教育部中小學國際教育全球資訊網

1. 透過戲劇情境以及角色扮演，學生能同理並連結自身與角色的生命經驗。 
2. 學生能運用藝術符號表達及回應對議題的想法。 
3. 培養學生對人權議題的觀點及思辨分析。 
   透過對議題的關注，養成主動關注國際議題並尊重多元價值。

1. Warm-up：Objects of Character（見物知人）（20min）

(1) 詢問學生在音樂課堂上所學習到的歌曲（〈Castle on a cloud〉，引導同學分享他們所認識的角色Cosette。
(2) 老師展示Cosette的日記，並以角色的口吻讀出內容，讓學生更了解角色的處境。
(3) 在讀出每篇日記後，詢問同學日記內容與角色處境和內心衝突與渴望。
(4) 以劇照引導學生建構Cosette的角色處境、壓力和衝突來源。

1. 目標字詞： rag, wipe, admire, elegant, unconscious, lonely, fetch water, pail
2. 參考句型：
   Teacher may say：
   What are details on this picture?
   What does the character look like ?
   What does her stress come from?
   What does she suffer from?
   How does she feel?
   Why does she feel so lonely?
   Students may say:
   I see a/an _________.
   She has  _________.
   There is a/an _________.     
   There are ____________.
   Her stress comes from____________.
   She is under ( a lot of ) pressure/stress because________________.
   She feels  ____________.
   Because________________, she feels  so lonely.

2. Writing in role：Under the Same Blue Sky（50min）

(5) 以現今台灣面對疫情的處境切入（台灣疫情升溫，全台提升至三級警戒，大專以下改採線上教學模式至109學年度期末），帶領學生思考「自由受限」的感受。
(6) 從自身感受與處境與Cosette的遭遇做連結。
(7) 以“Under the Same Blue Sky”，位在同一片天空之下的我們為出發點，請同學以Cosette朋友的身份寫一封信給她，可以分享自身近況，或是分享在疫情期間面對獨處以及負面情緒的方法，給彼此點加油打氣鼓勵。
(8) 信件內容：

c. 信件的形式不拘，字數也不限。
d. 可以利用老師公版的檔案，也能自己設計。
e. 內文的部分，請使用英文，至少三句完整的句子，再加上一張窗外藍天照吧！

(9) 給同學大約20分鐘的時間完成。
(10) 請同學分享信件內容

f. 參考句型：
Teacher may say：
How does she feel?
Why does she feel so lonely?
If you were her friend, what would you say to her?

Students may say:
She feels  ____________.
Because________________, she feels  so lonely.
If I were her friend,I would tell her ____________.

3. Wrap up：結論 （10min）

(11) 延續信件的分享，介紹國際特赦組織的「寫信馬拉松」計畫。（ https://marathon.amnesty.tw/aboutmarathon）
(12) 分享計畫中不同的個案，詢問學生對個案的想法，以面對個案處境，探討所衍伸的人權議題。
(13) 請學生以我國人權保障的經驗，比較、思考在不同文化群體及國家制度中，所謂的「人權」意義為何。
(14) 鼓勵學生參與計劃，利用文字發揮影響力，為世界各地的不公不義發聲，聲援個案，培養尊重及關注全球人權議題。

1. Warm-up （20min）

(1) 老師對於音樂雙語課程說明
Teacher may say:
Since we are going into a Bilingual Nation by 2030, Content and Language Integrated Learning (CLIL) is an approach to improve students’ ability to use English. When a music course is been taught to students in English, what they learn is not just about music, but also relevant vocabularies and language skills. Therefore, we are going to have an experimental music lesson in this semester.

(2) 老師回顧展覽Stories about Anne Frank
Do you remember the exhibition at our school history room in the last semester? Anne Frank is a Jewish girl who kept writing a diary while hiding from the Nazis in Amsterdam for two years.Let’s review with the video clip taken from FB of 惠懂心理.

