play it, sam! songs and music in the efl classroom · online conference 2014 play it, sam! songs...
TRANSCRIPT
Online Conference 2014
Play it, Sam! Songs
and music in the EFL
Classroom Gabriel Diaz Maggioli, THE NEW SCHOOL University, New York, USA
Can you complete the sentence?
You must…
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
3
Why? Oh, why?
But you must not…!
You _____ remember
____
A _____ is still a ______
A _____ is just a ______
The fundamental ______
_______
As _____ goes ______.
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
4
Why? Oh, why?
But you must not…!
You _____ remember
____
A _____ is still a ______
A _____ is just a ______
The fundamental ______
_______
As _____ goes ______.
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
5 PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
• One of the most frequently used tools for teaching.
Songs and Music in ELT
6 PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
• One of the most frequently used tools for teaching.
• One of the most abused tools in teaching.
Songs in ELT
7 PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
• 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).
Songs in ELT
8 PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
• 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).
Songs in ELT
9 PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
• 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).
Songs in ELT
10 PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
• 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.
Songs in ELT
11
Some criteria for choosing the right song (from the pros).
1. Originality: an original take on a well-known theme.
What are the characteristics of a good song?
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
12
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.
What are the characteristics of a good song?
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
13
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.
What are the characteristics of a good song?
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
14
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.
What are the characteristics of a good song?
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
15
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.
What are the characteristics of a good song?
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
16
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).
What are the characteristics of a good song?
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
17
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.
What are the characteristics of a good song?
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
18
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.
What are the characteristics of a good song?
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
19
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?
What are the characteristics of a good song?
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
20
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).
What are the characteristics of a good song?
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
21
Listen to the song and check off the criteria
How high or low does this song rate
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.
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
22 Presentation heading | Date Month Year
General reasons for using songs and music
Social
Linguistic
Cultural
Affective
Cognitive
Managerial
23
Music and songs…
Why use songs in the classroom?
• are fun!
IMAGE CHART
This chart shows the preferred position fro images on a page
A small library of approved imagery is available from the Brand Hub on the Macmillan Education space in Campus digital
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
24
Music and songs…
Why use songs in the classroom?
• are fun!
• improve concentration
IMAGE CHART
This chart shows the preferred position fro images on a page
A small library of approved imagery is available from the Brand Hub on the Macmillan Education space in Campus digital
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
25
Music and songs…
Why use songs in the classroom?
• are fun!
• improve concentration
• improve retention
IMAGE CHART
This chart shows the preferred position fro images on a page
A small library of approved imagery is available from the Brand Hub on the Macmillan Education space in Campus digital
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
26
Music and songs…
Why use songs in the classroom?
• are fun!
• improve concentration
• improve retention
• develop language
awareness
IMAGE CHART
This chart shows the preferred position fro images on a page
A small library of approved imagery is available from the Brand Hub on the Macmillan Education space in Campus digital
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
27
Music and songs…
Why use songs in the classroom?
• are fun!
• improve concentration
• improve retention
• develop language
awareness
• bring a sense of
community to a group
IMAGE CHART
This chart shows the preferred position fro images on a page
A small library of approved imagery is available from the Brand Hub on the Macmillan Education space in Campus digital
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
28
Music and songs…
Why use songs in the classroom?
• are fun!
• improve concentration
• improve retention
• develop language
awareness
• bring a sense of
community to a group
• motivate learning
IMAGE CHART
This chart shows the preferred position fro images on a page
A small library of approved imagery is available from the Brand Hub on the Macmillan Education space in Campus digital
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
29
Music and songs…
Why use songs in the classroom?
• 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
IMAGE CHART
This chart shows the preferred position fro images on a page
A small library of approved imagery is available from the Brand Hub on the Macmillan Education space in Campus digital
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
30
Music and songs…
Why use songs in the classroom?
• 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
IMAGE CHART
This chart shows the preferred position fro images on a page
A small library of approved imagery is available from the Brand Hub on the Macmillan Education space in Campus digital
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
31
Music and songs…
Why use songs in the classroom?
• 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
IMAGE CHART
This chart shows the preferred position fro images on a page
A small library of approved imagery is available from the Brand Hub on the Macmillan Education space in Campus digital
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
32
Music and songs…
Why use songs in the classroom?
