learning through song, drama, play, and art
DESCRIPTION
Learning Through Song, Drama, Play, and Art. April 24, 2013 1:00-2:30 Katie Bain & MARÍA IGNACIA RIVERA J. Objective. Teachers will learn research on using song , drama, play , and art effectively in the classroom . - PowerPoint PPT PresentationTRANSCRIPT
Learning Through Song, Drama, Play, and Art
April 24, 20131:00-2:30Katie Bain
&MARÍA IGNACIA RIVERA J.
Objective
• Teachers will learn research on using song, drama, play, and art effectively in the classroom.
• Teachers will see how these elements have been applied in the classroom in Barranquilla and discuss how they might infuse their classrooms with similar ideas.
Agree or Disagree?• I think children are learning while they play.• I use drama in my English class. • Children must know that learning is difficult. • It is not good to allow children to play too
much in the classroom. • It is our job to make learning fun. • I use a variety of instructional techniques in
my classroom.
Song Research
“Developments in brain-based research note that central features of music and language are housed near one another in the human brain, suggesting they may share features of a ‘grammar’ that orders musical elements and language elements similarly”
(Lems, 2005)
Research
• Pop songs provide learners with repetitive, focused (yet open-ended) lyrics that allow for a myriad of teaching opportunities for teaching grammar, vocabulary, idioms, and listening comprehension (Murphey, 1992).
Best Practices for Song Use
• Begin or end a lesson with a song.• Use actions to accompany songs and poems.• Puppets• Innovations• Personal songbooks• Song and Poem Charts
Sources for Songs
• www.americanenglish.state.gov• www.bussongs.com• www.songsforteaching.com• www.tefltunes.com• www.eslcafe.com
Drama Research
• Teaching through drama “makes students aware that English is not just words, structures, and idioms, but it is a lively, dramatic and versatile means of communcation.”
(Zalta, 2006)
Why use drama or role play?
• Drama helps children to activate language and have fun.
• Drama and play motivate children.• Drama is familiar to children.• Drama helps children build confidence.• Drama helps children build skills in group dynamics.• Drama incorporates different learning styles.• Drama contextualizes language.
Best Practices for Drama
• Choose the right activity.• Start small.• Give feedback.• Build off of what students have done in the
classroom. • Practice makes perfect!• Present your drama to a group of people that
is valuable for the students.
Activity Ideas
• Miming• Miming stories• Miming game• Transform stories into mini plays• Students perform dramatic productions
Games
1. Choose your language and/or content objective.
2. Create a game or use a game that someone else has created that will allow your students to meet that objective.
3. Consider the materials and time that you will need.
4. Play the game with your students!
Art
• Students create and explain their own art.• Teacher brings artistic images to the classroom
for discussion. • Students analyze works of art that are related
to the topic of study. • Students mount and present their work to
other classmates or people at school.
Students have the opportunity to…Express themselvesExplore language freelyExplore feelings and find out about themselves and
othersDevelop cooperation, care, consideration and control.Develop language skills (listening, reading, writing
and speaking)Explore a fantasy word of their own creation.
Learning through Song, Drama, Play and Art…
Authentic Materials
• Authentic Materials Video
Questions – Segment 11. How old are the students? What is their English proficiency level? Is the realia
appropriate for this level? How did they demonstrate understanding?–2. How do you think the teacher got the dolls? Could the teacher conduct this lesson
without the dolls? What are the advantages and challenges of using this type of realia and the realia
that the older children brought to class?–3. What are students’ reactions to the dolls? To the show-and-tell items from home? What
are some things the teacher might do in subsequent lessons to build on each of these lessons? What
are some real-life items you might find in a classroom for teens? For adults?–4. Do you think the realia for each class effectively met the purpose of the lesson? Why or
why not? Could the teacher use the realia again? If yes, for what purpose(s)?
Questions – Segment 2
1. Listen to the young men’s description of the student project, and then describe it in your own words.
2. List the different materials that, according to the speakers, were collected for this and other projects like it. What student activities went into preparing the project?;
3. Who is involved in the creation and the use of the project? Where is it stored?
I.E.D “LA LIBERTAD”BARRANQUILLA
Bilingual School Project: English is Fantastic!
“DEVELOPING SPEAKING SKILLS THROUGH SONG, POEMS, ROLE-PLAY AND GAMES”
ELEMENTARY LEVEL
MARÍA IGNACIA RIVERA J.
English is Fantastic!
DESCRIPTION OF THE CONTEXTPublic institution
Goal of the School: Students’ formation according to human development
Large classes (35-43 students)English classes (3 hours per week)
Students from different sectors of Barranquilla– Students’ age from 7 to 13– Learners of low socio-economical status– Co-educational (boys and girls together)
THEORICAL BASIS OF THE PROJECT
Theoretical Basis of the Project APPROACH ASPECT CONSIDERED
Meaningful Learning What a learner already knows
Constructivism Construction of knowledge
The Ludic Teaching Theory Have fun while learningTotalPhysicalResponse
Songs, rhymes, chants, games accompanied by drama, mime and body movements.
Communicative Develop communicative skills (listening, speaking, reading, writing)
Strategy 2: There is a song in my heart
At the beginning of a lesson, the teacher can help children make the
transition from their native language into English.
1.Matching exercise opposites/synonys (individual work).
2. Braintorm about the topic of the song (whole class).
3. Filling in the blanks while listening (peer work).
4. Students write sentences that summarize the song. (Individual work).
5. Discussion activity (Emotions of the song) (Whole class).
6. Create a conversation related to the song (group).
7. WRITING TASK: : Students write a sentence about personal feelings related to the song and also write another version of the song (individual/peer).
Other Song Resources
• http://americanenglish.state.gov/resources/sing-out-loud-traditional-songs
• http://americanenglish.state.gov/resources/sing-out-loud-childrens-songs
• http://americanenglish.state.gov/resources/american-rhythms
3.SPIDERGRAMS wild animal eats meat roars strong
yellow/orange color
long tail runs fastclimbs trees sharp teeth
black stripes lives in the jungle •
2.Creating a song
T I G E R
Lyrics for “The Tiger Rock”
I can run very fast. I can live in the jungle.I can use my sharp claws. I can roar very strong. You can see my black stripes. Who am I?
4. English Language Fair
“William Shakespeare Room” Children’s performance
Video of a Role Play and a Chant by Primary School Students
• It’s a great “window” that allow learners to take risks
• Children gain confidence in expressing English. • Children take pleasure in talking.• Teacher observes students’ performance during
the lessons and the best ones are selected.• The school community enjoys the English festival
and fair.• E.F. is a great tool to start the literacy process.
English Festival/Fair
Practical Steps
• Talk with a partner about how you can use some ideas in big or small ways in your classroom.
• Share with the group!
ReferencesAusbel, D.P. (1980) Teoría del Aprendizaje Significativo. London Chomsky, N. (1976) Reflection on Language. Glasgow.fontana/Collins Flórez, L. (2005) Reflecciones sobre el Constructivismo. U. de Caldas Piaget, J. (2001) Formación de la inteligencia. México. 2da edición Posada, M. (1998) El Constructivismo. México. Trillas Vigotsky (1965) Lenguaje y Pensamiento. México. Trillas Ley 115 de 1994Ministerio de Educación Nacional. (2007) Estándares Básicos de Competencias en Lenguas Extranjera. Inglés ¡el reto!P.E.I Institución Educativa Distrital “La Libertad”