(3) 老師播放社會新聞【台灣密室少女遭囚66小時】。詢問感覺、想法、意見
Teacher may say：
I’m going to play news from 東森新聞 (https：//youtu.be/fXmVJ1ypRSY) 
It’s about a young girl who was trapped for 66 hours in Taiwan.
Teacher may ask students：
What’s happening? 
Do you trust your friend met on social media?
Do you want to go out with someone that you just met online? And why?
What do you see?
How do you feel?
Students may say：
There is/ are…
Yes/ no. I trust/ don’t trust friends met on social media, because….
Yes/no. I want/ don’t want to go out with someone that I just met social media (online), because…
I see/ feel…

(4) 老師介紹安妮密室圖 音樂（the castle on the cloud）
詢問看與聽的感覺、想法、意見
Teacher may say ：
I’ll show you a picture of a hidden place from the secret house where a young writer, Anne Frank hid for more than two years in Nazi-controlled Europe during World War Ⅱ. In the following, I’m going to play a song named Castle on the Cloud.
Teacher may ask students：
Can you find the hidden place in the building?
Where is it?
What lyrics do you hear in the song?
Can you imagine the background of the song?
How do you feel when you were in such a dark, narrow and hidden place? Imagine how Anne was thinking while she was in the secret house and didn’t know when she could get out. Don’t you feel hungry and fear?
What happened to Anne?
Student may answer
Yes, I can find the hidden place. It is at ….
I hear lyrics, such as …..
I guess the song is saying …..
If I were Anne when I was in such a dark, narrow and silent hidden place, I would feel ….

2. Presentation 60min

(1) 老師介紹音樂劇悲慘世界的故事，以及女角珂賽特的遭遇
Techer may say：
I’m going to introduce the musical named Les Miserables. The story is based on French Revolution from 1789 to 1848. There are many characters in the musical. Today we will focus on Cosette, the main actress, who is a symbol of hope in the drama.

(2) 音樂習奏唱「Castle on the Cloud」：

1. 播放音樂並將歌詞以填空完成，請討論韻腳，以及大聲朗誦
2. 與同學討論本曲應運用在珂賽特哪一段生命際遇中
3. 範唱音樂，請同學邊聽邊將旋律的節奏拍（畫）出，並加上口語歌詞，一同拍節奏 同步念歌詞
4. 跟著網路伴奏檔案能夠完整優美唱出旋律

Teacher may say ：
I’m giving you a worksheet about lyrics of Castle on the Cloud. Please follow the instructions to complete the song.

1. Fill out the blank and read out loud with the lyrics. Find out the rhythm of the lyrics.
2. Discuss with your classmates which period of Cossete’s life best suits using the song, “Castle on the Cloud”.
3. While listening the music, draw and clap the beat of the lyrics. Furthermore, synchronize by clapping and reading the lyrics of the song.
4. Sing/ play/ rap the song accompanied with the online karaoke.

    

(3) 雲端城堡一曲是運用中世紀音樂的元素來創作
Teacher may say:
After singing the song “Castle on the Cloud”, we can find some characters in the music element that just fits in the medieval music period. Let’s find the special elements.

1. 2.3.1音樂的要素~旋律音階的使用
   Teacher may say:
   The first musical element we want to talk about is the melody. The scale is used as the church mode.
2. 2.3.2音樂的要素~樂器的使用
   Teacher may say:
   The second element we are going to talk is the instrument the troubatour use. What they used are the plucked string instruments. 

    

(4) 討論與發表~多元文化音樂鑑賞
discussion and presentation
討論如何鑑賞多元文化音樂，請以雲端城堡為例。
Teacher may say：
Let’s try to discuss in groups to learn how to appreciate the multicultural music. Take “Castle on the cloud” as an example.

第一步，直觀的描述:。在聆聽歌曲之後，直接描述整體的感覺。
學生可以回答: 整首曲子讓我覺得….(形容詞)。
Teacher may say:
Fist, intuitive expression. After listening to the music, directly express your feelings rather than facts.

第二步，闡述音樂的特色。從音樂的分析深化對歌曲的認識，擴展認知，深化對歌曲的理解。
學生可以回答: 從音樂的…(要素，特別是音階形式與樂器使用)，我知道…..，所以聽起來……(形容詞)。
Second, illumination. It means from the musical knowledge to deepen the awareness and meaning of the song.

第三步，說明情境，選取一句最有感覺的歌詞，進行情境的聯想與探究。
學生可以回答:歌曲中的…..(歌詞)，讓我想到珂賽特遇到…..(情境)。
Third, explication. Choose the most touching phrase or words in the lyrics of the song and imagine the plot.

