Music at the heart of language lessons! (and comedy) by Janelle … · 2019. 2. 1. · Description: This presentation will discuss the pedagogical applications of music and comedy

Music at the heart of language lessons!by Janelle Conway

©2017 Janelle L. ConwayThis work is licensed under a Creative Commons Attribution-

NonCommercial-ShareAlike 4.0 International License.

(and comedy)

http://creativecommons.org/licenses/by-nc-sa/4.0/

Music & comedy at the heart of language lessons INTRODUCTION

Title: Music and Comedy at the heart of language lessons

Description: This presentation will discuss the pedagogical applications of music and comedy in the language classroom, and outline steps to help instructors of any language to build lessons around songs and comedy sketches, and to build a resource database to facilitate future lesson and curriculum planning.

Rationale: As language educators, we seek to facilitate lifelong learning for our students so that once the lesson, school day, and course concludes, they continue study, consuming TL materials, and progressing in their development of language and cultural competence. Beyond extrinsic motivators such as grades and language pay incentives, what fosters intrinsic motivation? When the TL is applicable and useful in the student's own day to day life, and can be enjoyed and shared socially, students are more likely to develop intrinsic motivation to continue studying and consuming TL materials. Two excellent tools for fostering intrinsic motivation are music comedy in the TL, because this is the type of materials that students already consume in their L1 for enjoyment. By presenting these types of resources in the classroom, language instructors pique student interest and enable students to find and consume similar materials on their own time so they can develop into lifelong learners who will continue “studying” after the school day, and course, concludes.




Instructor can teach:• thematic vocabulary • verb tenses/conjugation - in context!• pronunciation

• authentic – incl. accents & regional colloquialisms• normal rate of speech• to include elision and linking esp. in songs

On their own time, learner will be able to:

• Repeat the song, reinforce concepts learned in class

• Practice singing along (working on pronunciation)

• Re-watch comedy sketch (with subtitles)• Enjoy material socially - sharing with others

Music & comedy at the heart of language lessons WHAT YOU CAN TEACH / STUDENT INDEPENDENT “STUDY”




Music & comedy at the heart of language lessons

Building a lesson from a song




Music & comedy at the heart of language lessons BUILDING A LESSON FROM A SONG

1. Get a copy of your source: lyrics




2. Decide which grammar aspects to teach: verb inventory





3. Take notes on potential stumbling blocks on instructor verb list





4. Make instructor vocabulary list; label parts of speech





5. Use instructor verb list to make fillable worksheet for students

*annotate irregularities





6. Use instructor vocabulary list to make fillable worksheet for students

*annotate slang terms, regional variations in pronunciation, etc.





7. Decide on any extra scaffolding needed

based on student proficiency level and particular difficulties

















Title Artist Grammar Vocabulary Culture Country LinksVacaciones Wisin Present tense, past tense parties Puerto Rico LyricVideo

Techos de cartónPelicula: Voces Inocentes

poverty related Salvadorean Civil War El Salvador MusicVideo

Darte un Beso Prince RoyceDirect Object Pronouns, Indirect Object Pronouns

U.S. Karaoke

De Pies a Cabeza Maná México LyricVideoHuele a Tristeza Maná “huele a” México LyricVideoMe Gustas Tú Manu Chao Gustar France, España MusicVideoVivir Mi Vida Marc Anthony “ir + a + infinitive” Puerto Rico KaraokeAlgo Tomé en Ibiza Mike Posner Ibiza – party island U.S., España LyricVideoDon (La guitarra de Lolo) Miranda Illness/ailments Argentina LyricVideoEl Amante Nicky Jam Possessive adjectives Puerto Rico LyricVideo

FotografíaJuanes ft. Nelly Furtado

Colombia Karaoke

DespacitoLuis Fonsi ft. Daddy Yankee

Present tense, subjunctive, diminuitives

Cuello, oido, cuerpo, pelo Puerto Rico LyricVideo

A Dios Le Pido Juanes Subjunctive Colombia MusicVideo

El Aguante Calle 13 Lots of present tenseWorld events, history, dictators, human rights

Puerto Rico

Long-term planning/ curriculum building:8. Build your resource library database

annotate artist, grammar, vocab, culture, country of origin, and related resources






Building a lesson from a comedy sketch



Touché Films: EnchufeTV. (n.d.). EnchufeTV. Retrieved October 26, 2017, from https://www.youtube.com/channel/UCoGDh1Xa3kUCpok24JN5DKA


https://www.youtube.com/channel/UCoGDh1Xa3kUCpok24JN5DKA

1. Get a copy of your source: video on YouTube or DVD*to include transcript and translation, if possible

2. Decide which grammar aspects and vocab to teach*make vocabulary list

3. Take notes on potential stumbling blocks4. Make fillable vocabulary list for students with space

for notes on slang and culture5. Decide on any extra scaffolding needed

*worksheets for culture/history references*does video have subtitles in TL and English?

6. Build your resource database with annotations*annotate grammar, vocab, culture, country of origin, and related resources

ADDITIONAL CONSIDERATION: Have students contribute subtitles to video on YouTube if that option is open to the public. Students can COLLABORATE and correct each other’s submissions

Music & comedy at the heart of language lessons BUILDING A LESSON FROM A COMEDY SKETCH




1. Get a copy of your source: video on YouTube or DVD*to include transcript and translation, if possible

2. Decide which grammar aspects and vocab to teach*make vocabulary list

3. Take notes on potential stumbling blocks4. Make fillable vocabulary list for students with space

for notes on slang and culture5. Decide on any extra scaffolding needed

*worksheets for culture/history references*does video have subtitles in TL and English?

6. Build your resource database with annotations*annotate grammar, vocab, culture, country of origin, and related resources






ADDITIONAL CONSIDERATION: Have students contribute subtitles to video on YouTube if that option is open to the public. Students can COLLABORATE and correct each other’s submissions





Additional considerations



Touché Films: EnchufeTV, 2017


Song grammar example: Deja que te diga cosas al oído Para que te acuerdes si no estás conmigo

1. Identify infinitive/root verbs 2. Review known conjugation rules3. Ask why this might be different4. Give reason (preview of SUBJUNCTIVE)

➢Don’t be afraid to tangent!Create associations between resources & conceptsPreview materials or concepts that you’ll touch on in greater depth in the future

DECIR

yo digo nosotrosnosotras decimos

tú dices vosotrosvosotras decís

ustedélella

diceustedesellosellas

dicen

ACORDAR(SE)

yo acuerdo nosotrosnosotras acordamos

tú acuerdas vosotrosvosotras acordáis

ustedélella

acuerdaustedesellosellas

acuerdan

Music & comedy at the heart of language lessons RELATE TO OTHER MATERIALS





Comedy sketch example:“Todos… vamos. ¿te apuntas? ¡Solo un ratito ñaño!”

Mundo Al Revés: Entretenimiento (1:34)

1. Ask for translation of unknown word in context 2. Show example of another sketch where the word shows up

El Piso es Lava (0:19 & 2:29)3. If students still don’t infer correct meaning- WordReference

➢Don’t be afraid to tangent!Create associations between resources & concepts Preview materials or concepts that you’ll touch on in greater depth in the future

Music & comedy at the heart of language lessons RELATE TO OTHER MATERIALS



https://youtu.be/WF4BBgPSz20?t=1m24s

https://youtu.be/1zUQa7PH7GY?t=19s


Activity ideas:1. Watch/listen once through to get the gist, then have students explain what’s happening/main idea.

a. Comedy sketch approaches: • Ask questions about each individual in the video, their role and attitudes. • Ask questions to check comprehension of comedic aspects. Have students explain jokes to each

other if at least one student understands. Ensure thorough explanation of linguistic/cultural background for the joke. Ask students to rephrase/explain the joke after explanation has been given to ensure comprehension.

b. Song approaches:• Listen to audio only, have students recite the lyrics that (they think) they are hearing• Watch video of song with lyrics on the screen, not music video• Before watching music video version, have students declare and explain what they think the song is about. After watching the video, ask students if the music video made their opinion of the song interpretation change.• Re-watch and pause periodically having students identify verbs and what tense they are in

(time between pauses dependent on student proficiency level/need for scaffolding/explanations)• More difficult: have students identify verbs/vocabulary without subtitles/lyrics• Easier: turn on TL subtitles

