2005 20
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13 SPECIAL EDITION in Québec Schools
Arts and Culture Week February Schools and culture: a natural partnership
Bringing students into contact with culture is possible in the school system. By integrating the cultural dimension into the educational mission of each school, young people are given an oppor- tunity to broaden their horizons and open up to the world.
Schools and the arts and culture community are natural partners. By working together, they can offer students other ways to learn and make new discoveries.
Since culture is a school in itself, several resources have been made available:
Arts and Culture Week in Québec Schools “Essor” awards contest Culture in Schools program Financial assistance for school culture committees
For more information, contact your local school board, MEQ regional office, or MCC regional office, or visit the following Web sites: www.meq.gouv.qc.ca www.mcc.gouv.qc.ca
•Ministère de l’Éducation •Ministère de la Culture et des Communications
Photographs of Masks: Richard-Max Tremblay
© Gouvernement du Québec ISBN 2-550-43786-1 ARTS AND CULTURE WEEK IN QUÉBEC SCHOOLS February13to 20, 2005
he thirteenth annual Arts since it is linked to all subjects taught and Culture Week in Québec at school. By offering students Schools in 2005 has been activities based on the artistic, histori- declared a special edition! cal, literary, linguistic, territorial, tech- TAfter all, Arts Week is now officially a nological, scientific, media-related teenager! And to add some extra and other aspects of culture, we can energy to this annual event, designed help them gain a better under- to strengthen the bonds between standing of themselves as they build schools and the world of arts and relationships with other people and culture, we have decided to call it the world around them. In other February: wrapping up warm in words, during the month of February culture. arts and culture will become a beacon, like a fire burning brightly in To start with, this theme encourages the cold winter air. us to take advantage of the entire month of February to introduce A focus on arts and culture can help students to a range of contrasting and schools explore new paths and, in original artistic and cultural experi- February 2005, Arts and Culture ences. Instead of a single weeklong Week in Québec Schools will offer celebration, we now have longer to many opportunities to show just how enjoy this time of discovery and true this is. creation with our students. The theme February: wrapping up warm in Enjoy this week of celebration – and culture also highlights the ability of wrap up well in arts and culture! culture to span all areas of learning,
The Activity Guide creative team for Arts and Culture Week in Québec Schools 2005 I am happy to be associated with this special installment of Arts and Culture Week in Québec Schools. In addition to highlighting the contribution made by arts and culture to school life, this event, one of the most tangible manifes- tations of the Culture-Education Agreement, invites us to explore new educa- tional approaches and to integrate the arts more fully into the whole range of subject areas.
The theme “February: wrapping up warm in culture” calls for closer ties between schools and the world of culture, and this week is intended to foster a more thorough consideration of the cultural dimension in the classroom. This is why I support the efforts of all those teachers who have been working closely together to carry out projects that will lead to a greater integration of the cultural dimension into all subjects.
A number of stimulating activities will take place not only during this week, but throughout the month of February. I am convinced that these activities will enable young people to enjoy a motivating and indeed formative experience through contact with the marvellous world of artistic creation.
To conclude, I hope that this period of exploration and discovery makes a significant contribution to the artistic and cultural development of all students.
Have a great Arts and Culture Week!
Minister of Education,
PIERRE REID Like any subject, arts and culture are easier to learn at an early age. Québec’s Arts and Culture in the Schools Week gives young people an important opportunity to connect with the arts world.
This Activity Guide with updated format and content was designed in a spirit of openness to arts and culture. It gives teachers ideas for integrating culture into each subject taught. Additional resources are also available at all times in Répertoire des ressources culture-éducation. These two tools can be used as guides throughout the year to inspire an exciting variety of projects.
School must provide a full education that addresses the importance of arts and culture. That is why the Québec government is dedicating $2.3 million this year to its Culture in the Schools program with a view to supporting teachers in their mission as cultural ambassadors. Québec’s Arts and Culture Week is an opportunity to see how much their commitment and enthusiasm stimulate student creativity. My most heartfelt congratulations to everyone. I encourage you to keep up the good work.
Have a great week!
Minister of Culture and Communications,
MOT DU PORTE-PAROLE LINE BEAUCHAMP
SIGNATURE DU PORTE-PAROLE A WORD FROM THE SPOKESPERSON FOR ARTS AND CULTURE WEEK IN QUÉBEC SCHOOLS 2005
Culture and the arts have always been very important to me. So I did not hesitate when I was asked to be the spokesperson for this year’s Arts and Culture Week in Québec Schools. This year’s theme, “February: Wrapping Up Warm in Culture,” strikes me as very meaningful since it reflects my own desire to convey warmth and pleasure to others through my songs!
This February I will have the privilege of travelling through various regions of Québec to meet with young people, teachers and representatives from the domains of culture and recreation. I will then have the pleasure of sharing with them the passion that spurs me on and that stirs me when I express myself in words and music.
I fervently hope that all young people will one day be able to realize their most cherished dreams and desires.
I sincerely wish you a fantastic Arts and Culture Week in Québec Schools in 2005.
Andrée Watters Singer/songwriter ACTIVITY GUIDE CREATIVE TEAM FOR ARTS AND CULTURE WEEK IN QUÉBEC SCHOOLS 2005
SUPERVISION Georges Bouchard, Coordinator, arts programs and the education-culture memorandum of agreement
PRODUCTION AND Carole Bellavance, arts project leader DESIGN
DRAFTING AND Caroline Raymond, dance education consultant DESIGN Claude Vallières, music education consultant
DRAFTING Céline Chabot, preschool teacher AND ACTIVITY Commission scolaire de la Côte-du-Sud DESIGN ASSISTANCE Marie-Ève Claude, teacher, French as a second language Commission scolaire Sir-Wilfrid-Laurier Michel Clément, consultant, French, language of instruction Margaret-Anne Colgan, teacher, English as a second language Commission scolaire des Premières-Seigneuries Denis de Champlain, teacher, mathematics Commission scolaire des Premières-Seigneuries Micheline Desjardins, consultant, history and citizenship education Sylvie Dufresne, education consultant, mathematics Commission scolaire de Montréal Danielle Dumas, geography teacher Collège de Lévis Annie Gélinas, mathematics teacher Collège Durocher Saint-Lambert France Grenier, visual arts teacher Commission scolaire de Laval Robert Goyette, consultant, physical education and health Donald Guertin, education consultant, French Commission scolaire des Hautes-Rivières Pierre Laperrière, teacher, history and citizenship education Commission scolaire des Trois-Lacs Claude Larochelle, consultant, history and citizenship education Raynald Lévesque, teacher, drama and music Commission scolaire de la Côte-du-Sud Benoît Maranda, teacher, science and technology Commission scolaire des Découvreurs Lise Quirion, teacher, history and citizenship education Commission scolaire de la Riveraine Claudette St-Cyr, consultant, moral education Nicole Turcotte, consultant, arts and culture Commission scolaire de Montréal VALIDATION OF Abigail Anderson, program coordinator, English, language of instruction ACTIVITIES Suzanne Belzil, program coordinator, French as a second language, Français en langue tierce ou en intégration linguistique, scolaire et sociale Georges Bouchard, coordinator, arts programs and the education-culture memorandum of agreement Mihran Djiknavorian, coordinator, mathematics programs Steve Gaudreault, coordinator, moral education and ethics and religious culture programs Donald Guertin, interim coordinator, Protestant moral and religious education Elizabeth Johnston, program coordinator, English as a second language Marius Langlois, program coordinator, social studies Lise Ouellet, program coordinator, French, language of instruction Pascale Porlier, program coordinator, physical education and health Diane Rochon, program coordinator, science and technology Denis Watters, program coordinator, Catholic religious and moral instruction
The activity guide for Arts and Culture Week in Québec Schools is a joint publication of the Direction générale de la formation des jeunes at the Ministère de l’Éducation and the Ministère de la Culture et des Communications.
12 TABLE OF CONTENTS
Open letter to everyone involved in the special edition of Arts and Culture Week in Québec Schools 15 SECTION ONE Contents of the Activity Guide 18 More new contents 19 SECTION TWO February: wrapping up warm in culture: suggested activities based on specific subjects 20 Using the calendar to re-examine life in society 22 Geography, or history and citizenship education French, language of instruction or English, language of instruction Dance Mathematics Catholic religious and moral instruction Moral education Keeping warm, or weaving the present from the strands of the past 26 Science and technology Visual arts Drama Music Physical education and health Energy, a source of life and inspiration for human beings 30 Dance Geography, or history and citizenship education Music Science and technology Drama A winter travel guide to showcase the region 34 French, language of instruction or English, language of instruction Dance Mathematics Winter activities adapted to Québec’s northern climate 36 French as a second language or English as a second language, Français en langue tierce ou en intégration linguistique, scolaire et sociale Visual arts Geography, or history and citizenship education Celebrating February: excitement and daring 40 Visual arts French as a second language or English as a second language, Français en langue tierce ou en intégration linguistique, scolaire et sociale Ice cider: an original homegrown product from a frozen land 42 Science and technology Learning to live with winter in Québec, or how to embrace winter 44 Geography, or history and citizenship education
SECTION THREE
Outline of the dynamics of the culture-education plan of action 46 Arts and Culture Week in Québec Schools: a tradition of partnership The culture-education agreement 48 Financial support programs 49 Promoting the arts and culture in schools 50 References 53 Québec Education Program 55 Activities under the culture-education agreement 57 Associations and committees in partnership with Arts and Culture Week in Québec Schools 58 Regional offices of the Ministère de l’Éducation 60 Regional offices of the Ministère de la Culture et des Communications… 61 Le loisir culturel et scientifique 62 Partners to get to know 63 APPENDIXES Appendix 1 Words and music for the official song for Arts and Culture Week in Québec Schools 2005 67 Appendix 2 Official posters for Arts and Culture Week in Québec Schools 2005 70 Appendix 3 Official poems for Arts and Culture Week in Québec Schools 2005 71 Open letter to everyone but educational, experiences. Arts and culture (culture being a compon- involved in the special edition of ent of all school subjects) can take schools in a new direction, and Arts Week provides the perfect opportu- Arts and Culture nity to demonstrate this. letter This year, the theme February: wrap- ping up warm in culture will be the Week in Québec Schools basis for all our ideas and actions. The theme itself is a call for change, an Arts and Culture Week in Québec Schools is now in its thirteenth year, which invitation to take advantage of the is no small feat! Thirteen years of collaboration between us and you. Thirteen entire month of February to introduce years of hoping that you will be there, anxiously waiting to share our passion students to a range of contrasting and for arts and culture. Thirteen years of faithful participation in this annual original cultural experiences. It en- celebration where imagination and open minds help warm the hearts of our courages us to break through the schools during the cold month of February. For all these reasons, the theme for boundaries of a single weekin fact, it 2005 Arts Week will be February: wrapping up warm in culture. encourages us to break through all boundaries! It highlights the ability of The number 13 is associated with all kinds of superstitions, but to chase away culture to span all areas of learning, any bad luck the members of the creative team that put together this Activity since it is linked to all the subjects Guide for Arts and Culture Week in Québec Schools have decided to update taught at school. By offering students the Arts Week formula. The world is changing, society is changing, schools are activities based on the artistic, evolving and the education reform is now a reality. We see no need to stay historical, literary, linguistic, territorial, stuck in a rut! Sometimes you have to find new ways to make the enjoyment technological, scientific, media- last longer! related and other aspects of culture, we can help them gain a better Of course, Arts and Culture Week in Québec Schools (we’ll just call it Arts understanding of themselves as they Week from now on) will still provide opportunities to dream, look for new build relationships with other people ideas, create, make fascinating cultural discoveries, undertake shared projects and the world around them. In other and meet challenges that energize both heart and soul. It will still be a words, during the month of February celebration to which all students in Québec are invited, where they can express arts and culture will become a and affirm themselves using various artistic languages as they try, for a few beacon, like a fire burning brightly in days at least, to make their daily lives more fun by taking part in unusual, the cold winter air.
