The ‘X’ FactorMusic & MFL

in perfect harmony…

• ‘Spanglovision’ is an award winning project from Comerton Village College in S. Cambs.

• Has been taken & developed into rich cross-curricular learning at both KS2 & KS3

Aims for today

• To share how the original project ran

• To show how it works in partnership with Music

• To provide further ideas for Music & MFL cross-curricular working

What are we trying to achieve?‘ Music is a unique form of communication that can change the way pupils feel, think and act. Music forms part of an individual’s identity and positive interaction with music can develop pupils’ competence as learners and increase their self-esteem. Music …enables personal expression, reflection and emotional development. As an integral part of culture, past and present, music helps pupils understandthemselves, relate to others and develop their cultural understanding.’

‘ Music is a unique form of communication that can change the way pupils feel, think and act. Music forms part of an individual’s identity and positive interaction with music can develop pupils’ competence as learners and increase their self-esteem. Music …enables personal expression, reflection and emotional development. As an integral part of culture, past and present, music helps pupils understandthemselves, relate to others and develop their cultural understanding.’

Languages are part of the cultural richness of our society and …pupils learn to appreciate different countries, cultures, communities and people. Learning languages gives pupils opportunities to develop their ..[communication] ..skills and to express themselves with increasing confidence, independence and creativity. They explore the similarities and differences between other languages and English and learn how language can be manipulated and applied in different ways.

Languages are part of the cultural richness of our society and …pupils learn to appreciate different countries, cultures, communities and people. Learning languages gives pupils opportunities to develop their ..[communication] ..skills and to express themselves with increasing confidence, independence and creativity. They explore the similarities and differences between other languages and English and learn how language can be manipulated and applied in different ways.

•Developing language skills & processes

•Developing memory skills  

•Developing oracy for linguistic understanding & communication (inc. use of phrasing, dynamics and tone to create a 'meaningful' performance)

•Opportunities for PLTS: develop ways of working together as a team and connecting with the wider school community

•Enhanced Cultural Understanding

•Developing Performance Skills•Understanding how to create a meaningful performance including:

•use of phrasing, dynamics and tone•developing clarity of diction to create linguistic understanding

•Opportunities for PLTS: developing ways of working together in groups & as a team, and developing a connected wider school community.

•Enhanced Intercultural understanding

What differences do we want to see in our learners?

• Use of music and singing as a method for powerfully accelerating memory

• Greater understanding of good performance skills• Use of more creativity to enhance performance• Development of intercultural understanding• Improved pronunciation & realise the importance of good

pronunciation• Improved concentration and focus in a group scenario

How do we organise our learning?

• Ten different (Spanish) songs were chosen, the lyrics found and printed and the songs downloaded

1. The songs could be from a range of Target Language countries, ideally selected in partnership in order that they provide sufficient academic rigour for both subject areas.

2. They could be in a range of languages, not limited to one. 3. Pupils could self-select pieces from a wider core group 4. The key musical and linguistic features will need to be discussed

together/annotated so that every one is ‘singing from the same hymn sheet’ in terms of learning reinforcement.

How can we organise our learning?

• Each class was then assigned a song.

1. They could ,however, study a range of different songs – eventually deciding together on their favourite song to perform.

2. Duplication of songs in final performances would not be problematic and may provide valuable evaluation and reviewing opportunities at the assessment stage.

How can we organise learning?

• Developing musical understanding•Improving use of phrasing to create musical meaning      •Developing clarity of diction to create linguistic understanding•Use of phrasing, dynamics and tone to create a 'meaningful' performance 

•Reinforcement of musical & linguistic

understanding •Memory skills

•Watching/reviewing original performances

•Group work•Memory skills

•Reviewing own work•Improving

performance•Producing evidence

of learning

•Exploit vocabulary and meaning•Work on language patterns & pronunciation•Use of rhythm for memory •Intercultural aspects discussed

• The study and preparation of the songs takes place in both curriculum areas

• 1.1 Integration of practice• Developing knowledge, skills and understanding through the integration of performing, composing and listening.• Participating, collaborating and working with others as musicians, adapting to different musical roles and respecting the values and benefits others bring to

musical learning.• 1.2 Cultural understanding• Understanding musical traditions and the part music plays in national and global culture and in personal identity.• Exploring how ideas, experiences and emotions are conveyed in a range of music from different times and cultures.• 1.3 Critical understanding• Engaging with and analysing music, developing views and justifying opinions.• Drawing on experience of a wide range of musical contexts and styles to inform judgements.• 1.4 Creativity• Using existing musical knowledge, skills and understanding for new purposes and in new contexts.• Exploring ways music can be combined with other art forms and other subject disciplines.• 1.5 Communication• Exploring how thoughts, feelings, ideas and emotions can be expressed through music.• Explanatory notes• Performing, composing and listening: Performance, composing and listening are interrelated. Pupils should be encouraged, for example, to develop

listening skills through performance and composition activities. Knowledge, skills and understanding in each of these areas should be developed interactively through practical music-making.

• Participating, collaborating and working with others: Music is a social experience in which each performer and listener contributes to the whole experience. Music activities help pupils develop as effective team workers and participators by providing opportunities to play a full part in the life of their school or wider community.

• Understanding musical traditions: The way we respond to music is determined to a large extent by our culture. We need to learn how and why music is different if we are to appreciate unfamiliar music.

• Engaging with and analysing music: This includes engaging with music through performance and listening, and appraising music that covers a range of styles, genres and traditions.

• Wide range of musical contexts: Pupils’ awareness and experience of a wide range of music should be broadened through the key processes of performing, composing and listening.

• Combined with other art forms: This includes music linked to video, film, dance or drama.

How can we organise our learning?

• Ten different Spanish songs were chosen, the lyrics found and printed and the songs downloaded

These songs could be from a range of countries, selected carefully to exploit the musical styles and genres required. They should be selected in partnership in order that they provide sufficient academic rigour for both subject areas.

• Each class was then assigned a song.• They could however, study a range of different songs – eventually deciding on their favorite song to perform.

Duplication of songs in final performances not a problem.• The class teachers familiarised themselves with the song and the lyrics and planned how to teach and

rehearse the songs in lesson time, and planned alongside other language & Music work.• On one day during language lesson time the songs were videoed.• The video was edited to produce a video of the best 1 minute of each song.• The video was seen by all of year 7 in lessons and each student voted for his/her favourite song. Students

were not allowed to vote for their own tutor group. • Votes were counted and 3 finalists were to emerge. • The video was edited again to produce a shorter video of the 4 finalists.• During assemblies all that week, years 11,10, 9 and 8 saw the finalists video and all students voted – this was

highly enjoyable for all students and teachers!

How can we organise our learning?

• When ready, the songs were performed & videoed : the video was edited to produce a video of the best 1 minute of each song.

1. Creative use of curriculum time would allow for this to be done together or as one large event. ‘Performance’ and ‘Audience’ are always great motivators!2.It could involve other Departments.3. Pupils could give immediate feedback ( AFL) - ‘X’ factor style!

How can we organise our learning?

• Song entries were whittled down to 3 finalists through watching the videos in class and evaluating performance. Pupils voted for the final three….

AFL

•Assessment criteria laid down for both subject areas would be shared with pupils throughout the process

•This would allow for periodic self, peer and teacher review and feedback

•This should lead to re-working and improvement , ensuring towards good progress.

How well did we achieve our aims?

• The original project generated a huge amount of interest and engagement from pupils.

• Pupils developed their own movement, routines and actions to the songs to enhance the performance.

• Pupils were able to use techniques to memorise the songs & lyrics, and achieved good levels of accuracy in pronunciation, diction and dynamics.

• The whole experience was recognised as key to their successful integration to the school.

• Pupils would be able to talk about the music and language studied in some detail using the language of both curriculum areas!

• Pupils would able to evaluate their work in musical terms in the TL.• This has been developed further into great transition projects in some

areas.

Key concepts

• Developing the skills of listening, speaking, reading and writing in a range of situations and contexts.