Music & comedy at the heart of language lessons ACTIVITY IDEAS




Music & comedy at the heart of language lessons ACTFL STANDARDS

Pedagogical documentation for lessons/units




ACTFL WORLD READINESS STANDARDS FOR

LEARNING LANGUAGES


American Council on the Teaching of Foreign Languages. (n.d.). ACTFL World Readiness Standards for Learning Languages. Retrieved October 26, 2017, from https://www.actfl.org/sites/default/files/publications/standards/World-ReadinessStandardsforLearningLanguages.pdf



https://www.actfl.org/sites/default/files/publications/standards/World-ReadinessStandardsforLearningLanguages.pdf



ACTFL WORLD READINESS STANDARDS FOR

LEARNING LANGUAGES






Music & comedy at the heart of language lessons REVIEW





Resource Accessibility Material prep prior to classroom use

Song lyrics • Save to MS Word in Instructor folder

• Create vocabulary list – label parts of speech• Create verb list – fill in chart • Underline cultural references or colloquialisms in lyrics so students can research

individually or in small groups• Mark syllable divisions with elisions and linking to discuss pronunciation

Audio File • Purchase through iTunes, save in instructor folder

• CD

• Save to instructor folder or student folder

Video of song with Lyrics

• YouTube *internet connection required

• Immediately prior to class: play video to allow for loading/buffering, and turn OFF Autoplay

Music Video • YouTube *internet connection required

• Purchase through iTunes, save in instructor folder

• DVD

• Immediately prior to class: play video to allow for loading/buffering, and turn OFF Autoplay

Comedy sketch • YouTube *internet connection required

• If option is open (MONTHS ahead of time): o Add subtitles to YouTube videoo Contact channel to request immediate publishing of subtitles (can’t hurt to ask!)• Immediately prior to class: play video to allow for loading/ buffering, and turn OFF

Autoplay

REVIEW OF MATERIAL PREP AND FILE ACQUISITION, ACCESS, AND STORAGE

Music & comedy at the heart of language lessons REVIEW





Music & comedy at the heart of language lessons REVIEW OF LESSON BUILDING

Steps in Lesson DevelopmentBUILDING A LESSON FROM A SONG BUILDING A LESSON FROM A COMEDY SKETCH

1. Get a copy of your source: lyrics 1. Get a copy of your source: video on YouTube or DVD*to include transcript and translation, if possible

2. Decide which grammar aspects to teach: verb inventory 2. Decide which grammar aspects and vocabulary to teach*make vocabulary list

3. Take notes on potential stumbling blocks on instructor verb list 3. Take notes on potential stumbling blocks

4. Make instructor vocabulary list; label parts of speech 4. Make fillable vocabulary list for students with space for notes on slang and culture

5. Use instructor verb list to make fillable worksheet for students*annotate irregularities

5. Decide on any extra scaffolding needed*does video have subtitles in TL and English?

6. Use instructor vocabulary list to make fillable worksheet for students*annotate slang terms, regional variations in pronunciation, etc.

6. Build your resource database with annotations*grammar, vocab, culture, country of origin, and related resources

7. Decide on any extra scaffolding needed*based on student proficiency level and particular difficulties

8. Build your resource database with annotations*artist, grammar, vocab, culture, country of origin, and related resources

➢ Don’t be afraid to tangent!Create associations between resources & conceptsPreview materials or concepts that you’ll touch on in greater depth in the future

➢ Consider ACTFL Readiness Standards for Learning LanguagesCover all Five C’s within each unit – keep it varied





"In the long run the secret of study resides in our ability to bathe our thought, our task, our lesson in the stream of interest."

Music & comedy at the heart of language lessons developed and presented by Janelle Conway



Song: Pretty Woman, from the film Kal Ho Naa Ho starring Shah Rukh KhanSong: Nour El Ain, by Amr Diab Song: Irônico, by Clarice Falcão

Song: Rien qu'une fois, by Keen’V



Documents

Music at the heart of language lessons! (and comedy) by Janelle … · 2019. 2. 1. · Description: This presentation will discuss the pedagogical applications of music and comedy