Written production and vocabulary on portrait

Ask the students to describe the character. To do this, do a vocabulary search. What are the adjectives, words and expressions that define it? Have the students work alone to take ownership of the work, then in pairs or in groups to initially share. Leave dictionaries, thesaurus, and any other tools available in the class to help them. Then make a collective summary and write down the words on the board.

From this work, begin the writing phase. We can imagine that this sequence allows us to reinvest notions seen previously in a more detailed sequence on the portrait. Check out an example on the Val 10 blog...

Ask the students to write a short text to describe the conductor, a paragraph on the physical portrait (a middle-aged man, he is losing his hair, tall, thin, elegant, closed face, drawn features...) and another on the moral portrait (violent, angry, dynamic, authoritarian, severe, brutal...).

Make a collective correction from one or two productions so that everyone can correct their own text.

Then suggest a vocabulary session on opposites with the words from the previous step on the board. Start with a second search (kind, gentle, attentive, caring...) and take the portrait of the conductor in a new version. Then rewrite the story “tendrissimo” version. How could this character use his magical powers in this new context? What consequences would this have for musicians?