Online Conference 2014 Play it, Sam! Songs and music in the EFL Classroom
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1 Online Conference 2014 Play it, Sam! Songs and music in the EFL Classroom Gabriel Diaz Maggioli, THE NEW SCHOOL University, New York, USA
2 You must Can you complete the sentence?
3 But you must not! Why? Oh, why? You remember A is still a A is just a The fundamental As goes. 3
4 But you must not! Why? Oh, why? You remember A is still a A is just a The fundamental As goes. 4
5 Songs and Music in ELT One of the most frequently used tools for teaching. 5
6 Songs in ELT One of the most frequently used tools for teaching. One of the most abused tools in teaching. 6
7 Songs in ELT One of the most frequently used tools for teaching. One of the most abused tools in teaching. One of the most popular with students (the song). 7
8 Songs in ELT One of the most frequently used tools for teaching. One of the most abused tools in teaching. One of the most popular with students (the song). One of the least popular with students (the lyrics gap fill). 8
9 Songs in ELT One of the most frequently used tools for teaching. One of the most abused tools in teaching. One of the most popular with students (the song). One of the least popular with students (the lyrics gap fill). One of the least exploited texts (fill in the gaps sing the song). 9
10 Songs in ELT One of the most frequently used tools for teaching. One of the most abused tools in teaching. One of the most popular with students (the song). One of the least popular with students (the lyrics gap fill). One of the least exploited texts (fill in the gaps sing the song). One of the most underused tools for teaching. 10
11 What are the characteristics of a good song? Some criteria for choosing the right song (from the pros). 1. Originality: an original take on a well-known theme. 11
12 What are the characteristics of a good song? Some criteria for choosing the right song (from the pros). 1. Originality: an original take on a well-known theme. 2. A catchy part (music and/or lyrics) that appeals to people s feelings and makes them relate. 12
13 What are the characteristics of a good song? Some criteria for choosing the right song (from the pros). 1. Originality: an original take on a well-known theme. 2. A catchy part (music and/or lyrics) that appeals to people s feelings and makes them relate. 3. A climactic moment or hook that makes the song memorable. 13
14 What are the characteristics of a good song? Some criteria for choosing the right song (from the pros). 1. Originality: an original take on a well-known theme. 2. A catchy part (music and/or lyrics) that appeals to people s feelings and makes them relate. 3. A climactic moment or hook that makes the song memorable. 4. Reinforcement for that climactic moment through repetition. 14
15 What are the characteristics of a good song? Some criteria for choosing the right song (from the pros). 1. Originality: an original take on a well-known theme. 2. A catchy part (music and/or lyrics) that appeals to people s feelings and makes them relate. 3. A climactic moment or hook that makes the song memorable. 4. Reinforcement for that climactic moment through repetition. 5. A great plot that helps bring the listener in through anticipation. 15
16 What are the characteristics of a good song? Some criteria for choosing the right song (from the pros). 1. Originality: an original take on a well-known theme. 2. A catchy part (music and/or lyrics) that appeals to people s feelings and makes them relate. 3. A climactic moment or hook that makes the song memorable. 4. Reinforcement for that climactic moment through repetition. 5. A great plot that helps bring the listener in through anticipation. 6. Real emotional or affective appeal (through words or music). 16
17 What are the characteristics of a good song? Some criteria for choosing the right song (from the pros). 1. Originality: an original take on a well-known theme. 2. A catchy part (music and/or lyrics) that appeals to people s feelings and makes them relate. 3. A climactic moment or hook that makes the song memorable. 4. Reinforcement for that climactic moment through repetition. 5. A great plot that helps bring the listener in through anticipation. 6. Real emotional or affective appeal (through words or music). 7. Good lyrics that bring the story across clearly and unambiguously. 17
18 What are the characteristics of a good song? Some criteria for choosing the right song (from the pros). 1. Originality: an original take on a well-known theme. 2. A catchy part (music and/or lyrics) that appeals to people s feelings and makes them relate. 3. A climactic moment or hook that makes the song memorable. 4. Reinforcement for that climactic moment through repetition. 5. A great plot that helps bring the listener in through anticipation. 6. Real emotional or affective appeal (through words or music). 7. Good lyrics that bring the story across clearly and unambiguously. 8. A catchy tune. 18
