learning through song, drama, play, and art
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Learning Through Song, Drama, Play, and Art. Katie Bain English Language Fellow [email protected]. Objectives. Teachers will learn research on using song , drama, play , and art effectively in the classroom . - PowerPoint PPT PresentationTRANSCRIPT
Objectives
• Teachers will learn research on using song, drama, play, and art effectively in the classroom.
• Teachers will see how these elements have been applied in the classroom in Barranquilla and discuss how they might infuse their classrooms with similar ideas.
Agree or Disagree?
• I think children learn while they play.• I use drama in my English class. • Children must know that learning is
difficult. • It is not good to allow children to play too
much in the classroom. • It is our job to make learning fun. • I use a variety of instructional techniques
in my classroom.
Song Research
“Developments in brain-based research note that central features of music and language are housed near one another in the human brain, suggesting they may share features of a ‘grammar’ that orders musical elements and language elements similarly”
(Lems, 2005)
Research
• Pop songs provide learners with repetitive, focused (yet open-ended) lyrics that allow for a myriad of teaching opportunities for teaching grammar, vocabulary, idioms, and listening comprehension (Murphey, 1992).
Best Practices for Song Use
• Begin or end a lesson with a song.• Use actions to accompany songs and poems.• Puppets• Personal songbooks• Song and Poem Charts
Sources for Songs
• www.americanenglish.state.gov• www.bussongs.com• www.songsforteaching.com• www.tefltunes.com• www.eslcafe.com
Lesson Idea – Vocabulary/Fluency
• Type song lyrics, and cut song lyrics into lines of lyrics. After playing the song once or twice, have students work in pairs or groups to arrange song lyrics in order as they listen to the song repeatedly. Good for ….-pronunciation, sequencing of events, modals
• Hello, Goodbye. The Beatles• Should I Stay or Should I Go? by The Clash
Lesson Idea – Fill-in-the-Blank
• Octopus' Garden by the Beatles - prepositions
• Penny Lane by the Beatles – community vocabulary
• Make copies of lyrics with blanks on words that you are working on (for example, prepositions or people or places in a community).
• As students listen, have them fill in the blanks with the words that they hear.
Lesson Idea - Grammar
• Listen to a song several times. Give students copies of the lyrics and discuss their meaning and the students’ enjoyment of the song.
• Next, give students copies of the song lyrics with blank lines for inserting their own lyrics into the song. Students use the grammar construct being studied in class but use their own creativity to express personal ideas.
• Allow students to share their writings with the class.• If possible, create a “songbook” of students’ writings.
Lesson Idea - Grammar
– Level?– Benefits? / Shortcomings? – Objective?– Variations?
• If I Were a Boy by Beyonce – Conditional Tense• Because You Loved Me by Celine Dion –
Irregular Past Tense Verbs• Someone Like You, by Adele – Past Tense/Future
Tense/ Imperative
Songs for Grammar Practice1. Simple Present/Present Perfect: Here Comes the Sun
2. Prepositions: Octopus' Garden Animated VideoOctopus' Garden Lyrics
3. Past Irregular: Because You Loved Me
4. Modals: Should I Stay or Should I Go
5. Conditional Tense: If I Were a Boy
***www.tefltunes.com***
If I Were A BirdStudent Writing Sample 1If I were a birdEven just for a minuteI’d wake up in the morning and sing and fly and feel the freedomI’d fly long distancesAnd I’d never get tiredCause I’d know that I had freedomIf I were a birdI think I could go all over the worldHow would it feel to be completely free?I swear I’d not worry about simple thingsI’d have a shelter wherever I’d goCause I know there were plenty of treesWhen you would keep me as a prisoner, I’d always fly away from youCause I could fly awayIf I were a bird
If I Were A Millionaire Student Writing Sample 2
If I were a millionaireEven just for a weekI would buy the most beautiful car in the worldAnd wear some nice clothes and shoesI would create more business in AfricaAnd I would hire young people in my companyI would be a good man and I’d never disrespect people Cause I know how hard I’d worked for my moneyIf I were a millionaireI think I could help the orphaned children in the worldHow it feels to live without your parentsI swear I would help them 24/7I would find all the websites for them and give donationsCause I know how hard it is to be an orphanIf I were a millionaire
Drama Research
• Teaching through drama “makes students aware that English is not just words, structures, and idioms, but it is a lively, dramatic and versatile means of communcation.”
