Music A Borderless Language. About Me BA - Experimental Psychology Focus in Multiple Intelligence...

Music

A Borderless Language

About Me

BA - Experimental PsychologyFocus in Multiple Intelligence

EFL InstructorNOVA Group, Japan

Boston

The Principles of Music and language

Music and Memory

Music and Multiple Intelligence

Music Memory

Music has a strong connection with verbal memory (Chan, A. S., Ho, Y., & Cheung, M., 2001)

Music increases memory (Larkin, 2001)

Music, Memory and Emotion share the same neural hub (Janata, 2009)

Music and Multiple Intelligence

Gardner proposes there are 8

Different kinds of intelligence

Structural parallel between musical and linguistic intelligences

Eight different pathways to learning

Slowly sung

Steady rhythm

Repetitive lyrics

Correct grammar usage

Incorrect grammar usage

Specific pronunciation point

Case Study: JuliaLanguage Point - S sounds

Meaningless, seashell eyes, oceanchild, says, shimmering, speak

Why Julia? Pronunciation point

Slowly sung, steady rhythm and repetitive lyrics

For example, listen to this line

Case Study: Julia

How to Use JuliaBegin with Gap-fills

Singing Contest

Case Study: I Feel Good

Language Point - Good vs Well

Why use I Feel GoodSpecific grammar point

Steady rhythm and repetitive lyrics

Case Study: I Feel GoodHow to Use I Feel Good

Pre-teach good as an adjective and well as an adverb.

Have students debate whether good is used correctly

Have students re-write the lyrics

Case Study: Wishlist

Language point - Wish clauses

Why use WishlistSlowly sung, steady rhythm and somewhat repetitive lyrics

Correct grammar usage

For example, Listen to this line

Case Study; Wishlist

How to Use WishlistMagical genie

Multiple choice gap-fills

In groups, have students incorporate their wishes into the song lyrics.

Case Study: One of Us

Language Point - If clauses: 2nd/unreal conditional

Why One of UsSlowly song, steady rhythm and repetitive lyrics

Correct grammar usage

Listen

Case Study: One of Use

How to Use One of UsSeparate the students into groups. Have each group be responsible for one verse as a dictation

Have students identify the if clauses

In groups, have students answer the questions poised in the if clauses

Case Study: If I FellLanguage Point - If clauses - First and Second Conditionals

Why If I FellSlowly sung, steady rhythm

Correct grammar usage

Listen

Case Study: If I Fell

How to Use If I FellHave lyrics printed on multiple strips of paper and in groups have to students reconstruct them

Have student identify the first and second conditionals

Have students write their own love songs using if clauses

Case Study: Because

Language Point - Connecting idea with because

Why BecauseSlowly sung, steady rhythm, repetitive lyrics

Correct grammar usage

Case Study: Because

How to use BecausePre-teach Main clause, reason clause and why questions.

Have students follow along with the lyrics

Have students rearrange the reason and main clauses

Have students create why questions

Potential Problems

Choosing a song that is too difficult

Cultural can of worms

They don’t want to sing!!!