19 What are the characteristics of a good song? Some criteria for choosing the right song (from the pros). 1. Originality: an original take on a well-known theme. 2. A catchy part (music and/or lyrics) that appeals to people s feelings and makes them relate. 3. A climactic moment or hook that makes the song memorable. 4. Reinforcement for that climactic moment through repetition. 5. A great plot that helps bring the listener in through anticipation. 6. Real emotional or affective appeal (through words or music). 7. Good lyrics that bring the story across clearly and unambiguously. 8. A catchy tune. 9. Performance potential: will students sing it at home? 19
20 What are the characteristics of a good song? Some criteria for choosing the right song (from the pros). 1. Originality: an original take on a well-known theme. 2. A catchy part (music and/or lyrics) that appeals to people s feelings and makes them relate. 3. A climactic moment or hook that makes the song memorable. 4. Reinforcement for that climactic moment through repetition. 5. A great plot that helps bring the listener in through anticipation. 6. Real emotional or affective appeal (through words or music). 7. Good lyrics that bring the story across clearly and unambiguously. 8. A catchy tune. 9. Performance potential: will students sing it at home? 10. Recall potential. A song isn't great until it's out there doing its job, touching lives, and making money (enhancing learning). 20
21 How high or low does this song rate Listen to the song and check off the criteria 1. Originality. 2. A catchy part. 3. A climactic moment or hook. 4. Reinforcement. 5. Helps bring the listener. 6. Real emotional or affective appeal. 7. Clear lyrics. 8. A catchy tune. 9. Performance potential. 10. Recall potential. 21
22 General reasons for using songs and music Social Managerial Linguistic Cognitive Cultural Affective 22 Presentation heading Date Month Year
23 Why use songs in the classroom? Music and songs are fun! 23
24 Why use songs in the classroom? Music and songs are fun! improve concentration 24
25 Why use songs in the classroom? Music and songs are fun! improve concentration improve retention 25
26 Why use songs in the classroom? Music and songs are fun! improve concentration improve retention develop language awareness 26
27 Why use songs in the classroom? Music and songs are fun! improve concentration improve retention develop language awareness bring a sense of community to a group 27
28 Why use songs in the classroom? Music and songs are fun! improve concentration improve retention develop language awareness bring a sense of community to a group motivate learning 28
29 Why use songs in the classroom? Music and songs are fun! improve concentration improve retention develop language awareness bring a sense of community to a group motivate learning relax people reinforce what has been learned 29
30 Why use songs in the classroom? Music and songs are fun! improve concentration improve retention develop language awareness bring a sense of community to a group motivate learning relax people reinforce what has been learned help people absorb material 30
31 Why use songs in the classroom? Music and songs are fun! improve concentration improve retention develop language awareness bring a sense of community to a group motivate learning relax people reinforce what has been learned help people absorb material are easily obtained 31
32 Why use songs in the classroom? Music and songs are fun! improve concentration improve retention develop language awareness bring a sense of community to a group motivate learning relax people reinforce what has been learned help people absorb material are easily obtained are flexible 32
33 Good teaching songs Adapting the criteria to ELT. A good song contains: everyday vocabulary 33
34 Good teaching songs Adapting the criteria to ELT. A good song contains: everyday vocabulary conversational language 34
35 Good teaching songs Adapting the criteria to ELT. A good song contains: everyday vocabulary conversational language lyrics that can be sung at a slower pace than actual words 35
36 Good teaching songs Adapting the criteria to ELT. A good song contains: everyday vocabulary conversational language lyrics that can be sung at a slower pace than actual words opportunities to engage multiple sensory channels 36
37 Good teaching songs Adapting the criteria to ELT. A good song contains: everyday vocabulary conversational language lyrics that can be sung at a slower pace than actual words opportunities to engage multiple sensory channels repetition of key vocabulary and grammar 37
38 Good teaching songs Adapting the criteria to ELT. A good song contains: everyday vocabulary conversational language lyrics that can be sung at a slower pace than actual words opportunities to engage multiple sensory channels repetition of key vocabulary and grammar automaticity: instant review! 38
39 Good teaching songs Adapting the criteria to ELT. A good song contains: everyday vocabulary conversational language lyrics that can be sung at a slower pace than actual words opportunities to engage multiple sensory channels repetition of key vocabulary and grammar automaticity: instant review! an achievable challenge 39