(Zalta, 2006)
Why use drama or role play?
• Drama helps children to activate language and have fun.
• Drama and play motivate children.• Drama is familiar to children.• Drama helps children build confidence.• Drama helps children build skills in group
dynamics.• Drama incorporates different learning styles.• Drama contextualizes language.
Best Practices for Drama
• Choose the right activity.• Start small.• Give feedback.• Build off of what students have done in the
classroom. • Practice makes perfect!• Present your drama to a group of people that
is valuable for the students.
Activity Ideas
• Miming stories• Miming vocabulary• Transform stories into mini plays• Students perform dramatic productions
Story Telling
• Step 1: Structure or a story and show examples– Abstract– Orientation– Remarkable event– Reaction– Coda– Language focus (past continuous)
• Step 2: Students create stories• Step 3: Students revise stories• Step 4: Students become active listeners(Jones, 2012)
Reader’s Theater
• Select a text
• Practice – Explore – Practice (cycle) – Spoken Vocabulary (pronunciation) – Places to pause – Repeated text – Opportunities to express contrast
• Perform – For a live audience – For a virtual audience
Reader’s TheaterThe Very Hungry Caterpillar - by Eric Carle A: In the light of the moon B: a little egg A: lay on a leaf B: One Sunday morning, A: the warm sun came up, and BOTH: ―Pop!‖ B: Out of the egg came a tiny A: And very hungry B: Caterpillar. BOTH: He started to look for some food.
Games
1. Choose your language and/or content objective.
2. Create a game or use a game that someone else has created that will allow your students to meet that objective.
3. Consider the materials and time that you will need.
4. Play the game with your students!
The Money Game – Practice Speaking and Listening
• The Money Game• Questions• 1. What is the objective of the lesson?• 2. Did the students meet the objective?• 3. Would you use this game in your
classroom?• 4. How could you change this game to make it
more appropriate for your class?
Grammar Board Race
• Board Race Video
• Questions• 1. What is the objective of the lesson?• 2. Did the students meet the objective?• 3. Would you use this game in your classroom?• 4. How could you change this game to make it
more appropriate for your class?
Art
• Students create and explain their own art.• Teacher brings artistic images to the classroom
for discussion. • Students analyze works of art that are related
to the topic of study. • Students mount and present their work to
other classmates or people at school.
Students have the opportunity to…Express themselvesExplore language freelyExplore feelings and find out about
themselves and othersDevelop cooperation, care, consideration and
control.Develop language skills (listening, reading,
writing and speaking)Explore a fantasy word of their own creation.
Learning through Song, Drama, Play and Art…
Authentic Materials
• Authentic Materials Video
Questions – Segment 11. How old are the students? What is their English proficiency level? Is the realia
appropriate for this level? How did they demonstrate understanding?–2. How do you think the teacher got the dolls? Could the teacher conduct this lesson
without the dolls? What are the advantages and challenges of using this type of realia and the realia
that the older children brought to class?–3. What are students’ reactions to the dolls? To the show-and-tell items from home?
What are some things the teacher might do in subsequent lessons to build on each of these lessons?
What are some real-life items you might find in a classroom for teens? For adults?–4. Do you think the realia for each class effectively met the purpose of the lesson? Why
or why not? Could the teacher use the realia again? If yes, for what purpose(s)?
Questions – Segment 2
1. Listen to the young men’s description of the student project, and then describe it in your own words.
2. List the different materials that, according to the speakers, were collected for this and other projects like it. What student activities went into preparing the project?;
3. Who is involved in the creation and the use of the project? Where is it stored?
Practical Steps
• Talk with a partner about how you can use some ideas in big or small ways in your classroom.
• Share with the group!
ReferencesAusbel, D.P. (1980) Teoría del Aprendizaje Significativo. London Chomsky, N. (1976) Reflection on Language. Glasgow.fontana/Collins Flórez, L. (2005) Reflecciones sobre el Constructivismo. U. de Caldas Piaget, J. (2001) Formación de la inteligencia. México. 2da edición Posada, M. (1998) El Constructivismo. México. Trillas Vigotsky (1965) Lenguaje y Pensamiento. México. Trillas Ley 115 de 1994Ministerio de Educación Nacional. (2007) Estándares Básicos de Competencias en Lenguas Extranjera. Inglés ¡el reto!P.E.I Institución Educativa Distrital “La Libertad”