Arts and Culture Week 15 in Québec Schools Special Edition Encourage the creation of teams of teachers from all subject areas to implement single- or multi-subject activities and projects related to arts WHY and culture HAVE ARTS WEEK IN SCHOOLS? Stimulate students’ interest in artis- tic and cultural projects that focus on discovery, diversity, originality As part of this process of change, it seems appropriate to look at why Arts and commitment, and that assign Week is held in the first place. We can hardly ask you to celebrate this annual just as much importance to the event without explaining something about our aims and expectations. In fact, creative process as to the final Arts Week is based on three fundamental ideas. outcome
Schools belong to the people they were created to serve: the students. This Stimulate secondary students’ is why it is so important to ensure, during Arts Week, that students interest in careers in the arts and participate actively in a range of exciting activities and projects entirely culture, and help them understand devoted to the arts and culture. the various professions in this area
Arts subjects, and the cultural component of the other subjects, provide As you read this, you are probably students with more than just tools for their development and a way to relate thinking it all sounds quite ambitious! to the world around them. They also meet their need to create, offering the You’re right – it is ambitious. If we are impetus they need to achieve their intellectual, social and emotional really interested in arts and culture at potential. The mission of Arts Week is to emphasize this important aspect of the school level, we cannot allow any arts and culture. half-measures and we must convey our enthusiasm. However, it is Arts Week promotes the integration of the cultural dimension into the school important to remember that interest experience, which is one of the key issues of the current education reform. must be maintained by getting as The cultural dimension is found in all areas of teaching and learning, in the many people as possible involved. Québec Education Program and in the contributions made by schools’ During Arts Week and indeed at any cultural partners. It can easily be emphasized during Arts Week and, indeed, time, there is no such thing as a throughout the school year. “minor” artistic or cultural event. The presence of arts and culture in schools Is this too idealistic? Not necessarily, if people work together in various ways to depends on the desire of individuals achieve their goals. It is essential to to take part in the event. Every contribution, even the smallest, is Encourage joint efforts and collaboration by everyone concerned with culture important, especially if made by at the school level (artists, teacher teams, governing boards, parents, someone taking part in the event for stakeholders in the community, in arts production and performance, etc.) to the first time. Of course, all large- emphasize the cultural content of the instruction students receive at school scale artistic and cultural endeavours are equally important and deserve Make parents and the community at large aware of the importance of arts praise and encouragement. subjects and of the contribution made by culture to young people’s development
1 This document can be found on the Web site www.meq.gouv.qc.ca.
16 neighbourhood. Culture committees in schools can make an important contribution to their cultural mission. Who is responsible By establishing contacts with outside FOR CULTURE IN SCHOOLS? resources, schools can offer students many different opportunities to acquire culture-related learning, This question is worth asking. The most sensible answer is both disarmingly especially if you, the teachers, simple and complex in its ramifications: everyone is responsible for culture in reinvest what they have learned in schools! classroom learning activities, based on their cultural experiences. Schools can Culture is, first and foremost, the studens’ concern. It allows them to establish also give students the tools “that will a relationship with themselves, with others and with the world. It gives them enable them to better construct their access to a cultural heritage, ranging from great artistic masterpieces to the identities, because in knowing their various facets of human endeavour. own culture, they will understand themselves better and be more open Second, culture concerns teachers in the arts. By offering creative activities, to the cultures of others.”3 they allow students to make their own mark in the world. By encouraging students to interpret and appreciate the works of others, arts teachers offer One thing is clear: you’re not alone! various models for artistic expression and communication and an opportunity Why not take up the challenge of to appreciate rich artistic languages from many different sources. establishing closer ties with all these partners during Arts and Culture Culture is also, of course, a concern for all teachers in elementary and Week in Québec Schools, and indeed secondary schools. The subject areas of Languages, Technology, Science and throughout the year? Mathematics, Social Sciences, Personal Development and Arts Education each include major cultural components. Teachers can encourage students to Your imagination has sparked events discover the cultural in each of these subject areas. Go ahead, don’t be afraid! at the school in the pastnow you can Let yourself be guided by your passions and your wildest ideas in order to fan the flames of Arts Week, ensuring stimulate students who are just waiting for a way to make good use of their that this annual culture feast is as subject-specific and cross-curricular competencies. Experiment with new enjoyable, anticipated and stimulating approaches and strategies. It’s your turn to act as a “cultural broker.”2 as ever.
In addition to integrating the cultural dimension into their educational projects We hope you enjoy the week of to improve the general education they provide for their students, schools can celebrations, as you wrap yourself up also collaborate with the arts and culture community to make culture part of warmly in arts and culture! their educational mission. They can get assistance from a whole network of partners: the Ministère de l’Éducation, the Ministère de la Culture et des Communications, a wide range of provincial resources including the Ministère The creative team for the Activity du Développement économique et régional and its agencies, numerous Guide for Arts and Culture Week regional cultural resources, and various local partners in the school’s immediate in Québec Schools 2005
2 An expression borrowed form Jean-Michel Zakhartchouk, author of L’enseignant, un passeur culturel, Paris, ESF, 1999, 126 p. 3 Excerpted from Integration the Cultural Dimension into School : Reference Document for Teachers, available on the Web site
Arts and Culture Week 17 in Québec Schools Special Edition As you have probably already noticed, the Activity Guide for Arts and Culture CONTENTS Week in Québec Schools has been redesigned. It is now more stream- contentslined, a little more playful, but still of the Activity Guide chockfull of consent. It contains suggestions for planning activities based on the theme February: wrapping up warm in culture, as well as for the overall organization of the event. The propo- sals have a pedagogical subtext that can be used to create learning situations for your students, using the cultural reference points associated with the theme for this special edition of Arts Week.
Another section of the Activity Guide focuses on the programs, measures, services and culture-based competi- tions that can be used to improve the integration of the cultural dimension into life at school. These elements are presented clearly and understandably.
The words and music for the official Arts Week song, the poems written by elementary and secondary school students and the images used on the Arts Week poster are presented in the appendices, as in previous years.
18 SECTION ONE
More new contents In the previous section we discussed the innovative changes made to Arts and Culture Week in Québec Schools. However, we still expect you to do some of the work, like we always do! The Ministère de l’Éducation has decided to update Arts and Culture Week in Québec Schools, and it can only do this with your help. This is why you and your school team are asked to work together to breathe new life into the event. If you try out some of the activities outlined in this Activity Guide, write to tell us about the experience. Have you made any new discoveries? Did you have any specific difficulties? Do you have any suggestions to make Arts and Culture Week in Québec Schools even more enjoyable? It’s up to you to make sure it reflects your needs! Tell us what you think about Arts Week, its title, the contents of the Activity Guide and the promotion materials for the event. Send your most imaginative and creative ideas and suggestions to our electronic address:
To make your work easier, we have provided, in addition to the Activity Guide, the following promotional and support materials:
A CD of the official song for Arts and Culture Week in Québec Schools 2005 (complete version, and accompaniment only). The song is a joint project by a professional musician and elementary school students.
A poster presenting, on both sides, artwork by elementary and secondary school students, together with poems written especially for 2005 Arts and Culture Week in Québec Schools.
Arts and Culture Week 19 in Québec Schools Special Edition FEBRUARY: WRAPPING UP WARM IN CULTURE: As mentioned above, there is no such thing as a “minor” artistic or cultural event during Arts and Culture Week suggested activities in Québec Schools. The importace februaryplaced on arts and culture in a given based on specific subjects school depends on the collective willingness to take part in the event. Of course, large-scale artistic or cultural projects needed to be recognized and encouraged. For this special edition, in fact, we have taken the opportunity to suggest all kinds of new activities, based on the theme February: wrapping up warm in culture. One of the key changes in this thirteenth annual Arts and Culture Week in Québec Schools is to showcase subject areas that are not generally associated with the world of the arts.
Since culture is one of the responsi- bilities of all teachers in elementary and secondary schools, we have chosen to focus on Languages, Technology, Science and Mathematics, Social Sciences and Personal Develop- ment, as well as Arts Education, which make a special contribution to the cultural life of each school. You can introduce students to the cultural
20 4 Anexpression borrowed formJean-MichelZakhartchouk,authorofL’enseignant, un Now it’s your turntouseFebruary2005actasa“culturalbroker.” defined intheQuébecEducationProgram. curricular competenciesandestablishlinkswiththebroad areas oflearning Many ofthemoffer opportunitiestodevelopsubject-specificandcross- Culture Week inQuébecSchools,orsimplytofacilitateplanningfortheevent. of yourstudents.Asinthepast,activitiescanbeusedtolaunchArtsand of themanyculturalreferences onwhichtheyare based,forthegreater benefit Of course,wehopethattheseactivitieswillencourageyoutodiscoversome creative skills,aswedidwhendraftedthesesuggestedactivities. order tostimulatestudentswhoare justwaitingforawaytounleashtheir be afraid!Letyourselfguidedbyyourpassionsandwildestideasin heritage created forhumanityineachofyoursubjectareas. Goahead,don’t passeur culturel, Paris,ESF, 1999, 126p. 4 Arts andCulture Week in QuébecSchools Special Edition 21 SECTION TWO USINGUsing THE CALENDAR the calendarto re-examine life in society
From the earliest times, calendars have been used to mark important moments of life in a society. A diary schedules events a person’s life; a calendar schedules events in a society’s life. It contains references to the past in the form of commemorative events, and also particular dates that are set aside for collective celebrations.
Geography, or history French, language of They could write a short description of the event: its origin, period, organi- and citizenship instruction, or English, zation, current status, etc., and then education language of instruction invent phrases to remind people of the event used to be like, or adver- From solstice to equinox Arts Week can be used as a way to tising slogans to invite people to come discover community events histori- to their region to take part in a The calendar used in Québec is based cally associated with the month of modern-day cultural activity in on the Gregorian calendar. The origi- February, and to compare the results February. To enrich this writing nal calendar was corrected over the with the calendar in use today. creative activity assignment, the centuries, and eventually its use Students could imagine working for students could be asked to repeat the spread to the whole of Europe. an advertising agency. They’ve been exercise, but focusing this time on a However, there are still differences asked by Hydro-Québec, which is religious, artistic, scientific or literary between the calendar used in Québec sponsoring the Montréal High Lights activity that takes place in their region and the calendar used in other Festival, to research a document to be in the month of February. cultures. Depending on the society, used in February 2005 to promote the “calendar year” can begin on “festivals of light” around Québec. different dates, and other points of Hydro-Québec’s goal is to produce a reference are also specific to a given special calendar and various society. promotional documents to showcase the events, going as far back in time In an oral presentation and using as possible, that show how people in visual aids, the students can compare Québec have taken advantage of Québec’s current calendar with a winter, and especially the month of calendar used in another culture, such February. How would the students as the Chinese or Muslim calendar. begin their research? They can highlight differences, and attempt to explain: Depending on where they live in Québec, they will have to pinpoint a where the year starts and ends community activity that used to take which festivals are included, and place in Québec in the “olden days”. whether they are: religious, social, national, etc. periods of abstinence, such as Lent
