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Lesson plan: Corneille – Music of life
From Making Sense of World Conflicts online resource
Age group:
14–17
Objectives
Learning outcomes
You will need
What to do
Objectives
- To consider how the causes and effects of conflict can affect individuals, and to look at one individual’s response.
- To show how the use of language can convey powerful messages.
Learning outcomes
Pupils will have:
- explored social and moral issues through contemporary texts including poetry and non-fiction texts.
- examined how people make sense of difficult experiences through language and image.
You will need
What to do
Starter
1. Corneille is a Rwandan-born singer, now based in Montreal, who has created his own R’n’B, celebrating his new life after the tragic genocide in his homeland. This activity uses the positive moves that Corneille has made to overcome his incredibly difficult childhood experiences to show how people move on after horrific experiences of conflict. Give pupils this brief background on Corneille.
2. If
pupils have not already carried out work on Rwanda and the conflict that took place there ten years ago then check that they know where Rwanda is and locate it on a map if possible. You could distribute copies of the Rwanda country profile.
3.
Give pupils in pairs copies of the translation of one of his songs and ask them to read the words. They should discuss what they think the message of the song is and whether it is optimistic and positive or not.
Activity
4. Give pupils the article about Corneille’s life, Corneille’s French R ‘n’ B, and ask them to read it. If they need further information, the full version of this interview is available online.
5. Ask pupils in pairs to plan a mini documentary of fifteen minutes to tell the story of Corneille’s life. They should make notes about the background information they will include, the places where they would like to shoot film and create a list of people they would like to interview. They should draw out a storyboard of between ten and sixteen frames. This should show the scenes that they would include and include brief notes of the points to include with each scene, whether background or interview material. They should indicate how long each scene will last.
6. Depending on the time available you can ask pupils to do further online research into Corneille, his music and his life. Or you can give them information and images printed from various sites such as Corneille’s own website (now being updated) and www.amazon.co.uk for details of his albums. You can also use search engines to find more material and images. Additionally, you (and the pupils if appropriate) could also access the Oxfam website at for more information on Rwanda today and its history.
7. Pupils
can then display their storyboards. If time they could write the complete commentary to accompany their storyboard.
Closing discussion
8. Discuss the ways in which Corneille has made something positive out of the terrible events of his youth. Is music a good medium for expressing difficult things and deep feelings? Why or why not?
9. If pupils were to meet Corneille what would they say to him?
From Making Sense of World Conflicts online resource
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