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SEQUENCE Niveau 1ère Niveau du CECRL : B1/B2 Classes concernées : 1ère Thèmatiq

SEQUENCE Niveau 1ère Niveau du CECRL : B1/B2 Classes concernées : 1ère Thèmatique : Gestes fondateurs et mondes en mouvement Axe d’étude : Axe 3 : Art et pouvoir Activités langagières privilégiées : Expression orale Autres activités développées : Compréhension orale, compréhension écrite et expression écrite Problématique: Dans quelle mesure l’art peut-il être vu comme une forme de contre-pouvoir ? Supports : °a visual document : a poster by Mordillo for Amnesty International →https://www.ecosia.org/images?q=Mordillo+for+Amnesty+International ° “The Pedestrian”: an excerpt from a short-story by Ray Bradbury (1951) Film d’animation “The Pedestrian” https://www. youtube .com/watch?v=PiF3rOVUx3o ° a scene from a film “V for Vandetta” by James Mc Teigue (2006): the revolutionary speech from 17:36 to 20:06 = exemple proposé. (autres films possibles :1984 by Michael Radford (1984), Fahrenheit 451 BY François Truffaut (1966) ... ) Objectifs grammaticaux Objectifs lexicaux Objectifs culturels Objectifs pragmatiques Le passif Interdiction/Obligation Temps de la narration : le prétérit Used to / be used to If sentences Vocabulaire de la description l’analyse l’expression des sentiments la critique Le contraste, similarité ou opposition Vocabulaire lié aux régimes totalitaires, à la rébellion Présentation/Rôle d’Amnesty International Fait historique : November 5th, 1605 Guy Fawkes and the Anonymous Repérer/Etablir comparaisons/parallèles entre différents documents Repérer l’articulation d’un texte/ d’un discours Exprimer son opinion et la justifier Organiser son propos de façon structurée Développer un esprit d’analyse et un esprit critique Déroulement de la séquence : Mise en œuvre 1 Introduction de la thématique : étude d’une image fixe : a poster by Mordillo (for Amnesty International) °°° Présentation de l’image en 2 temps 1. Présentation haut de l’image pour planter le décor : a city at night/ all the houses look alike, similar/they look like boxes/ they are all grey/ It looks/is as if … everybody was dead/ there was not a living soul / boring / dull / uninteresting / no fun at all. 2. Présentation de l’ensemble de l’image What strikes us is the house which is different from the others : its roof is painted in bright colours + the owner= a crank / strange = arrested by the police/put under arrest / taken to the police station °°° Interprétation Who the man stands for / society in which he lives › the man = a troublemaker = a lawbreaker/ a non-conformist › a dictatorship = this implies that people have to …/ are compelled to …/ are required to .. are forbidden to../ are prohibited from .. / Freedom of speech / movement is banned conform/abide by the rules/behave like sheep/express one’s point of view/voice one’s grievances/obey/disobey/submit/ submissive = obedient = weak … 3. What is likely to happen to this man? He is likely to.. / he will probably be sent to .. Prison /a psychiatric hospital/ be brainwashed / be tortured/be jailed/be imprisoned/disappear = vanish… °°° Intention de l’artiste To denounce/to expose/to criticize.. A criticism of /an indictment of… Vocabulaire qui peut être noté au tableau au fur et à mesure/ travail en binômes et mise en commun ensuite pour la 2 e et la 3e partie = RECAP. Homework : lexique à apprendre + apport lexical supplémentaire avec mots/expressions à repérer et relever Here are the first impressions of an English person on seeing this drawing : “This picture conveys an impression of sadness, uniformity and dullness. On no account would I like to live in such a place! It’s such a nightmarish vision! I can’t help shuddering at the sight of those rows of houses which look like rabbit hutches! Look at this poor fellow: he is being arrested just because he wanted to stand out from the others! I can imagine that in this type of society people are compelled to have the same way of life and the same way of thinking. In other words, they can’t have their own way, they mustn’t act or speak freely, they are prohibited from speaking their minds and expressing their viewpoints. Well, I suppose they have to conform, they are required to keep to the straight and narrow and if they venture to stray away from the straight and narrow, they can be shunned or maybe sentenced to death. It looks like a dictatorship, doesn’t it?” After reading this, ° Pick out the words which mean : Cauchemardesque frissonner suivre le droit chemin s’écarter du droit chemin ° Pick out the expressions/phrases which are used to refer to one’s impressions/feelings : ° Pick out the expressions which are used to express: PROHIBITION/FORBIDDING OBLIGATION = = ------------------------- °°° autre document iconographique possible: a photograph by Tom Blackwell (Flickr page) «Big Brother's eye» Tom Blackwell's comment «It's been a while since I opened up Photoshop for a bit of cheeky image editing, so here's the latest experimental result! This one depicts a very British dystopia»/ on peut adopter la même démarche: Présentation du background en 1er = rue ordinaire / calme / scène qui se passe à l'heure actuelle (voitures) puis présentation du foreground: the camera / the eye / it reminds me/us of Big Brother.. (recherche sur George Orwell/1984/Ingsok..) puis focus on: «the anti-terrorist hotline when seeing suspicious behaviour »= informing 2 °°° Mise en commun: Homework: travail lexique/expressions poster de Mordillo + « Médiateur » (désigné au cours précédent) qui présente Amnesty International: what is Amnesty International / how the action group/movement was «created» and