22 X USING THE CALENDAR...
Dance also serve as a projection screen for to pay tribute to the most beautiful lighting effects and images (slides, day in the world? Beauty? Peace? The theme of light has often been Chinese shadows) of our colourful Or more unsavoury characters such used in dance. It is even found in country or specially designed for as War and Jealousy? These ideas some common expressions used in the “festival of light”. In this way, can be used as the basis for a the performing arts: in the limelight, the dancer becomes a moving dance. Just imagine how the star dancer, place the spotlight on, screen. students will enjoy exploring these etc. The students can be encouraged Louis XIV is often called the father ideas! to research how the theme of light of classical dance, because he has been used by choreographers created the world’s first dance past and present, and to use what school, the Royal Academy of they find to create dances that the Dance, in 1661. He is best known, organizers of the 2005 “festival of however, as the Sun King, because light” could include in their program. he appeared as the rising sun in a Here are two possible ways to begin ballet production called Le ballet de the project. la nuit that lasted twelve hours. At Loïe Fuller (1862-1928) was an the time, ballets were long, specta- innovative dancer who lived and cular and expensive productions worked a century ago. She got rid that were performed in royal of her tutu and dressed in a long, palaces. Today, dance is sometimes veiled tunic based on Ancient Greek called the poor relation of the arts costume. She also eliminated music world – quite a reversal of fortune! and standard dance movements, In Le ballet de la nuit, the spirits of and instead used the movement of Love, Grace and other attributes light, which became the main pay homage to the rising sun, element in her show. This is why which announces the slow triumph she is often said to have introduced of summer over winter. Today, in some of the magic effects of the the 21st century, what imaginary music hall. The students can be figures would we include in a night- asked to create a costume that can time celebration ending at sunrise
Arts and Culture Week 23 in Québec Schools Special Edition Mathematics exactly on which day of the week any Catholic religious and past or future date falls, and how to The dark and cold month of February calculate whether the month of moral instruction offers a great opportunity to study February will include Friday the 13th. the use of electricity for heating and They can establish the probability of In Christian tradition, the day falling lighting. Students can conduct a being born on February 2, February 14 40 days after Christmas, in other comparative study of electricity con- or February 29. words February 2, was the Feast of sumption in different months of the the Presentation of our Lord. It was year. By analyzing how consumption A study of how time has been also known as Candlemas, and was a has increased over the last 100 years, measured during different historical kind of “festival of light”, symbolized they can pinpoint the moment when periods will give students an opport- by the lighting of candles that have electricity began to be used to heat unity to compare various calendars historical associations with various houses and attempt to forecast future (lunar and solar), find the link religious and pagan traditions. The demand. All the data showing social between the month of February students can be asked to research trends can be included in the research and leap years, and examine the some of these traditions and to and promotional documents described sexagesimal system used to calculate include them in the historical calendar above. minutes and seconds and the uneven for the 2005 “festival of light.” length of the months in the year. This Maybe one of the suggestions below As part of the work to draft a special could lead to an interesting project: is will trigger their interest. calendar for publication, the students it possible to design a special calendar can observe and analyze recurrent based in the decimal system? patterns in our modern calendar. For example, when a grid of four rows and four columns is selected in any month, the sum of the values of each diagonal is equal to the sum of the values in the four corners, and a given date falls on the next day of the week in the following year, except in the case of a leap year when it falls two days ahead, if it is after February 29. They can learn how to determine
24 USING THE CALENDAR...
Candlelight processions were Moral education What can we do, at our age, to thought to protect people against save energy? lightning. Celebrations are an important way of Group research project into everyday Dropping wax on eggs ensured that keeping people’s spirits up, especially habits that waste heat and light, and they would hatch properly. in the dark month of February. list of ways that individuals and If pancakes were made on Candle- However, as the employees of an groups can use resources better mas, the wheat stored for the advertising agency and responsible How can we convince other people winter would not rot. citizens, the students must remember of our age to think about the A gold coin could be hidden in one to conserve the energy that provides importance of conserving today’s of the pancakes. heat and light. Considering that resources, for future generations? In Acadie, money was collected on Hydro-Québec is the client, the Research into ways to raise aware- Candlemas to help poor people. students could ask the agency to ness among young people about the Various rhymes focus on Candle- include in the research file a study by need to safeguard our natural mas as a day on which the length of the young people of the early 21st resources for use in the future (such the winter can be predicted: century on the rational use of as: open letters, a group commitment electricity and water. Even during a to save resources on a daily basis, If Candlemas Day is bright and clear, holiday, it is important to think today Web-based discussions with other There'll be two winters in the year. about the generations of tomorrow. young people) (Scottish rhyme) The students could prepare a "If Candlemas day be dry and fair, document for inclusion in the file The half of winter's yet to come, and based on the following questions. more, Where does the energy come from If Candlemas day be wet and foul, to heat and light our homes? The half of winter's gone at Yule" Group research project into the (E. Holden) source, the need for and the advan- tages of having heat and light in our homes, especially in February
Arts and Culture Week 25 in Québec Schools Special Edition KEEPING WARM or weaving the present from the strands of the past “The dress of the Habitant is simple and homely; it consists of a long-skirted cloth coat or frock, of a dark grey colour, with a hood attached to it, which in winter time or wet weather he puts over his head. His coat is tied round the waist by a worsted sash of various colours ornamented with beads. His waistcoat and trowsers are of the same cloth. A pair of moccasins, or swamp-boots, complete the lower part of his dress. His hair is tied in a thick long queue behind, with an eelskin; and on each side of his face a few straight locks hang down like what are vulgarly called “rat’s tails.” Upon his head is a bonnet rouge, or, in other words, a red nightcap.
From Travels through Canada, and the United States of North America, in the years 1806, 1807 & 1808, by John Lambert, vol. 1, page 158.
Science and technology This is a perfect opportunity to explain the principles of conservation In February, people in Québec have of heat and thermal exchange. To to dress warmly when they go out- understand how clothes conserve side. In the olden days, people used body heat, the students can carry out to dress in “layers” to protect them- comparative experiments on the selves from the cold, and our thermal efficiency of various fabrics ancestors devised various types of commonly used to make winter warm clothing to deal with the winter clothing. The properties of modern weather. Today’s clothing, in contrast, materials can be compared to those of performs better in the cold; it is traditional materials, and the various lighter, and less restrictive. The ways in which they are used as pro- material it is make from are listed on tection from the cold. The students the label. Students will enjoy discove- can also explore the methods and ring how our ancestors used to dress techniques used to make clothing in in the past to protect themselves from the past and in the present, such as
Keeping warm... the cold and comparing old clothes traditional weaving and modern with new manufacturing. Last, they can carry out research activities to discover how the human body reacts to cold (adaptation, loss of heat, compen- sation, energy needs, etc.).
26 Visual arts Drama KEEPING WARM...
It can be interesting to ask the The students can be encouraged to students to look for social and cultural look for social and cultural clues in clues in paintings by Cornelius plays and, in the visual arts that reveal Krieghoff, Edmond-J. Massicotte, how winter clothing was made, such Clarence Gagnon and Miyuki Tanobe, as in artworks by the Dutch painter and in old fashion plates and Vermeer, the Québec painter Edmond- photographs. Using the clues they J. Massicotte and Native artists. In this find, they can compare winter way, the students are encouraged to clothing from various periods and examine a range of steps in the then list the elements that have transformation of the materials that changed in winter clothing fashions in were formerly used in winter clothing, Québec. Next, they can create a giant such as weaving, carding, embroidery, winter coat with different kinds of felting, shearing, tanning and sewing. paper. Each student is responsible for They can then invent short sequences making part of the coat, using visual of scenes that demonstrate how arts materials to highlight, the key winter clothing in Québec has evolv- elements that mark changes in ed. In the first scene, they can focus fashion. The actions and elements on manual movements such as chosen by the student must reflect his weaving or embroidering, and in the or her creative intention, and that of second, on the movements created by the group. This group effort will give the industrial revolution (machines to students a glimpse of traditions in the process fabrics). Each team can then convivial lifestyle of their ancestors. present its drama sequence to another class in the same cycle.
Arts and Culture Week 27 in Québec Schools Special Edition Music establish social and cultural links between the music of yesterday and “Dressing up a Québec reel” can be today. an original way to let students give free rein to their musical imagination. In order to emphasize the integration Whenever we hear the “Reel du of arts subjects, an activity or music portageur” by Gilles Vigneault (on project could be based on the various the album Au doux milieu de vous), types of clothing worn by portageurs we feel like tapping our feet in time to and coureurs des bois in Québec. The the music, just like our ancestors used students could compose a soundtrack to do, and we’re carried away by the or perform a piece to recall the music lively sounds of the fiddle. When of the past. They could also produce a winter began, the portageur liked to short play or film about the porta- remember some of his adventures in geurs and coureurs des bois. The his canoe, and took out his fiddle to integration of drama, dance and play. Drawing inspiration from the visual arts into this activity could clothes of our ancestors and Québec extend its scope and make it a multi- reels, the students can form teams disciplinary project. and create a musical accompaniment using various sounds, elements of musical language and instrumental and vocal techniques to “dress up a Québec reel” for winter. The students can then listen to the accompani- ments created by all the other teams, and compare their appreciation of a recording by Ti-Jean Carignan. In short, the students are encouraged to
28 do weknowaboutwhatcauses today? Inphysiologicalterms,what establish withthewaywedress the time?Whatparallelscanwe use? Whywasthisthebestchoiceat clothing andfibres didourancestors methods inreal life.Whattypesof offer originalopportunitiestotryout snowshoeing orskiing,allofwhich activities suchasskating,hiking, make discoveriesduringoutdoor those oftoday. Thestudentscould conserve heatincoldweather, and concerning waystoproduce and practices ofpeopleintheoldendays lished betweenthebeliefsand An interesting parallelcanbeestab- and health Physical education activities? types offoodsuitableforoutdoor to current recommendations ofthe keep warm?Howdoesthiscompare types offooddidourancestorseatto fabrics oroutdoorclothing?What cise, dress differently, choosedifferent thermal balance:drinkwater, exer- do weneedtorestore our overheating orhypothermia?What Arts andCulture Week in QuébecSchools Special Edition 29 KEEPING WARM... ENERGY, A SOURCE OF LIFE and inspiration for human beings
Energy is a fundamental component of our universe. Without its indispensable support, life would not exist. All living beings generate energy, either consciously or unconsciously, and use it to ensure their survival, well-being and comfort. Energy is used to light cities, heat homes, cook food and power industry. When we eat, our bodies transform food into energy. Energy can come from many different sources: solar energy, water energy, wind energy, nuclear energy, cosmic energy, physical energy, etc. In February, the weather gets quite cold in Québec! However, people living in the North have discovered various ways of keeping their bodies, minds and spirits warm. Building on these examples, the students can be asked to find ingenious ways to transform the cold of winter into a form of creative energy.
Dance The students can be asked to work with the vision described by Marie This theme offers a golden opportu- Chouinard. The starting point for the nity to introduce students to the dance they create is the part of their enigmatic work of Québec choreo- being that is invisible, but that grapher Marie Chouinard, known as constitutes a physical and organic the “poet of dance!” Her fresh new dimension that creates life: energy. approach is based on observations of Their dance will not just be a series of real-life situations to capture sounds, dance steps, but a movement of their movements, rhythms, mystery and whole body that comes from within. even magic. She transforms what she Like a seismograph, their body has gathered into choreographies that records the movements of the Earth: delight her audiences. Have you seen the absence of life, and then growth, her dances Les trous du ciel and Sacre explosions, force fields, vibrations, du printemps? For Marie Chouinard, undulations, waves, trajectories, etc. the meaning of objects is found in the All these different dynamic move- sacredness of life: “I’m fascinated by ments can be turned into dance. the magic of life, by interstellar space; I’ve always felt that I’m standing on a planet that is flying through a cold, dark, star-filled cosmos. This gives me a reason to love life, and it makes me want to create art. My arts speaks about this vision of the world.” She adds, “People are magical energy that share the same space as me. Living beings are fabulous entities.” (Translated from quotations in Le Devoir, October 1993.) Energy, a source of life... life... of a source Energy,
30 directly linkedtoalackofsunlight. suffering from emotionalproblems increase inthenumberofpeople the monthofFebruary, there isabig the lackofsunlightdispiriting.During lighting. Inaddition,maypeoplefind high energy demandforheatingand next. Thelongwinternightscreate a vary greatly from oneseasontothe that thelengthofdaysandnightscan Québec’s northern locationmeans From firetohalogenlights education and citizenship Geography, orhistory the waywefeel. human beings,anditsinfluenceon focusing ontheeffects oflighton can prepare anotherpresentation To complementtheirwork,they that invadeoururbanlandscape. been replaced bygiantfloodlights where candle-orgas-litlampshave halogen lights,andthestreet, candles havebeenreplaced by important places:thehome,where lighting usedinQuébectwo the historyofvarioustypes the lackofsunlight.Theycantrace February, themonthwhenweallfeel need forandimportanceoflightin an oralpresentation tohighlightthe The studentscanbeaskedtoprepare Arts andCulture Week in QuébecSchools Special Edition 31 ENERGY, A SOURCE OF LIFE... Music Science and other by the hand, the students break away from their hexagon, free to Students can look for inspiration in technology move but still surrounded by other the elements of nature: the warm rays In February, water is generally found students. The water has become a of the sun, the tranquility of water, outside in the form of snow or ice (in liquid. When more heat is applied, the the gentle blowing of the wind, or other words, as a solid.) The cold students can move around freely and stormy weather, and then transform weather of February gradually gives spread out to cover as large an area as them into sounds. Hydroelectric way to the warmth of March, and the possible. The molecules are highly dams, nuclear power plants and wind water changes into a liquid state or mobile the water has become a gas. turbines can also be used as the basis evaporates. In all matter, heat creates Next, the whole process is reversed. for a soundscape combining vocal a movement of molecules, and to As they slow down, the students and instrumental sounds. The stu- understand the effect of heat on come back together. When they dents can also be asked to compare matter, the students can leave their slow down even more, they join their piece of music with a work by traditional laboratory and go outside hands and form hexagons. The water Maurice Béjart, Messe pour le temps to do a lively, enjoyable experiment has become a solid. Depending on présent, by establishing links between on water molecules. whether the activity is for elementary the way they use energy and the way or secondary students, the teacher it is used in the music that serves as The activity can take place in the must prepare them properly and set the basis for Béjart’s choreography. school yard, providing an opportunity aside time for feedback in the to enjoy the winter weathers. First, classroom. the students must create the crystal structure of water. Six students hold Based on an activity described hands to form a hexagon. Next, four on the Web site: more students join them and add a
5 The activity can also take place in a large room. It can be recorded on video and used during a debriefing session in the classroom. 6 The “heat” can be represented by music whose rhythm varies as the situation evolves, or simply by instructions.