• Using familiar language for new purposes and in different contexts

• Appreciating the richness and diversity of other cultures

• Recognising that there are different ways of seeing the world and developing an international outlook.

Key Processes• identify patterns in the target language• develop techniques for memorising

words, phrases and spellings• use previous knowledge, context and

other clues to work out the meaning of what they hear or read

• listen for gist or detail• Skim and scan written texts • use correct pronunciation• adapt language they already know in

new contexts for different purposes

Curriculum Opportunities

• communicate in the target language individually, in pairs, in groups and with speakers of the target language, for a variety of purposes.

• use an increasing range of more complex language• listen to, read or view a range of materials, • in the target language, both to support learning and

for personal interest and enjoyment• use the target language in connection with topics and

issues that are engaging and may be related to other areas of the curriculum.

Range & content

•learning about different countries and cultures

•comparing pupils’ own experiences and perspectives with those of people in countries and communities where the target language is spoken.

•Use a range of resources including live or recorded audio (including on-screen and multimodal texts) and the internet.

•Range & contentperformance opportunities within and beyond the classrooma range of live and recorded music from different times and culturesmusic including classical and current trends in that reflects cultural diversity and a global dimension

Key concepts

• Understand the part music plays in national and global culture and in personal identity.

• Engaging with and analysing, developing views and justifying opinions.

• Using existing musical knowledge, skills and understanding for new purposes and in new contexts.

• Exploring ways music can combined with other subject disciplines.

• Exploring how thoughts, feelings, ideas and emotions can be expressed through music.

Key Processes• sing in solo or group contexts, developing

vocal techniques and musical expression• perform with awareness of different parts,

the roles and contributions of different members of the group, the audience and venue

• improvise, explore and develop musical ideas when performing

• analyse, review, evaluate and compare pieces of music

• communicate ideas and feelings about music, using expressive language and musical vocabulary to justify their opinions

• refine and improve their own and others’ work.

Curriculum Opportunities• develop individual performance skills, both

vocal and instrumental, • develop listening and aural perception

skills in practical activities, including composing and performing

•  work individually, in musical groups of different sizes and as a class

• make links between music and other subjects and areas of the curriculum.

Looking for evidence• Photographs & videos• Accounts & professional

judgements from staff or pupils• Results from practical tasks and

assessment

Listening to evidence•Questionnaires and surveys•Interviews and focus •Learner logs and diaries•Comments or Vox Pops from teachers, pupils and parents

What else is being done?

• Composing a song/fanfare/march to celebrate a new twinning association utilising aspects of the styles of both countries leading to Orchestral/Choral exchanges where pupils perform abroad and together.

• Performing a song in another language which communicates meaning for any audience (including those who are not familiar with the language) e.g Opera.

• Collaborative projects to explore the musical traditions of a particular country

• Study of songs with a particular purpose : Revolutionary songs, Christmas Carols etc.

Where to go…

• www.mtrs.com• www.soundzabound.com – royalty free music• www.teachingmusic.org.uk - forum for teachers with resources, blogs etc.• http://www3.hants.gov.uk/music - web-based version of the Secondary National Strategy’s

publication ‘KS3 music: a professional development programme’• www.singup.org• www.trylifeinanotherlanguage.com• http://www.songsforteaching.com/spanishsongs.htm - great for every day use in the

classroom

• www.lepontdufle.net/chansons• www.tv5.fr – Great song section with downloadable worksheets• http://www.goethe.de/ins/gb/lon/prj/pop - German PopKultur• http://platea.pntic.mec.es/~cvera/hotpot/chansons/index.htm - great language resources• www.lirecreer.com – traditional songs and poetry• www.allocine.com – up to date song clips and lyrics.• http://www.frenchteachers.org/nfw/nfwthemes/music.html - suggested music for use• www.oxfam.org.uk/coolplanet

 • www.teachingmusic.org.uk - forum for teachers with resources,

blogs etc.• http://www3.hants.gov.uk/music - web-based version of the

Secondary National Strategy’s publication ‘KS3 music: a professional development programme’

• www.singup.org