enriching your lessons using the arts bruno andrade mariana casals valéria frança teachers’...
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Enriching your lessons using Enriching your lessons using the artsthe arts
Bruno AndradeMariana CasalsValéria 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 Botterbought 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 Botterbought 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
YesterdayYesterdayAll my troubles seemed so far awayNow it looks as though they're here to stayOh, I believe in yesterday
SuddenlyI'm not half the man I used to beThere's a shadow hanging over meOh, yesterday came suddenly
Why she had to go I don't knowShe wouldn't sayI said something wrong now I longFor yesterday
YesterdayLove was such an easy game to playNow I need a place to hide awayOh, I believe in yesterday
(Lennon / McCartney)
Time for this activity: 10-12 minutes
YesterdayAll my troubles seemed so far awayNow it looks as though they're here to stayOh, I believe in yesterday
SuddenlyI'm not half the man I used to beThere's a shadow hanging over meOh, yesterday came suddenly
Why she had to go I don't knowShe wouldn't sayI said something wrong now I longFor yesterday
YesterdayLove was such an easy game to playNow I need a place to hide awayOh, I believe in yesterday
(Lennon / McCartney)
The fall of the house of Usherby 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: 15-20 minutes
The Fall of the House of Usher (I) © Greg Hildebrandt, available at: http://webling.at/atteap/gallery/gh_13.html
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.
http://www.youtube.com/watch?v=R1oOUJRpJW0&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 - http://scottthornbury.wordpress.com/2010/10/10/p-is-for-poetry/• Poetry Archive: http://www.poetryarchive.org/poetryarchive/home.do• Steve Bingham´s & Jeremy Harmer´s Touchable Dreams: http://stevebingham.bandcamp.com/album/touchable-dreams• Poetry Animations: http://www.youtube.com/user/poetryanimations (poets’ images are animated as they read the poems)• Poetry Teachers http://poetryteachers.com • Jason Ravenshaw’s blog (Pulling and Knocking – a lesson outline) http://bit.ly/gJGVaO • You Tube chanel with poetry recited in films: http://www.youtube.com/user/FilmPoems (e.g.Funeral Blues, W.H. Auden, in Four Weddings and a Funeral (1994).)• Movie Segments to Assess Grammar Goals: http://moviesegmentstoassessgrammargoals.blogspot.com/
http://twitter.com/vbenevolofranca
http://valeriabfranca.wordpress.com/
http://twitter.com/bruno_cesar82
http://edutechbrazil.blogspot.com
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