32 Drama The shadow theatre was the comedy for peasants. There were music, Light is a source of energy – but painting, singing and sculpture and where there is light, there is also they replaced serious dramas. ENERGY, A SOURCE OF LIFE... shadow. The students can be asked to use their bodies to explore the There weren't any memorable days, meaning of light and shadow, using wedding or harvest festival without the Chinese shadows technique. shadow theatre. Next, they can be asked to make up a story in which one character lives in Spectators can see the profiles of the shadow of another – but they puppets. Light shining on the lighted must imagine how the first character sheet enlarged images of puppets. decides to rebel and come out of the shadows. How will the story end? There are 3 branches in Chinese After the students have performed shadow theatre: their skit and discussed their creative - handed shadow theatre process, both in terms of technique - paper shadow theatre and acting, they can be asked to - leather figures shadow theatre” research the origin of Chinese shadow theatre using the Internet or other (From the Web site: sources (libraries, magazines,
“The homeland of shadow theatre is China. Chinese shadow theatre has influenced cultures of many countries. Handed shadow theatre is older than 1000 years.
Arts and Culture Week 33 in Québec Schools Special Edition A AWINTER wintertravel TRAVEL GUIDE guide... to showcase the region
Each year, in February, many Europeans come to enjoy the cold and the wide open spaces of a Québec winter. However, it is hard for them to find documents that present information about winter, historical facts and folklore connected with winter and the festivities in which they can participate. The students can be asked to prepare a winter travel guide for their own region. French, language Dance
of instruction or In the olden days, winter was the English, language of season for dancing. In the early 20th century, people in Québec hadE to instruction clear land in order to meet their basic To prepare their travel guide, students needs, such as housing and food. should begin by looking at and Once they had got past this stage, In the travel guide, visitors are invited comparing some of the many guides they had more free time for to go back in time. One February that already exist (Michelin, Ulysse, entertainment. Winter was an ideal evening, they are asked to seat etc.). After examining them critically, time for larger gatherings: Relatives, themselves comfortably around a fire, they can plan their own guide for friends and neighbours paid each at a house party in Québec. To their own village, city or region. How other visits and hosted parties, in prepare this event for tourists, the do people live in winter? What stories turn, in their houses where they could students can be asked to: and legends are connected to winter, drink, dance and generally enjoy and what local or regional themselves. The kitchen, often the Ask their grandparents about celebrations take place every year? To largest room in the house, was dances and entertainments from produce their travel guide, the converted into a dance-hall where the past students will have to use various print, they danced cotillions, quadrilles, Collect photographs and pictures digital and media techniques. The sets, square dances, jigs and reels illustrating the period and giving objective of the guide is to encourage during the cold weather from clues about details such as clothing, as many families as possible to visit Christmas to midnight on Shrove venues, and the festive atmosphere the region during March break. Tuesday. (Translated from La danse of the period traditionnelle québécoise, Simone Listen to traditional music Voyer and Gynette Tremblay, IQRC, Invite a folk dancer to come to the 2001, 159 p.) school, or another adult who can teach the students how to dance a jig, square dance or reel Organize an old-fashioned evening based on their research, and perform traditional dances
34 9
Mathematics give students an opportunity to discover the effectiveness of various The preparation of a winter travel techniques (tables, graphs) used in guide for their region will require mathematics to organize and present students to take part in various information in a way that is clear and activities in their math class. For attractive for the target audience (in example, they may have to deter- this case, the visitors.) A WINTER TRAVEL GUIDE... mine, compare and organize informa- tion on distances, accommodation In designing the travel guide, the costs, itineraries and package deals, students will also be involved in all using comparative tables or graphs. aspects of planning and financing the Designing regional tours will require publication of the guide. For example, them to acquire, or reactivate, map- they will have to assign and schedule reading skills to do with position, scale tasks while respecting various cons- and distance. They will also learn how traints, determine production costs to determine individual and group (printing, labour, etc.), the cost of a prices, and how to name and classify page of advertising and the retail various destinations and itineraries price (if the guide is to be (arts itinerary, countryside itinerary, sold), and look for gastronomic itinerary, folklore sponsors – all ways to itinerary, etc.) using headings to make the production categorize and describe them. Data of the guide a more on taxes, tips, conversions (currency, interesting exercise. temperature, length, weight, volume), and regional and other activities, will #
Arts and Culture Week 35 in Québec Schools Special Edition WINTER ACTIVITIES adapted to Québec’s northern climate
“The cold north winds blowing across the Canadian prairies and over Québec brought us all kinds of weather, from gentle snowfalls to raging blizzards. My winters were filled with snowballs, forts, snowmen, slides, sleds and skiing. Snow was not just part of the landscape in which I lived, it was part of my heritage.”
Translated from: Kenneth Libbrecht, Flocons de neige, La beauté secrète de l’hiver, Montréal, Éditions de l’homme, 2003, 113 p.
The women and men who live in a challenge to adapt to a northern northern countries have no choice climate, but what a wonderful way to but to find ingenious ways to adapt live! The month of February provides their lifestyle to the cold climate, an opportunity for students to discuss and also to turn winter into a how people in Québec need to use all time of enjoyment when a wide their resourcefulness to adapt to the range of activities encourage weather, finding ways to travel over people to come out of their snow and ice, clothes to protect them warm houses, even when it against the cold during outdoor is cold or snowing. People activities and extreme sports such as in Québec are accustomed ice climbing, snowshoeing and off-t to transitions: from soft, skiing, crossing the frozen St. luminous summer to fra- Lawrence in rabaska canoes, snow- grant, colourful fall, into mobile treks, etc. The students must immaculate, glacial winter be placed in unusual situations where d and then, after a spring that they must solve problems associated warms both body and soul, with life in a northern climate. back to summer again. It is quite Winteractivities...
36 feels astrangetinglingonherface, where shelooks,seeswhite.She outside, Samaranoticesthatevery- layers ofclothing.Whenshegoes hug, suggestthatsheputonseveral her warmlyand,aftergivinga cloudless blue.Herhostfamilygreet shining brightlyandtheskyisa January. Attheairport,sunis arrives inQuébecthemiddleof Imagine agirlcalledSamarawho Gilles Vigneault c'est l'hiver!” “Mon pays,cen'estpasun sociale linguistique, scolaireet tierce ouenintégration Français enlangue a secondlanguage, language orEnglishas French asasecond dream uptherest! northern cultures. Thestudentscan celebrate snowandcoldother days, andsongspoemsthat climates, familygamesforstormy and inventionsspecifictonorthern which includessports,clothing,food discover Québec’s winterculture, be askedtofindwayshelpher winter inQuébec?Thestudentscan How canwehelpSamaraenjoy around thehousewithmyfriends.” more swimming,nomore playing outside again!Nomore soccer, no thinks: “I’llneverbeabletoplay mouths. Whatashock!Samara appears tobecomingoutoftheir hidden bytheirclothes,andsteam under herwoollenhatare completely can seewhenshepeersoutfrom air burnsherlungs.Thepeopleshe her eyesbegintowaterandthecold 7 Arts andCulture Week in QuébecSchools Special Edition 37 WINTER ACTIVITIES... W v Visual arts Geography, or history What a wonderful opportunity to An Inukshuk is a stone pile, often in study inuksuit and what they and citizenship the shape of a human with out- symbolize in Québec’s northern education stretched arms. Inukshuk means "to landscape! The students can be asked look like a person." Inuit people have to take part in an on-site arts project From toboggans to snowmobiles been using these stone figures to based on land art. Outside, in the Well before Europeans arrived in mark good hunting and fishing spots, school yard, they can use “non- Québec, Native peoples had invented to provide shelter from the wind or to permanent” materials such as snow various means of transportation that show the way home. Many Inukshuks and ice to build now sculptures and were adapted to winter conditions, are called Inuksuit. Inuit people have assemble blocks of ice. Next, they can such as the toboggan and snowshoes. been building Inuksuit for thousands build inuksuit at various points along of years. The Inukshuk is a symbol of a trail leading to places where Today, travelling in winter is relatively trust for those who travel the Arctic. caribou, seals, polar bears or snow easy, but this has not always been the Each Inukshuk is unique because it is geese congregate, or other sites case. We have had to invent and built from the stones from the land suggested by the students working in develop means of transportation, as where it is found. The Inukshuk and teams. The trail can also include short well a tools or “gadgets,” to make the land are connected to each other. informational texts written by the winter life easier. students about the Innu lifestyle. The Uses for Inuksuit students will use Inuit techniques The students can design a poster to Large Inuksuit without arms were suitable for moulding, sculpting and illustrate and comment on the various built on hill tops to mark the territory assembling materials to create their innovations developed by Québec of a family group. Some Inuksuit were sculptures, and will also be able to “inventors” that simplify winter used to guide travelers, pointing them observe how matter can be travelling, such as the snowmobile, in the right direction. Some even had transformed through the creative snowblower and snow shovel, and a peephole in the middle and if process, as they prepare snow and that are continually being adapted to someone looked through the hole blocks of ice for use. meet our needs. Next, the students they could see another Inukshuk in can trace each innovation back to a the distance to help them follow the Other students can be invited to particular person and time. They can right direction. Hunters would use an follow the trail, and then to locate also do a quick research project to Inukshuk to hide behind as they more social and cultural information compare the means of transportation hunted caribou. concerning the lifestyle of the Inuit in used in urban areas with those used in Québec. After beginning their search the Far North. for information in the classroom, they From the Web site: can consult various sources and learn
38
contain: time. Anaccompanyingtextshould forestry andfarmingregions atthe was floated,togetherwiththemain the mainriversdownwhichtimber should showtheSt.Lawrence, and people wenttoworkaround 1900.It map illustratingtheregions where The studentscanbeaskedtodrawa thawed inthespring. stream tosawmillswhentheice from where itwasfloateddown- and transporttimbertoriverbanks, on theground madeiteasiertocut nay regions. Thethicklayerofsnow the Outaouais,MauricieandSague- farm workerstravelledtojobsitesin because theground wasfrozen, and stopped duringthecoldseason to workduringthewinter. Farmwork century, manypeopletravellednorth 1850 tothemiddleof20th regulated bytheseasons.From about Our dailyactivitiesare often Winter jobsintheNorth farm family whostayedathomeonthe the effects onthemembers ofthe winter men hadtotravelfindworkin an explanationofthereasons why and folklore work site:typesofjobs,tools,food a descriptionofday-to-daylifeon
people togettogether, etc. family pastime,awayforyoung friends atthelocalrink,skatingasa functions ofskating,suchasmeeting they canidentifythevarioussocial the healthbenefitsofskating.Last, present. Second,theycanhighlight the years,from itsinventiontothe illustrating changesinskatingover First, thestudentscancreate aposter speed skatingandfigure skating. hockey forpleasure orcompetition, neighbourhood rinksandarenas, freestyle skatingonlakes,rivers, arenas, skatingstyleshavechanged: winter. From frozen pondstomodern activity thateveryonecanenjoyin skated, sinceskatingisarecreational In Québec,peoplehavealways From pondstoarenas 3 Arts andCulture Week in QuébecSchools Special Edition 39 WINTER ACTIVITIES... CelebratingCELEBRATING FEBRUARY: February... excitement and daring
Shrove Tuesday, or Mardi Gras as it is often called in English, is the last day before Lent in the Christian tradition. This is when carnivals are held in many countries to allow people to vent their feelings of joy and excitement before the 40 days of Lent. Carnivals often include wild games, mock battles and strange races, and during Carnival the rules of everyday life are temporarily set aside. The world is turned “upside down.” In some villages, the powers of the administration are symbolically handed over to the children, and a “Jester King” is elected.
