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SEQUENCE FIN 3 ème  : PUNK MOVEMENT Niveau du CECRL  : A2 / B1

SEQUENCE FIN 3 ème  : PUNK MOVEMENT Niveau du CECRL  : A2 / B1 Classes concernées : 3 ème (cycle 4) Thème(s ) culturel(s) : (cycle 4) LANGAGES Domaines  : 1, 2 et 5 Activités langagières privilégiées : compréhension orale + compréhension écrite

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SEQUENCE FIN 3 ème  : PUNK MOVEMENT Niveau du CECRL  : A2 / B1

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  1. SEQUENCE FIN 3ème : PUNK MOVEMENT Niveau du CECRL : A2 / B1 Classes concernées: 3ème (cycle 4) Thème(s) culturel(s) : (cycle 4) LANGAGES Domaines : 1, 2 et 5 Activités langagières privilégiées: compréhension orale + compréhension écrite Tâche(s) finale(s) : A l’occasion de la reformation du groupe des SexPistols en 2011, tu as assisté à un des concerts et tu vas rédiger un article de presse pour le journal du collège dans lequel tu rendras compte de l’évènement.

  2. Supports : • Article de la BBC sur l’histoire du mouvement punk: http://news.bbc.co.uk/2/hi/entertainment/2601493.stm • God Save the Queen by the Sex Pistols: • https://www.youtube.com/watch?v=02D2T3wGCYg • https://www.youtube.com/watch?v=RvMxqcgBhWQ • Evaluations possibles: CE article de presse sur le mouvement punk/biographie d’un groupe emblématique

  3. Séance 1 : Introduction au thème Objectifs: identifier le lieu, la période, de qui on parle et en quoi cela consiste. Pistes possibles: 1) Medley des SexPistols Passer un medley des SexPistols avec des extraits par exemple de Problems, God Save the Queen et Anarchy in the UK, en demandant aux élèves de repérer des mots clés (anarchy, no future, the problemisyou, toomanyproblems, money, regime…) et à partir de ce relevé, classer en positive/negativepour les aider à identifier le genre musical. 2) BRAINSTORMING : what is PUNK? 3) Travail sur le montage d’images pour faire émerger du vocabulaire et permettreen fin d’heured’arriver à une définition/description du mouvement Punk.

  4. Who/ what about ? Punks/ the Punk culture Behaviour a provocative attitude to stand out (from) a challengingbehaviour provocative poses Clothes sexy clothes close-fittingclothes low-cutT-shirts with provocativesigns ex : the Swastica Physical appearance tatoos /piercing a crest/ spikyhair a specialhairdo/haircut

  5. Slogans/Symbols : repérage des slogans/symboles «No Future» + « Violence grows » = pessimisticwords/vision of the world = chorus of the song « God Save The Queen » by the SexPistols, famous band of the 70s «  The Filth and the Fury » = title of the film released in 2000 and focusing on the story of the punk rock pioneers = the SexPistols + Anarchysymbol : anarchy = a state withoutgovernment or law/ lack of obedience to an authority/ confusion and disorder + photo of the queenwithhereyes and mouthcovered by a message « Godsave the Queen » = the national anthem + allusion to the SexPistols ironicalhere rejection of the monarchy/the establishedorder/the conventions refusal to conform to the rules / rebellion

  6. Séance 2 : CE – A BRIEF HISTORY OF PUNK • Pistes d’exploitation : • Compréhensionglobale : Read the text twice and try to say : • type of document : an article from the BBC website • date : written on December 2002 • Topic : the punk movement • How many parts are there ? give them a title. • L1 à 17 : the beginnings • L18 à 24 : success • L25 à fin : punk rock nowadays / inspiration Read again and try to give a title to the document : Mettre en évidence la différence entre genre musical (punk music) et véritable mouvement (punk movement) : punk music ou punk movement ? Well, let’ssee…

