Enriching your lessons using the arts Bruno Andrade Mariana Casals Valéria França Teachers’ Seminar 2011

Session Outline - What gave rise to session - Integrating the arts into lessons - Using poetry, music and paintings with kids - Tongue twisters - Poetry for teens - Literature, songs and films with adults - Songs with adults for a language focus - Literature as a fun reading task: skills development - Taking a focus on the arts a step further - Useful links

Arts Integration IS NOT: an afterthought a filler something nice INTEGRATING ARTS IN YOUR CLASSES

What’s Arts integration : Making the arts part of your classroom routine Intertwining the intellect with creativity Creating a safe learning environment / - collaboration - sharing Raising kids’ cultural awareness

“I never teach my students. I simply provide the situations in which they can learn.” Einstein

Tongue Twisters Improve: - Students’ lexical repertoire - Pronunciation - Articulation / Diction

Betty Botter bought some butter. "But," she said, / "the butter's bitter. If I put it / in my batter, it will make / my batter bitter. But a bit / of better butter-- that would make / my batter better." So she bought / a bit of butter, better than / her bitter butter. And she put it / in her batter, and the batter / was not bitter. So 'twas better / Betty Botter bought a bit / of better butter! How Good a Tongue Twister Are You? 40 seconds and over: Too slow. Your grandparents could say the poem faster. 30 to 40 seconds: Not bad. You're probably a faster talker than the President. 20 to 30 seconds: Pretty good. You've been gifted with a fast pair of lips. 15 to 20 seconds: Excellent. You can out talk anyone around. 14 seconds or less: You are a tongue tying champion! How Good a Tongue Twister Are You? 40 seconds and over: Too slow. Your grandparents could say the poem faster. 30 to 40 seconds: Not bad. You're probably a faster talker than the President. 20 to 30 seconds: Pretty good. You've been gifted with a fast pair of lips. 15 to 20 seconds: Excellent. You can out talk anyone around. 14 seconds or less: You are a tongue tying champion!

“Knocking and Pulling” Jeremy Harmer and Steve Bingham

“Art is long, life is short, judgment difficult, opportunity transient.” Goethe

Sharing literature and songs in the classroom

Yesterday All my troubles seemed so far away Now it looks as though they're here to stay Oh, I believe in yesterday Suddenly I'm not half the man I used to be There's a shadow hanging over me Oh, yesterday came suddenly Why she had to go I don't know She wouldn't say I said something wrong now I long For yesterday Yesterday Love was such an easy game to play Now I need a place to hide away Oh, I believe in yesterday (Lennon / McCartney) seem look believe be use hanging came had go know say – said long play need hide Time for this activity: minutes Yesterday All my troubles seemed so far away Now it looks as though they're here to stay Oh, I believe in yesterday Suddenly I'm not half the man I used to be There's a shadow hanging over me Oh, yesterday came suddenly Why she had to go I don't know She wouldn't say I said something wrong now I long For yesterday Yesterday Love was such an easy game to play Now I need a place to hide away Oh, I believe in yesterday (Lennon / McCartney)

The fall of the house of Usher by Edgar Alla Poe Steps to follow: Introduce the subject of the text. Distribute parts of the text to each student. Allow students some time to read by themselves. Group them, so they can discuss about what they just read, allow some five minutes to that. (Here you may introduce images to help them, if you have any.) Ask them to tell you the story and other details from the text. Add extra information about the passages, so they know they’re on the right path and keep motivated to do the task. Finally go over the text again, but this time you tell them the story. Time for this activity: minutes The Fall of the House of Usher (I) © Greg Hildebrandt, available at:

If you met the painter of these paintings, what would you ask him?

A short ride in a fast machine John Adams, 1986 Listen to the music, with your eyes closed and imagine what’s happening. 0&feature=BF&list=FLs-olvTABb2M&index=3 Discuss with your friend what title you´d give to this composition.

Useful links P is for Poetry Thornbury - for-poetry/ for-poetry/ Poetry Archive: Steve Bingham´s & Jeremy Harmer´s Touchable Dreams: Poetry Animations: (poets’ images are animated as they read the poems) Poetry Teachers Jason Ravenshaw’s blog (Pulling and Knocking – a lesson outline) You Tube chanel with poetry recited in films: (e.g.Funeral Blues, W.H. Auden, in Four Weddings and a Funeral (1994).) Movie Segments to Assess Grammar Goals: