3 Why use music in teaching language? ENERGIZE THE LEARNING ENVIRONMENTIMPROVE LISTENING SKILLSINCREASE AWARENESS OF LANGUAGE PATTERNSENCOURAGE PARTICIPATION TO SUIT DIFFERENT LEARNERS
4 ´Music is a more potent instrument than any other for education.’ Plato (428 – 348 BC)´Music is a more potent instrument than any other for education.’
5 other people’s feelings (social) Intrapersonal self-awareness Howard Gardner’s Multiple Intelligences (1993)Intelligence typeDescriptionLinguisticwords and languageLogical-Mathematicallogic and numbers (problem solving)Musicalmusic, sound, rhythmKinestheticbody movement controlSpatial - visualimages and spaceInterpersonalother people’s feelings (social)Intrapersonalself-awareness
7 TIPS FOR SINGING AND USING PERCUSSION INSTRUMENTS Main ObjectivesTIPS FOR SINGING AND USING PERCUSSION INSTRUMENTSWhat different ways can music be used in the classroom?Materials and Resources
8 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
9 HERE SITS A RHINO, STRONGEST CREATURE I KNOW HE COULD SQUASH YOUR HOPE HE DOESN´T DOSCHOOL FLAT THAT!
10 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’-playRemember – playing instruments is a PRACTISED behaviour)
11 DAILY ROUTINESUseful websitesFor nursery rhyme tunes: For recordings/video clips of nursery songs:
12 USE OF RHYTHM AND CHANTS ‘→ maintaining a beat/pulse and add SOUNDSCATC A T - - -C – A – T –CAT –
16 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 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
17 TASKSWorking in groups of 6, create a 4-layered texture using body percussion with 2 participants performing the rap for Hip Hoppy Kid
19 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.
20 Step 2 STRUCTURE OF SONG Beep! Beep! Beep! Fill in the 4-beat gap with a short phrase. Notate the rhythm and words:
21 Step 3 PERFORMANCE Each phrase fits in the gap 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
22 Examples of how to integrate music into storytelling: Little Red Riding HoodGoldilocks and the Three BearsThe Gruffalo by Julia DonaldsonWe’re Going on a Bear Hunt by Michael RosenBrown Bear, Brown Bear, what can you see?by Bill Martin & Eric CarleSongs and chants to accompany or enhanceclassic tales: Out of the Ark material,