40 Song types And their potential uses SONGS 40
41 Song types And their potential uses Welcome SONGS 41
42 Song types And their potential uses Welcome Transition SONGS 42
43 Song types And their potential uses Welcome Transition SONGS Energy 43
44 Song types And their potential uses Welcome Transition SONGS Energy Reused 44
45 Song types And their potential uses Welcome Transition SONGS Energy Reused Frame 45
46 Song types And their potential uses Welcome Transition SONGS Energy Action Reused Frame 46
47 Song types And their potential uses Welcome Transition Timer SONGS Energy Action Reused Frame 47
48 Song types And their potential uses Welcome Farewell Transition Timer SONGS Energy Action Reused Frame 48
49 Song types And their potential uses Welcome Farewell Transition Timer SONGS Energy Action Reused Frame 49
50 Teaching with songs Moving beyond the gap Preparation 50
51 Teaching with songs Moving beyond the gap Preparation Core task or activity 51
52 Teaching with songs Moving beyond the gap Preparation Core task or activity Follow up 52
53 Teaching with songs Moving beyond the gap Preparation Focus on topic Focus on vocabulary Core task or activity Follow up 53
54 Teaching with songs Moving beyond the gap Preparation Focus on topic Focus on vocabulary Core task or activity Confidence building Singing! Follow up 54
55 Teaching with songs Moving beyond the gap Preparation Focus on topic Focus on vocabulary Core task or activity Confidence building Singing! Follow up Focus on language Focus on fun! 55
56 Ten things to do with songs Though I am sure you have many, many more ideas Change it: wrong words; extra words; missing words. 56
57 Ten things to do with songs Though I am sure you have many, many more ideas Change it: wrong words; extra words; missing words. Strip it and order the strips. 57
58 Ten things to do with songs Though I am sure you have many, many more ideas Change it: wrong words; extra words; missing words. Strip it and order the strips. Draw it. 58
59 Ten things to do with songs Though I am sure you have many, many more ideas Change it: wrong words; extra words; missing words. Strip it and order the strips. Draw it. Question it. 59
60 Ten things to do with songs Though I am sure you have many, many more ideas Change it: wrong words; extra words; missing words. Strip it and order the strips. Draw it. Question it. Retell it as a simple narrative. 60
61 Ten things to do with songs Though I am sure you have many, many more ideas Change it: wrong words; extra words; missing words. Strip it and order the strips. Draw it. Question it. Retell it as a simple narrative. Subtitle it! 61
62 Ten things to do with songs Though I am sure you have many, many more ideas Change it: wrong words; extra words; missing words. Strip it and order the strips. Draw it. Question it. Retell it as a simple narrative. Subtitle it! Finish it. 62
63 Ten things to do with songs Though I am sure you have many, many more ideas Change it: wrong words; extra words; missing words. Strip it and order the strips. Draw it. Question it. Retell it as a simple narrative. Subtitle it! Finish it. Change it. 63
64 Ten things to do with songs Though I am sure you have many, many more ideas Change it: wrong words; extra words; missing words. Strip it and order the strips. Draw it. Question it. Retell it as a simple narrative. Subtitle it! Finish it. Change it. Match it (to other songs, to stories, to books, etc.). 64
65 Ten things to do with songs Though I am sure you have many, many more ideas Change it: wrong words; extra words; missing words. Strip it and order the strips. Draw it. Question it. Retell it as a simple narrative. Subtitle it! Finish it. Change it. Match it (to other songs, to stories, to books, etc.). Deconstruct it (for language analysis: underline, circle, etc.). 65
66 To conclude If a picture is worth 1,000 words Then, a song is worth 1,000 memories 66
67 Are there any? 67
68 References Here are some more suggestions for you to continue reading: Diaz Maggioli, G. and Painter-Farrell, L. (forthcoming).. Happy Campers Level 5. Student s book and Language Lodge. Oxford: Macmillan. Diaz Maggioli, G. and Painter-Farrell, L. (forthcoming). Happy Campers Level 6. Teacher s Edition. Oxford: Macmillan. Hollett, V. (2011). A business English sing along. Retrieved, May 12, 2012 from Millington, N.T. (2011). Using songs effectively to teach English to Young Learners. Language Education in Asia, 2(1), Moll, H. (2009). Using songs in the English classroom. Humanising Language Teaching, 11 (2). Retrieved August 22, 2013 from Murphey, T. (1996). Music and song. Oxford: Oxford University Press. 68
69 For more information Please contact GABRIEL DIAZ MAGGIOLI DIRECTOR OF UNIVERSITY LANGUAGE LEARNING AND TEACHING THE NEW SCHOOL UNIVERSITY, NEW YORK Thank you Visit Gabriel s profile here:
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