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Integrating Music in Integrating Music in Teaching EnglishTeaching English
Fíona Héarún 2nd Conference on Foreign LanguagesPamplona, 13-15 December 2010
STEPBACKBABY
24
Why use music in teaching language?Why use music in teaching language?
1. ENERGIZE THE LEARNING ENVIRONMENT2. IMPROVE LISTENING SKILLS3. INCREASE AWARENESS OF LANGUAGE
PATTERNS4. ENCOURAGE PARTICIPATION TO SUIT
DIFFERENT LEARNERS
Intelligence type Description
Linguistic words and language
Logical-Mathematical logic and numbers (problem solving)
Musical music, sound, rhythm
Kinesthetic body movement control
Spatial - visual images and space
Interpersonal other people’s feelings (social)
Intrapersonal self-awareness
Howard Gardner’s Multiple Intelligences (1993)
Optimum Learning Tool
MUSIC with wordsACTIONS & MOVEMENT
VISUAL images
Main ObjectivesMain Objectives
What different ways can music be used in the classroom?
TIPS FOR SINGING AND USING
PERCUSSION INSTRUMENTS
Materials and Resources
TEACHING A SONG:TEACHING A SONG:
TIPS FOR SUCCESSFUL TEACHING AND EFFECTIVE LEARNING
choosing a suitable pitch range: C-A or doh-la´counting´(singing) children in to startuse of actions-movement and visual aidsmaintain a steady pulse throughoutdeveloping the habit of ´my turn-your turn´ for
copying and repeating phrasesbreaking the song down into manageable chunks
HERE SITS A RHINO, STRONGEST CREATURE I KNOW
HE COULD SQUASH YOUR HOPE HE DOESN´T DO SCHOOL FLAT THAT!
MANAGING INSTRUMENTS:MANAGING INSTRUMENTS:
TIPS: From the outset, make your expectations
for behaviour very clear (as well as the consequences).
Use explicit non-verbal signals for stop-’pause’-play
Remember – playing instruments is a PRACTISED behaviour)
USE OF RHYTHM AND CHANTS
‘→ maintaining a beat/pulse and add SOUNDS
CATC - - - A - - - T - - -C – A – T – CAT –
Making Mathematical sequences:
TASKCreate a 4-beat word pattern by combining different ´bugs´:
Layering patterns (TEXTURE)Layering patterns (TEXTURE)
Hip Hoppy KidHip Hoppy KidI’m a hip hoppy kid and you’ll never catch me
nappin’No matter where I go you’ll always hear me
rappin’I rap to the east and I rap to the westI rap in me socks and I rap in me vestI rap in me sleep and drive my neighbours pottyI rap in the bathroom when I’m dryin’ off me
bottyI rap to the birds and I rap to the beesAnd when I go completely daft, I rap to the treesI can even rap on wheels, I really am the masterI wish I’d seen that manhole, then I wouldn’t be
in plaster
TASKSWorking in groups of 6, create a 4-layered texture using body percussion with 2 participants performing the rap for Hip Hoppy Kid
City Traffic SongCity Traffic Song
Composing Task 1Composing Task 1
Step 1
Build a WORDBANK for the song What can you hear? What transport are on the streets? What are people doing?Encourage children to extend their
vocabulary through targeted questioning.
Step 2
STRUCTURE OF SONG
Beep! Beep! Beep!
Fill in the 4-beat gap with a short phrase. Notate the rhythm and words:
Step 3
PERFORMANCE
Each phrase fits in the gap. Everybody in the group joins in with the ‘BEEP’ part.
REMEMBER - the rest after the 3 beeps
Examples of how to integrate music Examples of how to integrate music into storytelling:into storytelling: Little Red Riding Hood Goldilocks and the Three Bears
The Gruffalo by Julia Donaldson We’re Going on a Bear Hunt by Michael Rosen Brown Bear, Brown Bear, what can you see?
by Bill Martin & Eric Carle Songs and chants to accompany or enhance classic tales: Out of the Ark material,
www.teachingenglish.org.uk
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