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Integrating Music in Teaching English

Integrating Music in Teaching English. Fíona Héarún 2nd Conference on Foreign Languages Pamplona, 13-15 December 2010. 24. ENERGIZE THE LEARNING ENVIRONMENT IMPROVE LISTENING SKILLS INCREASE AWARENESS OF LANGUAGE PATTERNS ENCOURAGE PARTICIPATION TO SUIT DIFFERENT LEARNERS.

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Integrating Music in Teaching English

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  1. IntegratingMusic in TeachingEnglish Fíona Héarún 2nd Conference on Foreign Languages Pamplona, 13-15 December 2010

  2. 24

  3. ENERGIZE THE LEARNING ENVIRONMENT IMPROVE LISTENING SKILLS INCREASE AWARENESS OF LANGUAGE PATTERNS ENCOURAGE PARTICIPATION TO SUIT DIFFERENT LEARNERS Why use music in teachinglanguage?

  4. Howard Gardner’s Multiple Intelligences (1993)

  5. TIPS FOR SINGING AND USING PERCUSSION INSTRUMENTS What different ways can music be used in the classroom? Materials and Resources MainObjectives

  6. 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 TEACHING A SONG:

  7. HERE SITS A RHINO, STRONGEST CREATURE I KNOW HE COULD SQUASH YOUR HOPE HE DOESN´T DO SCHOOL FLAT THAT!

  8. 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) MANAGING INSTRUMENTS:

  9. USE OF RHYTHM AND CHANTS ‘→ maintaining a beat/pulse and add SOUNDS CAT C - - - A - - - T - - - C – A – T – CAT –

  10. MakingMathematicalsequences:

  11. TASK Create a 4-beat word pattern by combining different ´bugs´:

  12. Layering patterns (TEXTURE)

  13. 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 Hip Hoppy Kid

  14. TASKS Working in groups of 6, create a 4-layered texture using body percussion with 2 participants performing the rap for Hip Hoppy Kid

  15. City Traffic Song

  16. 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. Composing Task 1

  17. Step 2 STRUCTURE OF SONG Beep! Beep! Beep! Fill in the 4-beat gap with a short phrase. Notatetherhythm and words:

  18. Step 3 PERFORMANCE Eachphrasefits in the gap. Everybody in thegroupjoins in withthe ‘BEEP’ part. REMEMBER - therestafterthe 3 beeps

  19. 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 Examples of howtointegratemusicintostorytelling:

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