第四步，結合自己經驗並做統整。綜合上面三個流程，並結合自身生活體驗與反思，組成一個完整的論述。
Combine all foundings above and make a connection with your life experience.
學生可以回答: 整首歌曲….(第一個論述)；同時，在音樂理論中….(第二個論述)；加上，(第三個論述)；所以讓我聯想到自己現在處在…..情境(第四個論述)。

目標字詞target words：
annoyance , home pandemic prevention

目標句型target sentences：

1. Please write the top 5 most annoying things.
    The top 5 most annoying things are…
2. What activities how they deal with it are?
    The activities how they deal with it are…
3. Compared with the annoyance between the girl and me, there are the same/different.
4. In my opinion, what kind of activities can deal with the annoyance during this home pendamic       
    prevetion ….         In my opinion, …. (activities) can deal with the annoyance during this home
    pendamic prevetion.

1. Warm-up（20min）

(1) 針對台灣青少年對目前生活中感到最為困擾的事情以及如何調適的調查數據做報導
Teacher may say ：
I’ll show you a study about teenagers’ annoyance in Taiwan and how they deal with it.
Please write down the top 5 most annoying things and how they deal with it. 
Students may say：
According to the study, the top 5 most annoying things are ….
The activities how they deal with it are ….

(2) 比較以及對照:相對於安妮法蘭克、珂賽特、或是台灣青少年報導比較起來，自己最困擾的事情跟他們一樣嗎?請詳看簡報，裡面有幾個圓圈?你可以把自己現在的困擾寫在左邊圓形裡面，同樣的，你可以將上禮拜我們討論的案例，把他的困擾寫在右邊，並找找是否有相同之處。如果有的話請寫在中間重疊的地方。
Look at this slide. How many circles are there? You may write down your annoyance inside at the left circle. Then, compare the case that we have discussed last week. Try to find if there are the same annoyance with you. You can fill this in the overlapped area.
Teacher may ask students：
Compared with the annoyances between the girl(Anne, Cosette or the teenage in Taiwan) and you, are there the same?
Student may say：
Compared with the annoyances between the girl(Anne, Cosette or the teenage in Taiwan) and me, there are/ are not the same.

(3) 介紹結論題，我們來完成最後一個引導口說的題目
Let’s finish the last one question. It’s about the conclusion.
Teacher may ask students：
In your opinion, what kind of activities can deal with the annoyance during this home pendamic prevention?
Student may say：
In my opinion, I think ….(activity) can deal with the annoyance during this pandemic prevention.

(4) 請組織上面所有的材料，以「受困」為主題發表，最後表達最近我們正在居家防疫時的感受以及解決之道
Organize the information above and try to express your point of view. The oral guided presentation named “get trapped” is completely done.
Express our feelings and solutions when we are preventing the epidemic at home.
Teacher may say:
Now, let’s use the hamburger diagram to organize all ideas before your presentation. First, you have to describe the topic and the supporting details. Second, you will go on to describe how do you feel about this. Third, compared with you, is there the same? Forth, make a decision about how to deal with it. 
Student may answer:
I see / hear ……(topic and details). If I were her/ him / them, I would feel …..(express feelings). Compared with me, I have the same/ different feeling(contrast and comparison). I would do ……(activities) to deal with it.

2. Presentation（35min）

(1) 老師將要介紹鄧紫祺「孤獨」饒舌（rap）流行音樂創作以及古典貝多芬月光鋼琴奏鳴曲背景音樂的混搭
Teacher may say: 
I am going to introduce a rap named loneliness by 鄧紫祺. The pop is based on the famous classical music named moonlignt by Beethoven. It is the background music (BGM) of the rap.There are several music elements in this piece. First, pay attention with the slow triplet of the ryhthm along with the long note in bassline. Second, the mode is c sharp minor. It is dedicated to a lady who was thought to be Beethoven’s “Immortal Beloved”.  
Also impressively,  Alecia Keys performed Beethoven's "Moonlight Sonata" tribute to Kobe Bryant during the public memorial with a touching remembrance. Speechlessly, how the 'Moonlight Sonata' is such a beautiful part of the love story because Kobe vowed to learn it to show how deep his love is for his wife."

(2) 小組創作饒舌歌詞，以「孤獨」片段節奏為基底，改編歌詞。
Teacher may say: 
Let’s rewrite the rap.
A.將學習單的空格，填上合適的歌詞，得以描繪台灣特色議題，選項包括美食、同婚以及防疫。
Teacher may say: 
There are many interesting topics about Taiwan, such as Taiwanese food, same-sex marriage and the home pandemic prevention. Let’s fill the proper lyrics to express one of them.
B.打開線上鼓組做完整的配搭與練習。
Techer may say：
Practice the rewrite rap with the background music thoroughly.