In February, we have all been tempt- Visual arts During the month of February, a ed at some point to try on one of the parade can be organized within the flamboyant masks that remind us of In Québec, in keeping with a tradition school building or in the neighbouring Carnival, Mardi Gras, masquerades called “courir le Mardi gras”, children streets. The students can draw and so on. Perhaps the school could used to dress up on Shrove Tuesday inspiration from the giant puppets of become the setting for a carnival and go from house to house to ask for the Nice Carnival, the dragons of the celebration, and the students could candy, one of the festive events in Chinese New Year or the splendour of become something else? Maybe they the yearly calendar. Winter festivities the costumes and masks of Venice to could become adults. Can we imagine are held around the world. The create papier-mâché masks as art a school where the students are respon- students can be asked to set out on a projects, highlighting regional charac- sible for teaching? What happens virtual journey, using the Internet to teristics, or masks based on characters when we spend an entire day as discover famous carnivals, such as from legends, natural resources or someone else? The students can be those held in Québec City, New historical events. They can also paint encouraged to organize a thematic Orleans, Rio de Janeiro, Venice and their faces or use papier mâché to day called “An upside-down world.” Nice. They should be encouraged to make hand puppets or colourful focus on the masks, costumes and accessories to symbolize membership accessories used, the elements in the in a group and identify themselves in parade, popular dances, percussion the parade. instruments and anything else that is an important part of each carnival. Discuss how the students can identify the needs of each community based on their festivals.
40 plan thefestivities. mascot, composeanofficial songand theme forthecarnival,create a students canformateamtofind to organize itsowncarnival.The and eachvillage,townschoolhas carnival thatithastobecancelled, associated withtheQuébecCity has beenkidnapped.Heissoclosely can betoldthatBonhommeCarnaval At theelementarylevel,students Jean Duchêne place D’Youville From PlaceJacques-Cartierto races, dancesandsongs, With tricks,gamesandpranks, Roams thestreetsoftown Bonhomme Carnaval,ajollyfellow sociale linguistique, scolaireet tierce ouenintégration Français enlangue a secondlanguage, language orEnglishas French asasecond Georgette Lefrançois Reflected intheeyesofrevellers Glow withathousandcolouredlights All thestreetsoftown it’s theCarnival We laugh,singanddance, At Carnivaltime success oftheircarnaval. must alsoplanawaytoassessthe participants willattend.Thestudents event, more guests,spectatorsand plan thefestivities.Byadvertising security officer. Theteammustnow find moneytofundtheevent,anda may alsoincludeatreasurer, whowill theme song,parade,etc.).Theteam promote theevent(poster, slogan, an advertisingexecutive,whowill and carnivalsaround theworld,and taken partinMardi Grascelebrations carnivals, atraveller, whohasalready research theoriginofvarious team willincludeahistorian,who At thesecondarylevel,student what theyhaveseen. return, theycanshowtheirfriends photos andsketches.Whenthey their imaginarytripandtoinclude what theyobserveandexperienceon students canbeaskedtowritedown they wearduringtheparade?The part in?Whatdisguiseormaskwould or festivitieswouldtheyliketotake hear duringtheirtrip?Whatactivities go? Whatwouldtheyliketoseeor city oftheirchoice,where wouldthey to celebrateaMardi Grascarnivalina students were offered anopportunity on furbedsinapalaceofice.Ifthe whereas inQuébecCity, peoplesleep on sculptures ofhardened snow, warm. InMontréal,fire-eaters perch and heartsofthefestival-goersare winter weatheriscold,butthebodies ablaze withathousandlights;the the darkestnights,streets are everything seemsalittlestrange:on people’s spirits. Duringthecarnival, since 1894,asnowfestivaltoraise Québec Cityhashadawintercarnival Arts andCulture Week in QuébecSchools Special Edition 41 CELEBRATING FEBRUARY ICE CIDER: an original homegrown product from a frozen land
Everyone was busy wrapping up warmly in the big central room at the farm, discussing their recent Christmas break. The students were there to experience something special. Outside, the farmer started up a tractor that had not been used since the last of the fall ploughing. He made sure that the sleigh used to transport his guests was properly hitched up, and that there were plenty of blankets in case some of the young city kids had underestimated the Siberian ferocity of the recent cold spell. He gave the signal, and everyone climbed into the sleigh. The tractor’s engine roared and, as if to show its disapproval at being so rudely awakened from its winter slumber, noisily spat out a smelly blue plume of smoke. At last, the expedition set off along a snowy path to the bottom of the field, where the frozen apples still hanging from the trees would be used to make ice cider.
Science and technology Ice cider... Ice
Frozen apples that warm us up…
Everyone in Québec is familiar with cider, an alcoholic drink whose origins can be traced back to the Gauls of ancient France. The people from Brittany and Normandy who settled New France brought their cider- making skills with them, but they had to learn how to cultivate the apples used to make cider in a climate far harsher than that of France. In the last few years, a new type of cider has appeared on the market, ice cider, which takes advantage of the extreme cold that characterizes winters in Québec. It is increasingly popular, and some experts believe that it could become a product in demand worldwide because of its quality and uniqueness.
42 w At the elementary level, the students can take a field trip to an orchard to pick frozen apples. They should prepare for the trip in the classroom by exploring the historical aspects ofa apple growing in Québec, finding out where apples are grown around the At the secondary level, the students province, studying apples as a fruit can also take a field trip, and they can (and their role in tree reproduction), do a research project on the social and their growth cycle, different varieties cultural dimensions of cider produc- ICE CIDER... of apples, and so on. The students tion and consumption in Québec. The can also conduct experiments to see students can write a short story, how water is extracted from apple focusing on the events that take place juice by the action of frost. Last, they when the apples are harvested in the could produce a quick overview of the winter. In the laboratory or workshop, processes used to produce ice cider. they can try out various ways to extract and ferment apple juice and to measure alcohol content, and suggest possible improvements.
The research work could be used in presentations explaining, more speci- fically, how ice cider is made. Other projects could examine how the product is marketed, and its economic potential. In another area of learning, the students could organize a mini awareness-raising campaign about the risks of alcohol abuse.
Arts and Culture Week 43 in Québec Schools Special Edition LEARNING TO LIVE WITH WINTER IN QUÉBEC or how to embrace winter Learning to live with winter in Québec means learning to survive in a hars, and often inhospitable climate. The first settlers handed down their skills to us, and we have adopted and transformed them over the years. The expression “learning to live with winter” refers to all the strategies and “tricks” that people in Québec have used to take full advantage of the season when Nature seems to sleep. Québec society has adapted to the realities of a northern climate, in terms of transportation, heating, clothing and food. It has also learned how to enjoy and derive entertainment from the cold winter months. As part of activities in the social studies area, namely geography and history and citizenship education, students will see some of the ingenious way in which people in Québec have learned to live with winter on a daily basis, or in other words have “embraced” winter. Geography, or history Daily winter life in New France, and citizenship around 1700 education In the 18th century, country people in Québec lived under the seigneurial system, set up at the start of the Surviving winter French colonial period. To allow the from generation to generation new settlers to begin farming, they were allocated strips of land along the At different times in history, Québeck- main rivers, in other words the St. ers have found various ways to meet Lawrence and its tributaries. This land
Basic 1900 1950 2005 need
Food
Clothing
Housing Learning to live with winter... live to Learning
their basic needs in winter, and system created a unique pattern that sometimes the methods used in the is still visible today. The seigneurial city are different from those used in system also defined the relationship the country, or in another region. The between the seigneur and the settlers, students can be asked to produce a called “censitaires.” Life in the summary document showing how seigneury followed the changes in the three basic needs were met at three seasons, and everyone had specific different times: 1900, 1950 and duties to perform. 2005. The summary can also describe trends from 1900 to 2005 in the country and in the city.
44 Using a photograph taken in winter in Cold From one continent to another a region of Québec, the students can be asked to identify the features of Because of its geographic location Because of its geographic location the seigneurial land-use pattern: and the ocean currents along its and the cold ocean currents along its shores, Québec has long, harsh shores, Québec has long, harsh the shape of lots winters. The month of February is winters. New arrivals in Québec often the orientation of boundaries especially difficult. However, the find it difficult to get used to the the location of buildings winter weather is not as cold or as major swings in temperature. At first, roads and trails stormy in all regions, since each they might avoid going outside as region has a particular climate. much as possible, because they do They can compare the photo to a not know how to deal with the cold historical 18th-century map and The students can prepare a role-play, and snow. Some immigrants take note differences and similarities. in which they work at an emergency longer than others to get used to Next, they can look for the under- response centre during a winter winter and enjoy it. lying rationale for the seigneurial storm. The storm is sweeping Québec system in the French colony. They from west to east, beginning with The students can be asked to report can also describe daily life during freezing rain in the Outaouais region, on how recent arrivals to Québec the winter in the 18th century on a then pouring rain in Montréal and adapt to winter conditions. They can seigneury: celebrations and recrea- strong winds and heavy snowfalls in collect stories from new immigrants,
tional activities, schools, food, road other regions along the St. Lawrence and from immigrants who have LEARNING TO LIVE WITH WINTER... maintenance, and so on. Last, they valley. The students must play the already been living here for some can share the results of their roles of a public security officer, a time, and list the techniques they research into daily winter life in meteorologist, a snowclearing super- have developed to deal with winter. New France with the rest of the visor and a member of a citizens’ They can also list ways in which class, using visuals. committee, who is worried about people avoid winter, such as using road conditions. tunnels to get from one building to another, or working from home. In The project can include research into addition, they should describe the famous winter storms in the last 100 ways in which these new Quebeckers years. The project could be designed have learned to enjoy winter. to show that we are better equipped today to deal with winter storms, and that in any case the storms are not as severe as in the past.
Arts and Culture Week 45 in Québec Schools Special Edition THE DYNAMICS OF THE CULTURE-EDUCATION PLAN OF ACTION
References
Web Sites School Integrating the Cultural Regional offices Dimension Into School System Répertoire de ressources of the MEQ and the culture-éducation MCCQ
Québec Education MEQ-MCCQ Support Program Programs Broad Areas of Learning Partnership Financial Support for Cultural Competencies Committees in the School System Subject Areas Culture in the Schools Agreement School Cultural Policies Aims Cultural References
Promotion Cultural School Partners Art et culture à l’école Magazine RÉCIT Cultural Essor Awards Contest Committees Schoolscapes Magazine Focus on Culture (SQACÉ)
46 and ArtsARTS AND CULTURE WEEK IN QUÉBECculture SCHOOLS: a tradition of partnership
Within each school, culture is an area of convergence, concern and intense activity. It should come as no surprise that many different partners work constantly to raise the level of culture in schools. For over ten years, reference and promotional documents, as well as support programs for culture, have been made available. These elements, used alongside the Québec Education Program, are part of the culture-education plan of action, at the heart of which is the culture-education agreement between the Ministère de l’Éducation du Québec (MEQ) and the Ministère de la Culture et des Communications (MCC).
Other players have key roles in integrating the cultural dimension into the lives of schools. The regional offices of the two government departments monitor the implementation of various programs, and are important reference points in their respective regions.
In addition, various cultural partners (artists, promoters, producers, stake- holders in the community, etc.) also play pivotal roles. They create a dynamic link between schools and culture, making it perceptible, tangible and alive for students. SECTION THREE School culture committees create links between the school network and cultural partners as they pursue their mission of support and development.
Last, the school network is not totally inactive in efforts to integrate the cultural dimension into school life. In fact, the opposite is true. All its stakeholders are concerned, just as much as the students themselves.
The situation outlined above is positive, and so much the better. However, it is not always easy to have a clear overview of this fascinating, and exciting world, bustling with activity. The following pages will help you to understand the situation more clearly.
Semaine québécoise des arts 47 et de la culture à l’école Édition spéciale THE CULTURE-EDUCATION AGREEMENT
As part of Québec’s cultural policy, the Ministère de la Culture et des communications and the Ministère de l’Éducation have established programs and measures in recent years to place more emphasis on the artistic and cultural aspects of education.
