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Learning Through Song, Drama, Play, and Art

Learning Through Song, Drama, Play, and Art. April 24, 2013 1:00-2:30 Katie Bain & MARÍA IGNACIA RIVERA J. Objective. Teachers will learn research on using song , drama, play , and art effectively in the classroom .

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Learning Through Song, Drama, Play, and Art

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  1. Learning Through Song, Drama, Play, and Art April 24, 2013 1:00-2:30 KatieBain & MARÍA IGNACIA RIVERA J.

  2. Objective • Teacherswilllearnresearchonusingsong, drama, play, and art effectively in theclassroom. • Teacherswillseehowtheseelementshavebeenapplied in theclassroom in Barranquilla and discusshowtheymightinfusetheirclassroomswith similar ideas.

  3. AgreeorDisagree? • I thinkchildren are learningwhiletheyplay. • I use drama in my Englishclass. • Childrenmustknowthatlearningisdifficult. • Itisnotgoodtoallowchildrentoplaytoomuch in theclassroom. • Itisourjobtomakelearningfun. • I use a variety of instructionaltechniques in my classroom.

  4. SongResearch “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)

  5. 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).

  6. BestPracticesforSong Use • Beginorend a lessonwith a song. • Use actionstoaccompanysongs and poems. • Puppets • Innovations • Personal songbooks • Song and Poem Charts

  7. SourcesforSongs • www.americanenglish.state.gov • www.bussongs.com • www.songsforteaching.com • www.tefltunes.com • www.eslcafe.com

  8. Drama Research • Teachingthrough drama “makesstudentsawarethatEnglishisnotjustwords, structures, and idioms, butitis a lively, dramatic and versatilemeans of communcation.” (Zalta, 2006)

  9. Why use drama or role play? • Drama helpschildrentoactivatelanguage and havefun. • Drama and playmotivatechildren. • Drama is familiar tochildren. • Drama helpschildrenbuildconfidence. • Drama helpschildrenbuildskills in groupdynamics. • Drama incorporatesdifferentlearningstyles. • Drama contextualizeslanguage.

  10. BestPracticesfor Drama • Choosetherightactivity. • Startsmall. • Givefeedback. • Build off of whatstudentshave done in theclassroom. • Practicemakesperfect! • Presentyour drama to a group of peoplethatisvaluableforthestudents.

  11. Activity Ideas • Miming • Mimingstories • Miminggame • Transformstoriesinto mini plays • Studentsperformdramaticproductions

  12. Games • Choose your language and/or content objective. • Create a game or use a game that someone else has created that will allow your students to meet that objective. • Consider the materials and time that you will need. • Play the game with your students!

  13. Art • Studentscreate and explaintheirown art. • Teacherbringsartisticimagestotheclassroomfordiscussion. • Studentsanalyzeworks of art that are relatedtothetopic of study. • Studentsmount and presenttheirworktootherclassmatesorpeople at school.

  14. LearningthroughSong, Drama, Play and Art… Studentshavetheopportunityto… • Express themselves • Explore languagefreely • Explore feelings and findoutaboutthemselves and others • Developcooperation, care, consideration and control. • Developlanguageskills (listening, reading, writing and speaking) • Explore a fantasyword of theirowncreation.

  15. AuthenticMaterials • AuthenticMaterials Video

  16. Questions – Segment 1 1. 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)?

  17. 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?

  18. I.E.D “LA LIBERTAD”BARRANQUILLA BilingualSchool Project: EnglishisFantastic! “DEVELOPING SPEAKING SKILLS THROUGH SONG, POEMS, ROLE-PLAY AND GAMES” ELEMENTARY LEVEL MARÍA IGNACIA RIVERA J. English is Fantastic!

  19. DESCRIPTION OF THE CONTEXT • Public institution • Goal of the School: • Students’ formation according to human development • Large classes (35-43 students) • English classes (3 hours per week) • Students from different sectors of Barranquilla • Students’ age from 7 to 13 • Learners of low socio-economical status • Co-educational (boys and girls together)

  20. TheoreticalBasis of the Project THEORICAL BASIS OF THE PROJECT

  21. Description of theStrategies

  22. Strategy 1: Role Play Students role play, simulating a specificsituation. “At theDoctor’s Office”

  23. Strategy 2:Thereis a song in my heart At thebeginningof a lesson, the teacher can help children make the transition from their native language into English.

  24. 1.Matching exerciseopposites/synonys(individual work). 2. Braintormaboutthetopic of thesong(wholeclass). 3. Filling in theblankswhilelistening (peer work). 4. Studentswritesentencesthatsummarizethesong. (Individual work). 5. Discussionactivity (Emotions of thesong) (Wholeclass). 6. Create a conversationrelatedtothesong(group). 7. WRITING TASK: : Students write a sentence about personal feelings related to the song and also write another version of the song (individual/peer).

  25. OtherSongResources • http://americanenglish.state.gov/resources/sing-out-loud-traditional-songs • http://americanenglish.state.gov/resources/sing-out-loud-childrens-songs • http://americanenglish.state.gov/resources/american-rhythms

  26. 2.Creating a song 3.SPIDERGRAMS wild animal eatsmeatroarsstrong yellow/orange color longtailrunsfast climbstreessharpteeth blackstripeslives in thejungle T I G E R

  27. TheTiger’s Rock

  28. Lyricsfor “The Tiger Rock” I can runveryfast. I can live in thejungle. I can use my sharpclaws. I can roarverystrong. You can see my blackstripes. Who am I?

  29. 3. SAYING POEMS/CHANTS Studentspracticespeakingbysayingpoemsorchants.

  30. Video of a Role Play and a ChantbyPrimarySchoolStudents 4. EnglishLanguageFair “William Shakespeare Room” Children’s performance

  31. “CARROUSEL ACTIVITY” 5.ENGLISH DAY “THE WOLF” STUDENTS PLAY GAMES OUTDOOR

  32. TALKING ABOUT A COUNTRY (2nd grade) 6. ENGLISH DAY PRESENTATION

  33. English Festival/Fair • It’s a great “window” thatallowlearnerstotakerisks • Childrengainconfidencein expressing English. • Childrentakepleasure in talking. • Teacherobserves students’ performance duringthelessons and thebestones are selected. • Theschoolcommunityenjoysthe English festival and fair. • E.F. is a greattooltostarttheliteracyprocess.

  34. 7.English festivalCinderellaBack tothe 80s 2007 2009(Thriller performance)

  35. Christmas show • It is important to use the celebrations as an excuse for English practicing.

  36. PracticalSteps • Talkwith a partnerabouthowyou can use some ideas in bigorsmallways in yourclassroom. • Share withthegroup!

  37. References Ausbel, 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 1994 Ministerio de Educación Nacional. (2007) Estándares Básicos de Competencias en Lenguas Extranjera. Inglés ¡el reto! P.E.I Institución Educativa Distrital “La Libertad”

  38. THANK YOU! Katie Bain ktbain53@gmail.com elfellowkbain.wordpress.com

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