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Integrating Music in Integrating Music in Teaching EnglishTeaching English
Fíona Héarún 2nd Conference on Foreign LanguagesPamplona, 13-15 December 2010
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STEPBACKBABY
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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
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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)
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Optimum Learning Tool
MUSIC with wordsACTIONS & MOVEMENT
VISUAL images
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Main ObjectivesMain Objectives
What different ways can music be used in the classroom?
TIPS FOR SINGING AND USING
PERCUSSION INSTRUMENTS
Materials and Resources
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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
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HERE SITS A RHINO, STRONGEST CREATURE I KNOW
HE COULD SQUASH YOUR HOPE HE DOESN´T DO SCHOOL FLAT THAT!
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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)
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USE OF RHYTHM AND CHANTS
‘→ maintaining a beat/pulse and add SOUNDS
CATC - - - A - - - T - - -C – A – T – CAT –
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Making Mathematical sequences:
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TASKCreate a 4-beat word pattern by combining different ´bugs´:
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Layering patterns (TEXTURE)Layering patterns (TEXTURE)
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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
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TASKSWorking in groups of 6, create a 4-layered texture using body percussion with 2 participants performing the rap for Hip Hoppy Kid
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City Traffic SongCity Traffic Song
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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.
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Step 2
STRUCTURE OF SONG
Beep! Beep! Beep!
Fill in the 4-beat gap with a short phrase. Notate the rhythm and words:
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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
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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