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Authentic Music with Beginning-Level Language Learners

Authentic Music with Beginning-Level Language Learners. Laura Catherine Carruthers-Green Carlisle High School l auracatherine.green@gmail.com. Share with us!. Click on the QR code on the top of your handout. Go to http :// padlet.com/laura_carrgreen/dfohceihgx1c

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Authentic Music with Beginning-Level Language Learners

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  1. Authentic Music with Beginning-Level Language Learners Laura Catherine Carruthers-Green Carlisle High School lauracatherine.green@gmail.com

  2. Share with us! Click on the QR code on the top of your handout. Go to http://padlet.com/laura_carrgreen/dfohceihgx1c Click on the Padlet wall and share your experience with using music in class.

  3. How do you think listening to music in Spanish impacted your learning ? • “Some of the songs we learned helped me remember some of the things we were learning. Also they make class more interesting and that makes us pay closer attention (Andrea).” • “It not only impacts in Spanish class but out of too. We have more things to say in conversation out side [sic] of class and it builds our vocabulary in class so it makes it easier to understand and know instead of guessing (Estrella).”

  4. How do you think listening to music in Spanish impacted your learning ? • “I didn’t know first off that folk rock existed and that Spanish culture could make it so artistic(Logan).” • “I learned how to say new words in Spanish like simplicity, equalize and miss (Logan).”

  5. Let’s get started! • Current uses and challenges • Research/graduate study findings • Practical ideas for using music • Resources for finding music • Spanish song suggestions • Questions and comments

  6. Current Uses & Challenges • Cloze activities • Quick and can be stressful • Singing • Secondary: lack of motivation to participate • Analyzing song lyrics, meaning and messages • Too advanced for Level I

  7. My Ah-ha Moment Do students have to understand every single word of songs they hear in another language? No! Toddlers learn songs long before they understand what they mean. It’s no different with Level I language students!

  8. It’s All About the Introduction • Sra. CG to her students: • Are you going to understand every word? • No! • Is that ok? • Yes! • Absolutely that’s alright! Focus on what you already know and recognize and challenge yourself to notice something new.

  9. Research & Graduate Study Findings It IS possible for students in Level I to understand authentic music and learn from it. Level I students need comprehensible input. Music is a motivating way to incorporate culture and expose students to different music styles and important musical artists from the target culture.

  10. Research & Graduate Study Findings Eighteen 8th graders (Spanish I) Ten songs in Spanish Learned info about song (artist, genre, year, etc.) Jigsaw activity to decipher meaning Judged song based on various elements

  11. Research & Graduate Study Findings 1 = I completely disagree. 2 = I somewhat agree. 3 = I completely agree.

  12. Research & Graduate Study Findings • Reinforcement and growth of linguistic knowledge • Connections to vocab and grammar • Student engagement • In how many classes do they get to listen to music and watch music videos? • Growth in cultural practices & perspectives • Evidence of life-long learning!

  13. Evidence of Life-Long Learning If you listen to songs in class and take the time to explore them with students, they WILL listen them outside of class, they WILL download them and they WILL look them up on YouTube and they WILL tell you how much they enjoy them. Might even hear the songs in the halls.

  14. Jigsaw Lyrics • Jigsaw lyrics • Write unknown words on individual notecards (infinitives for verbs with the form from the song in parenthesis) • Students look up their word (dictionary or WordReference.com) • Teacher leads students through the lyrics and students share their meaning • Put together the meaning as a class

  15. Song Evaluation/Judging • www.elmundodebirch.wordpress.com • Wealth of info about using music to learn language • “Music Critique: You Be the Judge” sheet • Modified version for thesis

  16. Key Words With a certain focus in mind, students listen and/or search for key words Simple: listen/search for pronouns or definite/indefinite articles Advanced: listen/search for examples of certain thematic words (adjectives) or grammar (stem-changing verbs) Give students the number of a certain item and challenge them to find all the examples

  17. Interview with a Singer/Band Students research artists or a band and listen to their music Students envision and write an interview with the artists or band Can act out with a partner/group in class for an in-class activity or summative assessment Great way to practice forming/asking/answering questions in the target language

  18. Warm - Ups Disclaimer: I currently use this with my Levels III and AP students. Would be possible for Level I, but would take time and teacher support. Give students a section of a song to work through Listen to sectionseachdayorwaituntilend to reveal

  19. Lyric Order Give students slips of paper with sections of song lyrics As students listen, they have to put the lyrics in order as they hear them Go through meaning before or after Variation: Students get one section of the lyrics, must hold theirs up when they hear it

  20. Resources for Finding Music Pandora Edmodo teacher groups/communities Zachary Jones (www.zambombazo.com) www.elmundodebirch.wordpress.com

  21. Spanish Song Suggestions  = good and appropriate official YouTube video CamisaNegra (Juanes) CosasPequeñas (Prince Royce)  BailarContigo (Carlos Vives)  El UniversoSobreMí (Amaral)  No TePido Flores (Fanny Lu) Te Voy a Amar (Axel)  Que Vida, La Mia (Reik) Tren del Cielo (Soledad) 

  22. Sra. CG’s Faves •  = good and appropriate official YouTube video • Unaen un Millón (Jesse & Joy) • Non-official YouTube video with pictures for lyrics • LibreSoy (Adriana Vitale)  • Vivir Mi Vida (Marc Anthony)  • Somos el Mundo (variousartists)

  23. Sra. CG’s Top Faves •  = good and appropriate official YouTube video • QuienTe QuierecomoYo (Carlos Baute)  • Tengo tu Love (Sie7e)  • Jueves (La Oreja de Van Gogh) • YouTube search: CancionesÚnicas Jueves – La Oreja de Van Gogh • Start at :40 because of graphicbombingfootage • HaveKleenexready

  24. That’s a Wrap Incorporating music with level I students can lead your students in so many exciting directions Find a way/activity that works for you and songs that you enjoy. Students will pick up on your enthusiasm Be patient with students as they work through music in another language. It’s hard stuff! Enjoy!

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