The objective of the culture-education agreement is to reinforce the existing partnership between the two government departments and their respective spheres of influence in order to generate, stimulate and develop adapted and innovative collaborative actions in education and culture, in a way that takes local, regional and provincial realities into account.
The target areas are the same at all educational levels: the arts, both in terms of exposure to the arts and arts education, language and literature, history and heritage, science and technology, and information and communication technologies.
Each year, the Ministère de l’Éducation and Ministère de la Culture et des Communications send schools information documents and application forms for the various programs and measures organized under the agreement.
48 FINANCIAL SUPPORT PROGRAMS
CULTURE IN SCHOOLS SUPPORT FOR CULTURAL The Association québécoise des The Culture in Schools program helps COMMITTEES IN THE SCHOOL SYSTEM comités culturels scolaires has drawn teams of teachers organize cultural up a plan of action to encourage projects with input from professional Cultural committees in the school school boards to adopt a cultural resources in the field of culture – system consist of representatives from policy to determine actions and whether individuals or organizations – neighbouring schools that want to principles and the cultural objectives in ways that reflect the spirit of the join forces and share information to that the school boards wish to education reform and an openness to take a more dynamic approach to arts transmit to their staff and students. the world. The program also provides and culture in their schools. Each support for regional projects as- committee has its own aims and A growing number of school boards sociated with the implementation of methods, but all organize student have begun to take responsibility for school board cultural policies. outings to performances and cultural the cultural development of their institutions. They serve as a bridge students, schools and staff. So far, The Culture in Schools program is between schools and creative artists twelve school boards have adopted a intended to encourage schools to take and performers. Their objectives are: policy, and another twelve will do so advantage of the funds at their shortly. In their actions, they are disposal to integrate the cultural to make schools aware of the strongly encouraged to harmonize dimension in a harmonious and cohe- importance of their cultural mission their cultural policy with that of the rent way into the learning activities to inform the arts and culture municipalities or regional county they organize for their students. community of cultural policies municipalities in their area. In this adopted by school boards and the way, the existence and development school’s cultural mission of culture becomes the shared respon- to see that school boards adopt sibility of all the partners. their own cultural policies to encourage cooperation between the arts and culture community and the school
Arts and Culture Week 49 in Québec Schools Special Edition PROMOTING THE ARTS AND CULTURE IN SCHOOLS
THE MAGAZINE ARTS ET THE “ESSOR” AWARDS raise interest in the establishment of CULTURE À L’ÉCOLE projects that forgeties between arts New approaches and the planning of education in schools and the The magazine Arts et culture à l’école joint approaches and actions bring cultural dimension in a broader deals with arts and culture in the together teachers, arts specialists, context school system under the Québec professional artists and school admi- encourage the creation of inter- Education Program. This quarterly nistrators in the creation of a wide disciplinary projects and team work publication targets arts teachers range of collaborative, original and promote the design of educational, (music, dance, visual arts and drama) innovative projects. The projects innovative artistic projects consis- at the elementary and secondary contribute to the development, tent with the aims and educational levels. The objectives of the magazine enhancement and growth of the arts values promoted by the Ministère are to: and culture in the school system. The de l’Éducation “Essor” awards have been set up to encourage the growth of arts and reflect the dynamic approach to the recognize and encourage work and culture education in schools, and in arts in Québec schools cooperation among teachers and the arts community disseminate information about arts school administrators and to reward encourage joint action and partner- programs (MEQ) and cultural pro- the quality and excellency of their ships between schools, the cultural jects, performances, contests and achievements. Since 1996, the com- community and municipal partners support measures for schools petition has acknowledged the efforts showcase activities in schools under of people who often work behind the the heading “À propos d’art,” and scenes and has provided a financial cultural projects reward for schools, via an ever- highlight the contribution made by increasing number of bursaries. arts teachers to student learning provide teachers with a forum to The objectives of the “Essor” awards publicize activities organized in competition are to: schools and solutions that involve an arts and culture component promote the five arts subjects report on arts and culture projects, taught in schools focusing on the progress and ensure that the aims of the Québec achievement of the students Education Program are taken into involved account demonstrate the important role encourage collaboration between played by the arts as a complement all individuals in the school system, to other subjects the arts and culture sector, the recreation sector and the munici- palities who teach, practise or promote the arts, and who are involved in integrating the cultural dimension into school life
50 THE “CAP SUR LA CULTURE” KIT ARTS AND CULTURE WEEK IN QUÉBEC SCHOOLS The “Cap sur la culture” kit has been designed to help the governing Arts and Culture Week takes place boards of elementary and secondary every year in February. Its objective is schools in Québec integrate the to give students an opportunity to cultural dimension into their school’s take part in a wide range of unusual educational project. This support kit activities and projects relating to arts contains the following awareness- and culture. The underlying mission raising and promotional tools: of Arts Week is to highlight the fact that arts subjects, and the cultural the brochure Cap sur la culture to component of all the other subjects facilitate the integration of the taught in schools, are an essential cultural dimension into the school’s factor in the intellectual, social and educational project emotional development of students. the CD Les sorties culturelles, une This week of activities (which can last encyclopédie vivante en milieu longer than a week) promotes the scolaire! to encourage schools to integration of the cultural dimension organize cultural outings into life at school, one of the key a calendar of cultural events to focuses of the current reform of the bring culture to the students and education system. add cultural activities to the regular timetable
Semaine québécoise des arts 51 et de la culture à l’école Édition spéciale THE RÉSEAU POUR LE THE MAGAZINES “VIRAGE “ AND DÉVELOPPEMENT DES “SCHOOLSCAPES” COMPÉTENCES PAR L’INTÉGRATION The magazines Virage and School- DES TECHNOLOGIES (RECIT) scapes are published by the MEQ to The RECIT is made up of resource support the implementation of the persons from different school boards. reform in the French and English It is a network dedicated to develop- sectors, respectively, in both public ing competencies through the inte- and private schools by: gration of technology, in conformity with the Québec Education Program. informing schools of MEQ orientations Each school board can appoint one reporting on progress in the resource person (or, in some cases, implementation of the reform more than one) to provide local within the school system service. The designated resource supporting initiatives introduced by persons are associated with the RECIT the MEQ or other partners to and provide training and resources for support the implementation of teachers in the area of information various elements of the reform and communication technologies establishing links between the (ICT.) At the provincial level, their task education program produced by is to accompany and support MEQ the teams working at the Direction staff members with responsibility for générale de la formation des jeunes ICT, regional ICT coordination teams, and units in the sector when and the educational services of school publications are drafted, events are boards and school administrations. organized and committee work is The resource persons also set teams dispatched of teachers to try out experimental approaches.
The RECIT has 10 provincial services, and its 69 local services are active in 11 regions of Québec.
52 REFERENCES
INTEGRATING THE CULTURAL THE RÉPERTOIRE DE RESSOURCES provincial cultural resources: DIMENSION INTO SCHOOL CULTURE-ÉDUCATION the provincial cultural associations Reference document for teachers The Répertoire de ressources culture- listed here offer activities designed éducation – accessible only in specifically for young people, lists of The document Integrating the electronic format on the MCC creative artists or educational Web Cultural Dimension into School, website – brings together information sites that will interest teachers and which can be downloaded from the about hundreds of artists, writers and students MEQ Web site, proposes a concrete cultural organizations that offer way of thinking of culturally anchored activities for preschool, elementary educational resources: learning, which does not change the and secondary school students, and the Répertoire de ressources culture- structure of the programs of study or information on the world of éducation and the Culture in Schools their application by teachers. In other education. It is a complement to the programs have been designed to words, it transposes a vision of Culture in Schools program, and is promote productive collaboration culture, and the methods proposed to divided into five main sections: between the arts and culture commu- enhance the cultural component of nity and the school system; the school programs, into educational artists and writers offering Répertoire would not be complete terms. workshops in schools: without a section dealing with this section lists the workshops avail- educational resources The document proposes three able and the artists taking part in the avenues for integrating the cultural Culture in Schools program other sites: dimension into school. One of these links to Web sites dealing with avenues is teaching and learning as regional cultural resources: subjects connected to arts and experienced daily in the classroom. In this section lists the shows offered by culture, and education this context, the cultural dimension organizations specializing in theatre, may involve the use of significant dance and music performances for cultural references associated with young people, subsidized by the MCC various components of the QEP or the Conseil des arts et des lettres (cross-curricular competencies, broad du Québec. It also lists organizations areas of learning, subject areas and recognized by the MCC that offer programs of study). Another avenue activities designed for children and is provided by the QEP itself, whose school groups: museums, performing aims, orientations and components arts promoters, archives, cultural may be seen as entry points for events, etc. integrating the cultural dimension. Finally, the last avenue takes concrete form in joint actions by school personnel and the school’s cultural partners, with the concerted actions of all these key players in the school system and the cultural sector taking place within the school.
Arts and Culture Week 53 in Québec Schools Special Edition IMPORTANT WEB SITES
Stakeholders in the school system, cultural partners and parents can visit a large number of Web sites whose mission is to provide information for people interested in the various facets of culture and education. The sites listed below contain information on programs, measures, publications, resources and actions connected to culture and education:
Ministère de l’Éducation du Québec:
Ministère du Développement économique et régional et de la Recherche:
RECIT:
Prix Essor:
Revue Virage:
Association québécoise des comités culturels scolaires:
Culture in Schools:
Cap sur la culture:
54 QUÉBEC EDUCATION PROGRAM
By its nature and the synergy of its COMPETENCIES BROAD AREAS OF LEARNING components, the QEP pays The QEP, as we know, uses a The broad areas of learning deal with considerable attention to competency-based approach, and it various questions that students are the cultural dimension. defines a competency as a set of trying to answer in their personal, behaviours based on the effective physical, social and cultural environ- COMPONENTS mobilization and use of a range of ments. Some of the areas are quite This attention is evident, first of all, in resources (preschool and elementary closely associated with values the three avenues of the program. education) or the capacity to act (Citizenship and Community Life, for Culture is an inexhaustible reservoir of effectively by drawing on a variety of example). Others concern the stu- resources that students can use to resources (secondary school educa- dents’ sociocultural environment (En- gain a world-view, construct their tion). These resources may take many vironmental Awareness and Consu- identities and develop their power to forms. Some of them are internal, in mer Rights and Responsibilities, or act. To fulfill such aims, it is necessary that they are intrinsic to a person and Media Literacy). Whatever their to take into account who the students are not necessarily the result of formal specific characteristics, the broad are, the physical, family, cultural and instruction. External resources may areas of learning all have several social environment with which they also have a cultural dimension. Wheth- focuses of development that allow interact, and the tools they need in er they are material, technical, human for the use of cultural references. order to benefit from the interaction. or institutional, they expose students Learning is considered socially signif- to significant cultural phenomena icant when it provides students with whose use enables them to progress tools to better understand the social, in the development of a competency. cultural and physical world they belong to. Cross-curricular competencies are developed through contextualization in subject-specific or multi-subject learning situations. Thus they are all in varying degrees capable of making a contribution, depending on the use of significant cultural references sug- gested in the learning situations.
Semaine québécoise des arts 55 et de la culture à l’école Édition spéciale SUBJECT AREAS AND CULTURAL REFERENCES PROGRAMS OF STUDY An analysis of the programs of study The subject areas are one of the shows that some competencies, constituent elements of the Québec components and learning contexts Education Program that facilitate the allow connections to be made integration of the cultural dimension between significant cultural refer- into teaching and learning. The areas ences and the subjects in the of Languages; Arts Education; curriculum. The same is true for much Mathematics, Science and Techno- of the essential knowledge (in logy; Social Sciences; and Personal elementary education) and the Development correspond to major program content (in secondary components of culture to which education): a good deal of the students should be exposed in the material already consists of significant course of their education. They are cultural references, which are used the source of the learning planned for dynamically in the development of the various programs of study, whose competencies. objective is to make significant dimensions of culture and important aspects of our social, physical and cultural environment accessible and understandable.