  7. Compréhension détaillée : • Vocabulary : try to find the possible meaning of these words :

  8. Différenciation : exploitation A2 : Part 1 : Punk rock, an ID card : Faire repérer : date and place of birth (New York, the seventies)– aim/goal of the movement : to shock the established order– aspects of the movement : a state of mind + a musical genre + a fashion style movement – first groups : Television + the New York Dolls – attitude : disgust / shock / provoke people. (give examples) – social background : disillusioned teenagers + boredom + unemployment… Part 2 : The turning point : popularity Date : 1976 – successful groups : The Ramones + the Sex Pistols – reason for success : inspiration for young people – the philosophy behind the movement : “you didn’t have to be able to play an instrument[…], you just had to have something to say Part 3 : inspiration : Mettre en lumière le fait que si le mouvement a assez vite disparu (l-2 et 3), il reste une source d’inspiration. Exploitation B1 : idem mais par simple repérage au brouillon (pas de grille) ETinsister sur la dernière idée du texte (L28 et 29): « pioneers » : pourquoi ? they did something no one had done before… “makinganythingseem possible” : ils ont ouvert des portes d’un point de vue musical et social !

  9. Séance 3: Music : « God Save the Queen » by the Sex Pistols. • Etudier les paroles de la chanson pour mettre en lumière le côté contestataire et provocateur de la chanson et du mouvement en général. • Pistes d’exploitation : • Compréhension globale : écouter la chanson (pas de vidéo) : faire trouver le titre. 2 choses attendues : • God save the Queen : bonne réponse. • No future: titre original, changé à la dernière minute par le manager des Pistols Malcolm Mc Laren. • It’s a famous song by the Sex Pistols, a British punk Rock band from the seventies. The title is God Save the Queen. It’s also the name of the National British Anthem. • Why did they choose such a title? Well, listen and understand !

  10. “montrer” la chanson : https://www.youtube.com/watch?v=yqrAPOZxgzU • Look at the clip and focus on the musicians and the music. • Productions attendues : • It’s a rock group because we can see and hear a guitar, a guitar bass and drums. They are British because there are Union Jacks behind them / in the background / behind the drums. They wear funny / strange / weird clothes : their T-shirts are ripped / torn. The singer is the strangest member of the group. He has a strange attitude : he is drinking beer on stage and he seems to be yelling/shouting more than singing. His face is strange too : he looks furious / angry • They are punk rockers : they are provocative. They want to shock people/ to attract people’s attention.

  11. Understanding : phase de compréhension du “message” : distribuer les paroles. • Vocabulary : élucidation du vocabulaire : mots à travailler : moron – figurehead – mercy – sin. • WHO is the singer talking about?The Queen !!!! • A negative view of the Monarchy: How is she described? • She is said to be fascist. She is not a human being, she is not what she seems. She is compared to a criminal (all crimes are paid). She is useless: all she can do is attract tourists • Wait a minute… why does he say “we love our Queen » ???? This is irony. Or maybe she is not personally responsible for the situation. Maybe he says “the Queen” but it means “the Monarchical system”: the system is rotten / useless / old-fashioned…

  12. WHO is the song addressed to? YOU / WE: the youth / young people. • What is the message delivered / conveyed? • Young people are idiots: they shouldn’t listen to what they are told. They mustn’t believe the politicians. (don’t be told what you want/need). They have to think by themselves. They are “dreaming” • He wants young people to rebel: they are “potential H bombs” : they still have the power to do something about it because it’s not too late. There is no hope / future for young people and they have to protest against the political system • They are “flowers in the dustbin”: politicians are not interested in young people, they feel as if they were neglected / rejected / abandoned when they are the future of England. They shouldn’t be forgotten. • Young people are “the poison in your human machine”: they won’t let them do and they will react: they will try to do something to change the system. Young people are the future. • It is vital / crucial to react. Otherwise “there’s no future”.

  13. Final task: rédaction d’un article de presse pour le journal du collège à l’occasion de la reformation du groupe des SexPistols.

  14. IDEES Punk fashion : documents vidéo qui mettent l’accent sur la mode punk . https://www.youtube.com/watch?v=lzEdaazjIdw CAMDEN MARKET/FASHION avec passage sur punk fashion https://www.youtube.com/watch?v=LJmwitbBuqY BBC News Punk fashionfrom chaos to couture • Autre tâche finale possible: un défilé de mode punk réalisé par les élèves. • Certains élèves réalisent des interviews des « mannequins » A2 (et dans ce cas il faudrait intégrer à la séquence un travail d’EOI) • Tandis que d’autres font les « commentaires » du défilé. B1

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