Why use music in teaching language? 1.ENERGIZE THE LEARNING ENVIRONMENT 2.IMPROVE LISTENING SKILLS 3.INCREASE AWARENESS OF LANGUAGE PATTERNS 4.ENCOURAGE PARTICIPATION TO SUIT DIFFERENT LEARNERS
Plato (428 – 348 BC) ´Music is a more potent instrument than any other for education.’
Intelligence typeDescription Linguisticwords and language Logical-Mathematical logic and numbers (problem solving) Musicalmusic, sound, rhythm Kinestheticbody movement control Spatial - visualimages and space Interpersonalother people’s feelings (social) Intrapersonalself-awareness Howard Gardner’s Multiple Intelligences (1993)
Optimum Learning Tool MUSIC with words ACTIONS & MOVEMENT VISUAL images
Main Objectives What different ways can music be used in the classroom? TIPS FOR SINGING AND USING PERCUSSION INSTRUMENTS Materials and Resources
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 start use of actions-movement and visual aids maintain a steady pulse throughout developing the habit of ´my turn-your turn´ for copying and repeating phrases breaking the song down into manageable chunks
HERE SITS A RHINO, STRONGEST CREATURE I KNOW HE COULD SQUASH YOUR HOPE HE DOESN´T DO SCHOOL FLATTHAT!
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)
DAILY ROUTINES For nursery rhyme tunes: www.kididdles.com www.bussongs.com www.rhymes.org.uk For recordings/video clips of nursery songs: www.britishcouncil.org/kids-songs www.youtube.com www.teachingideas.co.uk/music Useful websites
USE OF RHYTHM AND CHANTS ‘ → maintaining a beat/pulse and add SOUNDS CAT C - - - A - - - T - - - C – A – T – CAT –
Hip Hoppy Kid I’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 west I rap in me socks and I rap in me vest I rap in me sleep and drive my neighbours potty I rap in the bathroom when I’m dryin’ off me botty I rap to the birds and I rap to the bees And when I go completely daft, I rap to the trees I can even rap on wheels, I really am the master I wish I’d seen that manhole, then I wouldn’t be in plaster
TASKS Working in groups of 6, create a 4-layered texture using body percussion with 2 participants performing the rap for Hip Hoppy Kid
Composing 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 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 www.teachingenglish.org.uk