56 DEADLINES AND OTHER KEY DATES Activities under the culture-education agreement
Program, measure or Information Deadline for entry 2004-2005 Announcement of results culture-related contest
Culture in Schools Joint MCC-MEQ Set separately for each region September regional management
Arts and Culture Week Second full week February 13 to 20, 2004 in Québec Schools in February February: wrapping up warm in culture Attention: Special Edition in 2005 (all of February)
“Essor” awards Applications: May 25, 2005 Regional winners last Wednesday in May chosen in the first Regional award ceremony: week of July, 2005 second half of September Provincial winners Gala: end of November chosen in mid-October, 2005 (announcement of provincial winners) Arts andCulture Week in QuébecSchools Special Edition
School cultural committees Deadline for applications: June 10, 2005 Last week of June, 2005 second Friday in June 57 Associations and committees Associationsin partnership with Arts and Culture Week in Québec Schools ASSOCIATION QUÉBÉCOISE DES ÉDUCATRICES ET ÉDUCATEURS SPÉCIALISÉS EN ARTS PLASTIQUES François Monière, AQESAP president Louise Filion, secretary 675, rue Samuel-de-Champlain Boucherville (Québec) J4B 6C4 Telephone: (450) 655-2435 Fax: (450) 655-4379 E-mail: [email protected]
LA FÉDÉRATION DES ASSOCIATIONS DE MUSICIENS ÉDUCATEURS DU QUÉBEC Claire Rousseau, FAMEQ president 4380, avenue Charlemagne Montréal (Québec) H1X 3N4 Telephone: (514) 257- 4815 Fax: (514) 257-8422 E-mail: [email protected] Web site: http://fameq.csp.qc.ca
REGROUPEMENT QUÉBÉCOIS DE LA DANSE Lorraine Hébert, general director 3575, boulevard Saint-Laurent, bureau 418 Montréal (Québec) H2X 2T7 Telephone: (514) 849-4003 E-mail: [email protected] Web site: www.quebecdanse.org
ASSOCIATION THÉÂTRE ÉDUCATION DU QUÉBEC Diane Picard, ATEQ president 4353, rue Sainte-Catherine Est Montréal (Québec) H1V 1Y2 Telephone: (514) 998-8634 E-mail: [email protected] Web site: http://www.ateq2000.org
58 Associations ASSOCIATION QUÉBÉCOISE DES PROFESSEURS DE FRANÇAIS Donia Loignon, AQPF president Telephone: 1 800 267-0947 E-mail: [email protected] Web site: www.aqpf.qc.ca
ASSOCIATION QUÉBÉCOISE DES COMITÉS CULTURELS SCOLAIRES Claude Gignac, AQCCS president René Gibeault, secretary 1071, avenue de Coulonge Sillery (Québec) G1S 3Z2 Telephone: Fax: (418) 527-3736 E-mail: [email protected] Web site: www.culture-jeune-public.org
Arts and Culture Week 59 in Québec Schools Special Edition REGIONAL OFFICES OF THE MINISTÈRE DE L’ÉDUCATION
DirectionsGérard Bédard Lauraine Langlois Regional director Regional director Direction régionale du Bas-Saint- Direction régionale de Laval, des Laurent et de la Gaspésie–Îles-de-la- Laurentides et de Lanaudière Madeleine 300, rue Sicard, 2e étage, bureau 200 355, boulevard Saint-Germain Ouest, Sainte-Thérèse (Québec) J7E 3X5 2e étage Rimouski (Québec) G5L 3N2 Louise Fortin Regional director François Paquette Direction régionale de la Montérégie Regional director 201, place Charles-Le Moyne Direction régionale du Édifice Montval, 6e étage Saguenay–Lac-Saint-Jean Longueuil (Québec) J4K 2T5 3950, boulevard Harvey Édifice Marguerite-Belley, 2e étage Gilles Lamirande Jonquière (Québec) G7X 8L6 Regional director Direction régionale de Montréal Marie-Sylvie Descôteaux 600, rue Fullum, 10e étage Regional director Montréal (Québec) H2K 4L1 Direction régionale de la Capitale- Nationale et de la Chaudière- Francis Culée Appalaches Regional director 1020, route de l’Église, 3e étage Direction régionale de l’Outaouais Sainte-Foy (Québec) G1V 3V9 170, rue de l’Hôtel-de-Ville, 4e étage Hull (Québec) J8X 4C2 Claude Lamarre Regional director Guylaine Larose Direction régionale de la Mauricie et Regional director du Centre-du-Québec Direction régionale de l’Abitibi- 100, rue Laviolette Témiscamingue et du Nord-du- Édifice Capitanal, bureau 213 Québec Trois-Rivières (Québec) G9A 5S9 215, boulevard Rideau Rouyn-Noranda (Québec) J9X 5Y6 Carole G.-Thibault Regional director Lucy de Mendonça Direction régionale de l’Estrie Regional director 200, rue Belvédère Nord, Direction régionale de la Côte-Nord bureau 3.05 106, rue Napoléon, 2e étage Sherbrooke (Québec) J1H 4A9 Sept-Îles (Québec) G4R 3L7
60 REGIONAL OFFICES OF THE MINISTÈRE DE LA CULTURE ET DES COMMUNICATIONS
Direction DirectionDirections Direction du Bas-Saint-Laurent (01) de Montréal (06) de la Gaspésie 337, rue Moreault, rez-de-chaussée, 480, boulevard Saint-Laurent, Îles-de-la-Madeleine (11) bureau 10 6e étage 146, avenue Grand-Pré, C. P. 370 Rimouski (Québec) G5L 1P4 Montréal (Québec) H2Y 3Y7 Bonaventure (Québec) G0C 1E0 Telephone: (418) 727-3650 Telephone: (514) 873-0076 Telephone: (418) 534-4431 Web site: Web site: Web site: http://www.mcc.gouv.qc.ca/region/01/ http://www.mcc.gouv.qc.ca/region/06/ http://www.mcc.gouv.qc.ca/region/11/
Direction Direction Direction du Saguenay–Lac-Saint-Jean (02) de l’Outaouais (07) de la Chaudière-Appalaches (12) 202, rue Jacques-Cartier Est 170, rue de l’Hôtel-de-Ville, 6210, rue Saint-Laurent Chicoutimi (Québec) G7H 6R8 bureau 4.140 Lévis (Québec) G6V 3P4 Telephone: (418) 698-3500 Édifice Jos-Montferrand, 4e étage Telephone: (418) 838-9886 Web site: Hull (Québec) J8X 4C2 Web site: http://www.mcc.gouv.qc.ca/region/02/ Telephone: (819) 772-3002 http://www.mcc.gouv.qc.ca/region/12/ Web site: Direction http://www.mcc.gouv.qc.ca/region/07/ Direction de la Capitale-Nationale (03) de Laval, de Lanaudière et des 225, Grande Allée Est, Direction Laurentides (13-14-15) rez-de-chaussée, bloc C de l’Abitibi-Témiscamingue 300, rue Sicard, 2e étage, bureau 200 Québec (Québec) G1R 5G5 et du Nord-du-Québec (08-10) Sainte-Thérèse (Québec) J7E 3X5 Telephone: (418) 380-2346 19, rue Perreault Ouest, bureau 450 Telephone: (450) 430-3737 Web site: Rouyn-Noranda (Québec) J9X 6N5 http://www.mcc.gouv.qc.ca/region/03/ Telephone: (819) 763-3517 Direction Web sites: de la Montérégie (16) Direction http://www.mcc.gouv.qc.ca/region/ 2, boulevard Desaulniers, bureau 500 de la Mauricie et du 08/ Saint-Lambert (Québec) J4P 1L2 Centre-du-Québec (04-17) http://www.mcc.gouv.qc.ca/region/10/ Telephone: (450) 671-1231 100, rue Laviolette, 3e étage Web site: Trois-Rivières (Québec) G9A 5S9 Direction http://www.mcc.gouv.qc.ca/region/16/ Telephone: (819) 371-6001 de la Côte-Nord (09) Web sites: 625, boulevard Laflèche, http://www.mcc.gouv.qc.ca/region/04/ bureau 1.806 http://www.mcc.gouv.qc.ca/region/17/ Baie-Comeau (Québec) G5C 1C5 Telephone: (418) 295-4979 Direction Web site: de l’Estrie (05) http://www.mcc.gouv.qc.ca/region/09/ 225, rue Frontenac, bureau 410 Sherbrooke (Québec) J1H 1K1 Telephone: (819) 820-3007 Web site: http://www.mcc.gouv.qc.ca/region/05/
Arts and Culture Week 61 in Québec Schools Special Edition
PARTNERS TO GET TO KNOW
Québec’s cultural and scientific ASSOCIATIONPartners QUÉBÉCOISE DES CONSEIL DE DÉVELOPPEMENT DU recreation organizations and their GROUPES D’ORNITHOLOGUES LOISIR SCIENTIFIQUE networks are the pillars of an 4545, avenue Pierre-De Coubertin 4545, avenue Pierre-De Coubertin inspiring artistic and scientific culture C. P. 1000, succursale M C. P. 1000, succursale M that is accessible to everyone. Montréal (Québec) H1V 3R2 Montréal (Québec) H1V 3R2 Director: Normand David Director: Carole Charlebois ALLIANCE DES CHORALES DU Telephone: (514) 252-3190 Telephone: (514) 252-3027 QUÉBEC E-mail: [email protected] Web site: www.cdls.qc.ca 4545, avenue Pierre-De Coubertin Web sites: www.aggo.qc.ca C. P. 1000, succursale M www.quebecoiseaux.qc.ca The Conseil's mission is to promote Montréal (Québec) H1V 3R2 science as a hobby, especially among Director: Ginette Forest The Association is dedicated to young people, and to provide Telephone: (514) 252-3020 developing birdwatching, consulting services and assistance to Web site: www.chorale.qc.ca encouraging the study and its affiliated members and regional observation of the birds of Québec recreational science councils. The mandate of the Alliance is to and ensuring their protection. develop choral singing in Québec, CRÉATIONS ETC. promote music education and ASSOCIATION QUÉBÉCOISE DES 7378, rue Lajeunesse, app. 310 broaden the range of the choral LOISIRS FOLKLORIQUES Montréal (Québec) H2R 2H8 repertoire. It offers training for choir 4545, avenue Pierre-De Coubertin Director: Marie-Andrée Thollon members, section leaders and choral C. P. 1000, succursale M Telephone: (514) 278-3941 conductors. Montréal (Québec) H1V 3R2 E-mail: [email protected] Director: Alain Billette ASSOCIATION DES CINÉMAS Telephone: (514) 252-3022 This organization offers creative PARALLÈLES DU QUÉBEC Web site: www.quebecfolklore.qc.ca activities aimed at encouraging 4545, avenue Pierre-De Coubertin young people to express themselves C. P. 1000, succursale M The mandate of the Association is to through the performing arts. Montréal (Québec) H1V 3R2 preserve, promote and disseminate Director: Martine Mauroy the traditional music, dances and ENJEU ET ENVIRONNEMENT Telephone: (514) 252-3021 songs of Québec. Its members are JEUNESSE Web site: www.cinemasparalleles.qc.ca Quebeckers who share an interest in 4545, avenue Pierre-De Coubertin popular arts and traditions. C. P. 1000, succursale M In addition to promoting its network Montréal (Québec) H1V 3R2 of repertory theatres, the Association Director: Luc Parlavecchio has a mission to spread the world's Telephone: (514) 252-3016 film culture throughout Québec and Web site: www.enjeu.qc.ca promote cinema to Quebeckers as a E-mail: [email protected] hobby offering a variety of quality activities that are easily accessible in The organization's mandate is to all regions of the province. encourage and support young people's initiatives in environmental education.