by who/ its specific aims/ its motto and logo / Prise de notes des camarades avec synthèse orale. °°°Travail sur: un extrait de la nouvelle de Ray Bradbury « The Pedestrian » Séance 1 ›Anticipation à l’étude de la nouvelle qui peut être faite avec film d’animation”The Pedestrian” visionné soit en classe entière/soit sur lecteurs mp4: 1ers repérages: lieu et personnage principal: a city at night/the main character = a man/ an old man who is alone / who is walking at night/ his name is Leonard Mead/ he is not married/ he is single/ he was / used to be a writer / he is walking for air + to see/ his address is : 11 South, St James Street/ he is arrested by the Police /asked to get in the police car › Passage au texte : lecture individuelle avec consignes de repérage : when the story takes place/ what we learn about the place : description + the type of society where he lives/ other elements of information about Leonard Mead : his activity (walking) + reason why he is arrested / fiche de lecture ou pas (ci-dessous): THE PEDESTRIAN PART 1 When does the story take place? (year) ................................................................................................................................................................................................................................... In this city there is only one police car left. Why? …................................................................................................................................................................................................................................. What is the city / what are the houses compared to? …............................................................................................................................................................................................................................... Is it the first time that Leonard Mead has gone out walking at night? …............................................................................................................................................................................................................................... Why is he walking? - …........................................................................ - …........................................................................ - …........................................................................ Which objects/ devices does Leonard Mead have / doesn't he have in his house? ….................................................................................................................................. …..................................................................................................................................... Focus on lines 107-113: what is the inside of the police car compared to? ......................................................................................................................................... .......................................................................................................................................... What is the last question asked by Leonard Mead to the Police? …...................................................................................................................................... Imagine the Police's answer …...................................................................................................................................... °°°°° PART 2 - Complete the sentence: If Leonard Mead …................................................................................................................,the police …....................................................................... (not arrest / him). - In the following list, choose 3 adjectives which best apply to the character and be ready to justify - amused - beside himself (= very angry) - carefree (= insouciant) - indifferent - aggressive - spellbound (= entranced, fascinated) - flabbergasted (= extremely surprised) - rebellious - amazed(=stupefied) and shocked - helpless - Find an ENGLISH equivalent of the following word: = the lone car (l.4): …................................................... = Stand still (l.11): ….................................................... - Translate into FRENCH a. The back door of the police car sprang wide. “Get in” (l.94/95) =……………………………………………………………………………………………………………………………………………… b. He hadn’t written in years. Magazines and books didn’t sell anymore. (l.40/41) (Attention au temps) = ……………………………………………………………………………………………………………………………………………… c. There was no need now for the police; save for this one lone car wandering and wandering the empty streets (L.23/26) °°°°°° Avec fiche de lecture : travail en binômes après lecture individuelle et mise en commun Part 1. Part 2 à faire en ‘Homework’ 3 The Pedestrian: Séance 2 °°°Warming-up à partir de captures d’écran extraites du film d’animation + Mise en commun Part 2 °°° Découverte dernière partie: where are they taking him? + Focus on the last paragraph: répétition de l’ adjectif “empty” + négations “no sound” et “no motion” = the image of death °°° the writer’s intention/aim + Comparison between Leonard Mead and Mordillo’s character : travail en binômes /mise en commun à l’oral et trace écrite. +++ Si le film d’animation n’a pas été proposé en anticipation à la lecture de l’extrait de la nouvelle, il pourrait être visionné sans le son à la suite de l’étude du texte. Les élèves devraient préparer la voix off: raconter (narrateur) ou experience (Mead). 4 Scène du film “V for Vandetta” : the revolutionary speech °°° Warming-up : Ray uploads/s3/ sequence-1ere-axe-3-art-contre-pouvoir-1.pdf