such as Che Guevara, Nelson Mandela, etc. You may wish to discuss the ways in which gender, cultural and ethnic background, religious affiliation and sexual orientation impact on the way these heroes are viewed by others.
Hyperlinks in the LessonFor more information on Critical Literacy, see EduGAINS.
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Approximately 60 minutes
Action! |
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Small Groups > Behind the Scene > Soundscape and Dramatic ReadingUsing the BLM#8 Famous Quotations from Joan of Arc handout from the previous lesson, give students some background information on the waging of the battle and some of the conditions Joan faced during battle. Divide the class into two groups and give them the following instructions for the behind the scene activity.
Group One: You will collect all of the writing in role pieces of Joan's letter to her mother. Choose lines that appeal to you from them and create a dramatic reading of the letter, with different people reading different parts. It is important that each of you has your own copy to read from, as you will not be able to share one script.
Group Two: You will create a soundscape (sound only, no words) of the battle. Think about the noises one would hear during the battle and the atmosphere you wish to create.
Inform both groups that they will be presenting their final pieces while standing in a circular formation using a convention known as behind the scene. Group One will face outwards and Group Two facing inwards; encourage them to rehearse in this formation to get used to it. Circulate and offer feedback to groups as they build their presentations.
After groups have rehearsed, the students create an inner-outer circle; Group One stands facing outward, and Group Two forms a circle around Group One, facing inward. Each student should be standing in front of another student from the opposite group.
Direct groups to present their presentations one at a time, so that the opposite group can listen to their creations (they may close their eyes for optimal effect). For the final presentation, ask both groups to present simultaneously. When finished, lead students in a discussion regarding the effects of combining these two dramatic forms. What was powerful? What stood out to them? What emotions did the performance evoke in the audience?
Whole Class > Small Group Tableau and Caption-MakingRelate facts of Joan of Arc's capture and eventual trial and execution to the class (this can be done through discussion, film clips, etc). Post a variety of pictures of paintings or statues of Joan of Arc on the walls of the classroom and invite students to examine them. How is Joan represented in each of the pictures? What does each particular picture suggest about how others saw Joan (e.g. as a warrior, a witch, a saint, a martyr).
Inform students of the various records that exist of Joan's trial and her many famous statements while on trial. Divide them into small groups and assign each group one copy of BLM#8 Famous Quotations from Joan of Arc. Students create a tableau representation of Joan that illustrates their statement. They may wish to take inspiration from the pictures when creating their frozen images, and they should have their caption or statement read aloud during their presentation of the image.
When students have finished their creations, present their tableaux consecutively around the room to music, with each presentation accompanied by the reading of the Famous Quotation.
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Approximately 15 minutes
Consolidation |
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Whole Class Discussion > ReflectionInvite students to share their reactions to the tableaux and Famous Quotations of Joan.
Key Questions for Discussion:What images and/or lines stood out to you? Why were they powerful?
What was the effect of combining music with the images? In your view, is Joan a hero? Why or why not? Is Joan a specific type of hero? How does she fit the definition of a folk hero, a warrior, an underdog, a tragic hero, etc? Why in your view was Joan put on trial and executed? Do you feel she was unfairly targeted or discriminated against? Why? Why do you think there are so many different views of Joan of Arc: as a witch, a warrior, a saint? What does that say about the nature of heroes and heroism? Are there other heroes you can think of that have been unjustly persecuted and/or killed? Why do you think this happens? What makes Joan an unlikely hero? What does her gender and age have to do with the way she was treated by others? Questions clés pour discussionQuelles répliques ou images avez-vous remarquées? Pourquoi étaient-elles puissantes? Consider asking students to reflect to one of these questions in written form. Or, ask students to complete the following sentence stem in written or oral form and share with the class: I believe Joan of Arc is a __________________ hero because ________________________.
Extension Activities:Students write their sentence stems or excerpts from their reflections using the graffiti strategy. Additionally, you may wish to create two graffiti walls: one which expresses the impressions of Joan of Arc held by those who lived during her time period and the other with the impressions held of Joan of Arc today.
Discuss the differences between these two time periods and why our impressions of this historical figure have changed over time. Is this also true of other historical heroes?
Share with students some examples of art that has been inspired by the life of Joan of Arc, including music, film, plays, etc. Why do you think Joan's story has served as inspiration to so many? Why, more than 500 years after her death, are we still telling the story of Joan of Arc?
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