• 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
IMAGE CHART
This chart shows the preferred position fro images on a page
A small library of approved imagery is available from the Brand Hub on the Macmillan Education space in Campus digital
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
33
Adapting the criteria to ELT. A good song contains:
Good teaching songs
• everyday vocabulary
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
34
Adapting the criteria to ELT. A good song contains:
Good teaching songs
• everyday vocabulary
• conversational language
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
35
Adapting the criteria to ELT. A good song contains:
Good teaching songs
• everyday vocabulary
• conversational language
• lyrics that can be sung at a slower
pace than actual words
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
36
Adapting the criteria to ELT. A good song contains:
Good teaching songs
• everyday vocabulary
• conversational language
• lyrics that can be sung at a slower
pace than actual words
• opportunities to engage multiple
sensory channels
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
37
Adapting the criteria to ELT. A good song contains:
Good teaching songs
• 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
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
38
Adapting the criteria to ELT. A good song contains:
Good teaching songs
• 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!
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
39
Adapting the criteria to ELT. A good song contains:
Good teaching songs
• 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
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
40
And their potential uses
Song types
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
SONGS
41
And their potential uses
Song types
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
SONGS
Welcome
42
And their potential uses
Song types
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
SONGS
Welcome
Transition
43
And their potential uses
Song types
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
SONGS
Welcome
Transition
Energy
44
And their potential uses
Song types
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
SONGS
Welcome
Transition
Energy
Reused
45
And their potential uses
Song types
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
SONGS
Welcome
Transition
Energy
Reused
Frame
46
And their potential uses
Song types
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
SONGS
Welcome
Transition
Energy
Reused
Frame
Action
47
And their potential uses
Song types
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
SONGS
Welcome
Transition
Energy
Reused
Frame
Action
Timer
48
And their potential uses
Song types
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
SONGS
Welcome
Transition
Energy
Reused
Frame
Action
Timer
Farewell
49
And their potential uses
Song types
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
SONGS
Welcome
Transition
Energy
Reused
Frame
Action
Timer
Farewell
50
Moving beyond the gap
Teaching with songs
Preparation
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
51
Moving beyond the gap
Teaching with songs
Preparation
Core task or activity
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
52
Moving beyond the gap
Teaching with songs
Preparation
Core task or activity
Follow up
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
53
Moving beyond the gap
Teaching with songs
Preparation Focus on
topic Focus on
vocabulary
Core task or activity
Follow up
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
54
Moving beyond the gap
Teaching with songs
Preparation Focus on
topic Focus on
vocabulary
Core task or activity
Confidence building
Singing!
Follow up
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
55
Moving beyond the gap
Teaching with songs
Preparation Focus on
topic Focus on
vocabulary
Core task or activity
Confidence building
Singing!
Follow up Focus on language
Focus on fun!
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
56
Though I am sure you have many, many more ideas…
Change it: wrong words; extra words; missing words.
Ten things to do with songs
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
57
Though I am sure you have many, many more ideas…
Change it: wrong words; extra words; missing words.
Strip it and order the strips.
Ten things to do with songs
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
58
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.
Ten things to do with songs
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
59
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.
Ten things to do with songs
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
60
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.
Ten things to do with songs
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
61
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!
Ten things to do with songs
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
62
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.
Ten things to do with songs
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
63
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.
Ten things to do with songs
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
64
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.).
Ten things to do with songs
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
65
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.).
Ten things to do with songs
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
66
If a picture is worth 1,000 words
Then, a song is worth 1,000
memories
To conclude…
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
67
Are there any…?
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
68
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 http://www.vickihollett.com/a-business-english-sing-along
• Millington, N.T. (2011). Using songs effectively to teach English to Young
Learners. Language Education in Asia, 2(1), 134-141.
http://dx.doi.org/10.5746/LEiA/11/V2/I1/A11/Millington.
• Moll, H. (2009). Using songs in the English classroom. Humanising
Language Teaching, 11 (2). Retrieved August 22, 2013 from
http://www.hltmag.co.uk/apr09/less01.htm#C2
• Murphey, T. (1996). Music and song. Oxford: Oxford University Press.
References
PLAY IT, SAM! SONGS AND MUSIC IN THE EFL CLASSROOM | Gabriel Diaz Maggioli
Thank you
For more information Please contact
GABRIEL DIAZ MAGGIOLI
THE NEW SCHOOL UNIVERSITY, NEW YORK
DIRECTOR OF UNIVERSITY LANGUAGE LEARNING AND TEACHING
Visit Gabriel’s profile here: http://ow.ly/Epa62