Making Music Meaningful© Oxford University Press 1Nina Lauder – http://ninaspain.blogspot.comIt’s not enough to learn the ...
Making Music Meaningful© Oxford University Press 2Nina Lauder – http://ninaspain.blogspot.comSome chants by Carolyn Graham...
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Additional chants and ideas for teachers music - 2013

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Some additional songs and chants from the seminars in Morroco (2013)

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Additional chants and ideas for teachers music - 2013

  1. 1. Making Music Meaningful© Oxford University Press 1Nina Lauder – http://ninaspain.blogspot.comIt’s not enough to learn the grammar and vocabulary of a language; we need to learn themusic of that language too.Why?Because rhythm and intonation deeply affect the quality of speech sounds (eg in English:weak forms, linking, syllable length etc) and meaning.Every language has its own music (rhythm and intonation), and chants and songs can helpchildren to learn the musical character of English.Medical research suggests that the rhythm of our mother tongue (L1) is learnt in the womband so is part of our identity. This is perhaps why learners are often resistant to changing it.Rhythm is linked to feelings about ourselves, our confidence and self-esteem. Intonation isstrongly attached to our attitudes and emotions.Reasons for using chants and songs in the classroom integrate oral, aural, visual and kinaesthetic learning styles make language memorable present language in a fun and non-threatening way develop concentration, coordination and confidence change the pace of the lesson and motivate learners.NB Page references below are from Teaching Young Language Learners by Annamaria Pinter.To improve pronunciationIt’s important to practise language in connected speech. It helps with word stress, sentencestress, contractions, linking and intonation etc.Music helps support the rhythm of the language.To develop listening skillsSongs a great source of motivating listening material for all agesListening to language in natural streams helps develop fine-tuned listening skills and theability to pick out key words/information as well as developing concentration over a period oftimeTo integrate oral, aural, visual and kinaesthetic learning styles.A multi-sensory approach caters for different types of learners:Oral: Chant/songs give a lot of opportunity to speak in a supportive/safe environmentVAK (refers to the three primary learning styles: visual, auditory and kinaesthetic).To make language memorable.Chants/songs naturally include a lot of repetition. Repetition helps learners remember (there’sa theory that learners need to see/use a language item ten times to remember it – over aperiod of time).Actions also help learners remember the language.To present language in a fun and non-threatening way.Learners can give nonverbal responses first. They can enjoy chants/songs through actionsrather than having to immediately produce the language (this approach is oftenrecommended in coursebooks and resource books). When learners produce the language inchants/songs, they do it chorally and so they have the support of others. It’s safe.
  2. 2. Making Music Meaningful© Oxford University Press 2Nina Lauder – http://ninaspain.blogspot.comSome chants by Carolyn GrahamThis, that, these, those.Snap your fingers,touch your toes.This, that, those, these.Shrug your shoulders,bend your knees.Where’s my hat?It’s on the door.Where are my socks?They’re on the floor.Where are my gloves?They’re in the drawer.Where are my shoes?They’re on the floor.Where’s my sweater?It’s in the drawer.Where are my sandals?They’re on the floor.Where’s my T-shirt?It’s in the drawer.Where are my pyjamas?They’re on the floor.He speaks English.He speaks English.So does she.So does she.He was born in Boston.He grew up in Boston.So was she.So did she.He speaks Spanish.He speaks Spanish.So does she.So does she.He was born in Lima.He grew up in Lima.So was she.So did she.He speaks Russian.He speaks Russian.So does she.So does she.He was born in Moscow.He grew up in Moscow.So was she.So did she.Additonal IdeasPlease stand upAnd turn aroundClap your handsAnd then sit downEveryone.Listen to me.You need pencils.1, 2, 3.Knock, knock, knockLook at meGo to your table1, 2, 3.Fruit and Vegetables(Frere Jacques)I like vegetables, I likevegetables.Yes, I do. Yes, I do.I like vegetables, I likevegetables.How about you? Name afew.I like fruit, I like fruit.Yes, I do. Yes, I do.I like fruit, I like fruit.How about you? Name afew. Let’s Go! OUP

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