our languages regional training event for community languages teachers wed 24th june 2009 a...
TRANSCRIPT
Our Languages Regional Training Event for Community
Languages Teachers
Wed 24th June 2009
A cross-curricular language and dance project: from planning to implementation
Siva Pillai, Tamil Academy of Language and ArtsKristhuraja Nithiya, Tamil Academy of Language and Arts
Navaraj Muthusamy , Tamil Academy of Language and ArtsJim Anderson, Goldsmiths, University of London
gujehl;oak;Bharatha Natyam – what is it?
Background
• Partnership between Tamil Academy of Language and Arts (TALA) and Downderry Primary School
• Tamil language lessons taught by Nithiya and South Indian Dance lessons taught by Navaraj
• Our Languages and the idea of a cross-curricular project
Message from Tracey Lewis, Headteacher at Downderry Primary
School
Why a cross-curricular approach?
• Richer context, more meaningful and engaging, deeper learning
• Valuable for all for learners but especially for those who have a background in the language / culture
• Encouraged in national policy on Languages teaching (Primary Languages / New Secondary Curriculum)
• Benefits for professional development of teachers.
What do dance and language learning have in common?
• Both are about communication and personal expression (verbal, visual, musical, kinaesthetic)
• Both are concerned with culture
• Both involve story telling
Guessing game
Guess what is being communicated in these movements, gestures and facial expressions from Bharatha Natyam?
tzf;fk; Prayer
Kfghtk; (Mugabavam)kfpH;r;rp Joyfulnfhgk; AngryMr;rupak; Surprised
Kj;jpiufs; (Mutras)jhkiu Lotuskhd; Deer ghk;g[ Snake
What outcomes were identified for the 10 week unit of work?
• Multimedia presentation and dance performance
• Project folders on Bharatha Natyam with awards for best.
How can a dance focus be incorporated into language lessons?
(a) Understanding key dance vocabulary and instructions used by the dance teacher (VISUALS and STRUCTURED ORAL PRACTICE + GAMES (e.g. ‘Kim’s game’, ‘Simon says’*)
tzf;fk; Prayer
rkk; Samam
mlt[ Adavu
Kj;jpiufs; Mutras
tzf;fk; Karnas
jpU=;o ngjh Drishti Betha
Kfghtk; Mugabavam
* For guidance on activities for interactive teaching ref. Curriculum Guides (CILT)
How can a dance focus be incorporated into language lessons?
(b) Matching words to pictures (Drag and Drop on the IWB)
How can a dance focus be incorporated into language lessons?
(c) Whole class and group work activities with mini-pics
Activity: What different mini-pic activities can you think of?
How can a dance focus be incorporated into language lessons?(d) Mini-whiteboard activities to practise writing
words
Mini-whiteboard activities
1. Write the word for:
2. Odd one out
Kj;Jkhiy jg[yh njhL fhg;g[
jg[yh tPiz taypd; rkk;
miukz:o
How can a dance focus be incorporated into language lessons?
(e) Working on the meaning of the song stories
• Teacher introduces/revises key words
• Teacher reads aloud, section by section checking understanding. Pupils follow with finger on text
• Teacher asks individual pupils to read aloud
How can a dance focus be incorporated into language lessons?
• Teacher sings the song introducing gestures and expressions (mutras, mugabavam). Pupils follow.
Pupils working on the deer song in language lesson
How can a dance focus be incorporated into language lessons?
(Song story)• Teacher sets collaborative
group work activities (text marking, sequencing, gap-fill) to develop familiarity with text and to then use it as springboard for pupils to express opinions about the stories and to develop their own creative work in project folders
Ref. Curriculum Guides (CILT)
How can a dance focus be incorporated into language lessons?(f) Exploring cultural background. Brainstorm followed by
personal research with support from parents. (‘Dancing
Shiva’ statue, costumes, jewellery, make-up,music)
How can a dance focus be incorporated into language lessons?
• Referring to posters and other images teacher brainstorms with pupils what they know already
How can a dance focus be incorporated into language lessons?
• With support of scaffolding activities (sentence stems, gap-fills, writing frames) pupils work in groups to develop knowledge
How can a dance focus be incorporated into language lessons?
• Teacher sets homework for each group to research their particular area and feedback to class.
• Pupils select material to go into multimedia presentation
How can a language focus be incorporated into dance lessons?
• Instructions in Tamil supported by demonstration and reference to posters illustrating key words
How can a language focus be incorporated into dance lessons?
• Meaning of song stories expressed in dance (Pupils have deeper understanding due to work in Tamil language lessons)
• Questions and discussion in Tamil/English around dance performance and interpretation (including cultural meanings)
Downderry dance practice
1. tzf;fk; Prayer
2. epiyfs; Positions
3. mlt[ Adavus (Steps)
4. Kj;jpiufs; Mutras (Hand movements)
5. Kfghtk; Mugabavam (Facial expressions)
6. flt[s;Jjp Dancing to song
Elements within the dance practice shown on clip
Downderry dance practice
TALA dance practice
1. tzf;fk; Prayer
2. mlt[ Adavus (Steps)
3. mlt[ Adavus (Steps)
4. fu;zk; Karnas (Poses)
5. jpU=;ongjh
Drishti Bheda (Eye movements)
6. Kj;jpiufs; Mutras (Hand movements)
7. Kfghtk; Mugabavam (Facial expressions)
8. flt[s;Jjp Dancing to song
Elements within the dance practice shown on clip
TALA dance practice
What has emerged from planning and implementing this unit of work?
• The cross-curricular focus gives a real purpose to learning and enriches work in both subject areas
• Pupils more motivated and engaged
• Confidence stimulates creativity and greater independence
What has emerged from planning and implementing this unit of work?
• Involvement of parents very valuable
• Collaboration energises teachers and supports professional development
What has emerged from planning and implementing this unit of work?
BUT …..
• Careful planning is essential to ‘scaffold’ learning pathways (no pain, no gain)
• Resourcing implications (posters, mini-pics, ICT resources, song stories, worksheets, dictionaries)
• Support of Headteacher is vital
Tracey Lewis, Headteacher at Downderry Primary School highlights the benefits of partnerships between mainstream and complementary schools
Another taste of Bharatha Natyam - Navaraj Muthusamy performs
To contact us
Siva Pillai
07951 476 706
Kristhuraja Nithiya
Navaraj Muthusamy [email protected]
TALA