Arts and Culture Week 63 in Québec Schools Special Edition ENVOL ET MACADAM FÉDÉRATIONPartners DES ASTRONOMES FÉDÉRATION DES SOCIÉTÉS 1051, 3e Avenue AMATEURS DU QUÉBEC D’HISTOIRE DU QUÉBEC Québec (Québec) G1L 2X3 4545, avenue Pierre-De Coubertin 4545, avenue Pierre-De Coubertin Coordinator: Simon Gaudry C. P. 1000, succursale M C. P. 1000, succursale M Telephone: (418) 522-1611 Montréal (Québec) H1V 3R2 Montréal (Québec) H1V 3R2 Web site: President: Rémi Lacasse Director: Lyne Saint-Jacques www.envoletmacadam.com Telephone: (514) 252-3038 Telephone: (514) 252-3031 Web site: www.quebectel.com/faaq Web site: www.histoirequebec.qc.ca This organization offers activities and services to promote and develop FÉDÉRATION DES HARMONIES ET The activities and services of the emerging music through concerts and DES ORCHESTRES SYMPHONIQUES Fédération focus on the protection contests for up-and-coming bands. DU QUÉBEC and promotion of Québec’s historical 4545, avenue Pierre-De Coubertin heritage and artifacts. FÉDÉRATION DES ASSOCIATIONS C. P. 1000, succursale M MUSICALES DU QUÉBEC Montréal (Québec) H1V 3R2 FÉDÉRATION DES SOCIÉTÉS 4545, avenue Pierre-De Coubertin Director: Chantal Isabelle D’HORTICULTURE ET D’ÉCOLOGIE C. P. 1000, succursale M Telephone: (514) 252-3026 DU QUÉBEC Montréal (Québec) H1V 3R2 Web site: www.fhosq.org 4545, avenue Pierre-De Coubertin Adminsitrative director: Suzie Proulx C. P. 1000, succursale M Telephone: (514) 252-3025 In addition to being responsible for Montréal (Québec) H1V 3R2 E-mail: [email protected] organizing Canada’s largest annual Director: Thérèse Tourigny Web site: www.famq.qc.ca music celebrations, the Fédération Telephone: (514) 252-3010 contributes to the development of Web site: www.fsheq.com The Fédération's mission is twofold: music activities and facilitates access to bring together drum and bugle corps to this leisure activity. The mission of this organization is and choreography ensembles, and to to develop young people's interest offer music training to young people. in horticulture. It contributes to the development of science as a hobby by offering ecological and horticultural activities.
64 FÉDÉRATION QUÉBÉCOISE FÉDÉRATIONPartners QUÉBÉCOISE DU FÉDÉRATION QUÉBÉCOISE DES DES ÉCHECS LOISIR LITTÉRAIRE JEUX RÉCRÉATIFS 4545, avenue Pierre-De Coubertin 4545, avenue Pierre-De Coubertin 4545, avenue Pierre-De Coubertin C. P. 640, succursale C C. P. 1000, succursale M C. P. 1000, succursale M Montréal (Québec) H2L 4L5 Montréal (Québec) H1V 3R2 Montréal (Québec) H1V 3R2 Director: Christian Lacasse Coordinator: Anne-Marie Peltier Director: André Leclerc Telephone: (514) 252-3034 Telephone: (514) 252-3033 Telephone: (514) 252-3032 Web site: www.fqechecs.qc.ca Web site: Web site: www.fqjr.qc.ca http://206.167.20.246/fqll The mandate of the Fédération is The Fédération's members include to promote the study, teaching and This organization's mandate 14 provincial organizations that practice of chess in Québec and to includes promoting reading and develop the practice of games of skill govern this activity by creating and writing as leisure activities. The and intellectual games. It contributes distributing rules. Fédération organizes a variety of to the promotion of these games by activities, such as literary workshops. offering activities. FÉDÉRATION QUÉBÉCOISE DES SOCIÉTÉS DE GÉNÉALOGIE FÉDÉRATION QUÉBÉCOISE DE FÉDÉRATION QUÉBÉCOISE DU Bureau 3243, C. P. 9454 PHILATÉLIE THÉATRE AMATEUR Sainte-Foy (Québec) G1V 4B8 4545, avenue Pierre-De Coubertin 181, boulevard des Bois-Francs Sud Director: Esther Taillon C. P. 1000, succursale M Victoriaville (Québec) G6P 4S5 Telephone: (418) 653-3940 Montréal (Québec) H1V 3R2 Director: Yoland Roy E-mail: President: Sylvain Laferrière Telephone: (819) 752-2501 [email protected] Telephone: (514) 252-3035 Fax: (819) 758-4466 Web site: Web site: www.philatelie.qc.ca Web site: www.artscite.com/fqta www.federationgenealogie.qc.ca The mandate of this organization is The members of the Fédération The Fédération promotes genealogy to introduce young people to stamp are amateur theatre companies in in Québec and disseminates collecting and to promote it as a Québec. Its mandate is to promote, information outside Québec. hobby. guide and support the evolution of theatre and thus to contribute to arts and aesthetic education.
Arts and Culture Week 65 in Québec Schools Special Edition LES CERCLES DES JEUNES OXY-JEUNESPartenaires INC. NATURALISTES 1700, rue Amherst 4101, rue Sherbrooke Est, bureau 262 Montréal (Québec) H2L 3L5 Montréal (Québec) H1X 2B2 Director: François Bergeron Director: Julien Patenaude Telephone: (514) 524-6756 Telephone: (514) 252-3023 E-mail: [email protected] Web site: www.vitrine-sur montreal.qc.ca/carrefour/cjn This is a forum for young people between 12 and 30 years This organization encourages young of age to express themselves in a people to study the natural sciences noncompetitive context through by developing their sense of theatre, drawings, texts, etc. observation and critical judgment. RADIOAMATEUR DU QUÉBEC INC. LES CLUBS 4-H DU QUÉBEC INC. 4545, avenue Pierre-De Coubertin 1040, avenue Belvédère, bureau 224 C. P. 1000, succursale M Sillery (Québec) G1S 3G3 Montréal (Québec) H1V 3R2 Director: Andrée Gignac Director: Guy Lamoureux Telephone: (418) 529-4705 Telephone: (514) 252-3012 Web site: www.clubs4h.qc.ca Web site: www.raqi.qc.ca
This association's mandate is to The mandate of this organization is organize activities to observe, to promote and develop ham radio become familiar with and conserve and electronics as leisure activities. trees, forests and the environment in general. It encourages young people to develop an active concern for the conservation of natural resources and a sense of responsibility, initiative and creativity.
66 Words for the official song for AppendixARTS AND CULTURE WEEK IN QUÉBEC SCHOOLS 2005 COMING IN Our history keeps us warm Despite the cold and the ice FROM THE COLD Wrapped in the cloak of tradition There’s no wind that can touch us
Let our language blossom Just like the frost in the night Winter time sets up the stage For all the legends we like to hear
Chorus So when you’re cold, when the sun is gone When your life loses its colour When all your thoughts slip from your grasp Only culture can warm your heart
I can get a charge From my imagination Like a bird flying through the air Like a new Picasso
I can make a new world Volcanoes of emotion I don’t need February blues I can feel that there’s something there
Chorus So when you’re cold, when the sun is gone When your life loses its colour When all your thoughts slip from your grasp Only culture can warm your heart
I know that we are different We can’t be always the same APPENDIX But opposites attract There’s quite a lot of love around
Chorus So when you’re cold, when the sun is gone When your life loses its colour When all your thoughts slip from your grasp Only culture can warm your heart
Arts and Culture Week 67 in Québec Schools Special Edition 68 APPENDIX 1
Arts and Culture Week 69 in Québec Schools Special Edition IN ELEMENTARY SCHOOL IMAGE CREATION Samuel Beaudry, Gisèle Bernier’s class; Mathieu Charron, Nancy Dallaire’s class; Sarah Dépatie, Yvan Jetté’s class; Fanny Desbiens, Kathleen Cleary’s class; Jessica Grenier, Clayre Bédard’s class; Chloé Laliberté-De Marbre, Yvan Jetté’s class; Kimberlay Lapointe, Isabelle Blais’ class, Véronique Lavoie and Sarah Mailhot-Côté, Clayre Bédard’s class; Jérémy Major, Gisèle Bernier’s class; Caroline Martel, Danielle Légaré’s class and Patricia Rioux, Marielle David’s class; Elementary One, Two and Three students at the École des Hauts-Bois under the jurisdiction of the Commission scolaire des Affluents.
SUPPORT AND SUPERVISION Marie-Claude Vezeau, visual art specialist with the École des Hauts-Bois and Doris Barrette, illustrator
IN SECONDARY SCHOOL MASK MAKING Taline Agobian, Imad Al-Romhein, Evgeni Goncearov, Alex Kasyan, Soudathip Phonlasouk, fotini Psiharis, Aline Mazuru Riziki, Pauline Doralice, Mfoulou Kouamina Samba and Mustafa Taufik, Secondary IV and V students at the École La Dauversière under the jurisdiction of the Commission scolaire de Montréal. SUPPORT AND SUPERVISION Carol Licari, visual arts specialist with the École La Dauversière. APPENDIX 2
70 ELEMENTARY SCHOOL DOUX, DOUX, SECONDARY SCHOOL LA MÈRE MON DOUDOU D’APHRODITE Les bananes sont jaunes comme les poires. Seule devant la côte dorée, Elles sont belles comme des ballerines, calme et immobile POEM gracieuses comme des cygnes blancs POEM ou féroce, enragée, sur un lac d’argent tout brillant. elle est éternelle et volubile. TEXT TEXT Sous le ciel de minuit À jamais présente, Victoria Hrtschan, Grade 4 student Maxime St-Georges, Secondary V rempli d’étoiles jolies, pour toujours mon amante, at the École Nouvelle-Querbes student at the École Manikoutai le cygne tombe endormi elle avale les rivières, (Commission scolaire Marguerite- (Commission scolaire du Fer), par le chant des oiseaux de la nuit. nourrit sa sœur, la terre. Bourgeoys), under the direction under the direction of Marie-Josée of Florence Cornibert (teacher) Lévesque and in collaboration with Comme une berceuse, une mélodie, Née du néant, and in collaboration with Jean-Pierre Bérubé (writer) douce comme le chant du vent, si ce n’est du chaos, Jean-Pierre Bérubé (writer) le cygne se réveille par un rayon de soleil. elle porte le jusant, Le chant des oiseaux le rend heureux. guérit tous les maux, tels les maux du cœur Comme une ballerine et les maux d’âme. avec un tutu jaune, Elle est la source des fleurs comme une poire, une banane et la faucheuse des flammes. sur une coupe de fruits, dans mon lit si joli… Voilà une véritable force de la nature, que la coupe de fruits lorsqu’elle déchaîne enfin sa colère, en est jalouse. mais ne négligeons pas la parure de cette beauté qu’est la mer. De la beauté de mes draps couleur argent, la banane est heureuse.
POEM TEXT POEM TEXT DOUX, DOUX, Victoria Hrtschan LA MÈRE Maxime St-Georges MON DOUDOU NARRATION Victoria Hrtschan D’APHRODITE NARRATION Maxime St-Georges SOUNDSCAPE Dominic Laprise SOUNDSCAPE Dominic Laprise PIANO Dominic Laprise SYNTHESIZER Dominic Laprise RECORDING Christian Martin of Studio du RECORDING AND MIXING monsieur and Dominic Laprise of Studio Dominic Laprise of Studio Sonomax Sonomax (Québec) (Québec) MIXING Dominic Laprise APPENDIX 3
Arts and Culture Week 71 in Québec Schools Special Edition
Education-Culture Memorandum of Agreement Since other waystolearnandmakenewdiscoveries. partners. Byworkingtogether,theycanofferstudents Schools andtheartsculturecommunityarenatural their horizonsandopenuptotheworld. young peoplearegivenanopportunitytobroaden dimension intotheeducationalmissionofeachschool, the schoolsystem.Byintegratingcultural Bringing studentsintocontactwithcultureispossiblein Financial assistanceforschoolculturecommittees Culture inSchoolsprogram “Essor” awardscontest Artsand CultureWeekinQuébecSchools have beenmadeavailable: a naturalpartnership Schools andculture: culture Would you like to extend your educational activities INTO THE REALM OF DAILY LIFE? Do you wish to belong TO A MUTUAL SUPPORT NETWORK? Would you like some help IN INTEGRATING INFORMATION AND COMMUNICATIONS TECHNOLOGIES (ICT) INTO YOUR TEACHING PRACTICES? Don’t miss the This is a great opportunity to belong to a network in which people share their registration period for best practices. You can use it to: Communauté de get training, suggestions and concrete tips Pratique phArts, phArts continue implementing the reform on a community service a daily basis receive ongoing training, particularly offered by with respect to the various art the Réseau des Arts! disciplines MODULES START ON REGISTRATION January 17, 2005 to September 9, 2005, SEPTEMBER 15, 2005. on the Web site of the Forums du Réseau des Arts: