A Lesson Study on the Topic of Sound in Science of Living Curriculum: Making a Shift toward Teacher’s Own Professional Development

A Lesson Study on the Topic of Sound in Science of Living Curriculum: Making a Shift toward Teacher’s Own Professional Development

Dr. Lalit Kishore

Senior Fellow, Prabuddham Sanstha-KVSRES (NGO),

68-Jai Jwan Colony III, Jaipur-302018

E-mail:[email protected]

AbstractLesson studies are being advocated by many educators as tools for professional self-development of practicing teachers through detached self-reflection. Keeping this in view, a lesson study on the topic of sound for grade four students perusing the value-based curriculum of Science of Living (SOL) developed at Jain Vishva Bharti was done. Lesson study belongs to the family of action research for a teacher to improve his or her own practice. The research lesson was developed by the investigator and modified by two other teachers. The lesson was conducted with two teachers as observer who provided further feedback in its still better transaction. The lesson included inanimate sounds (jeev dhwanis) for the lesson, a song was followed by classification exercise, then production of animate sounds and with an experience of Mahapran Dhawani -a yoga exercise of consciousness humming sound as spiritual experience - and in the last a mixed-sound activity was done using a paper mouth organ. The classification, a process of science, was meant for cognitive learning while the latter two experiences were related to perceptual learning of spirituality. After post-lesson analysis with two teachers, the lesson plan was finalized as an outcome of the lesson study.

Keywords: Critical thinking, collaboration, lesson study, self-reflection, teacher development

Introduction

Science of Living (SOL) is a spirituality-based curricular innovation of Jain Vishva Bharti and it

claims to be a complementary curriculum from grade three to twelve has been opted by many

schools in India. According to Kishanlal and Surana (2009), SOL is capable of enhancing child

physical, mental, intellectual and emotional development.

The curriculum is spread over twelve units and follows the spiral approach to content

development (Muni Kishanlal). It’s first unit is that of ‘Sound’ and its first lesson for grade four

is a two-page lesson titled ‘Sweet Voice ’ ( Kishanlal & Surana, 2009) and has seven pictures

and some text to encourage picture reading.

The lesson discusses various kinds of sounds in terms of animate and mixed sounds or man-

made instrumental sounds. Its talks about soft, gentle, melodious, loud jarring sounds and

informs that humans do not like loud and jarring sounds. The lesson concludes saying, “there is

gentle music in the humming of bees and urges the practice of “Mahapran Dhawani’ or humming

sound as a part of a spiritual experience.” The lesson is meant to be complete in one period of

forty minutes as a part of action research.

A lesson study is a teaching improvement process of collaborative lesson planning to observe

how it works in practice (Lewis, 2000). In India, lesson study is being advocated by Kishore

(2009 a, b, c; 2010)

According to Thomson (1998), for short papers involving reviews, action research or lesson

studies, a minimum of writing time of four weeks is required with the number of pages limited 4

to 6. Sometime is of paper writing involves ‘searching again’ or ‘over0view’ of what other have

written about the subject which is reported as a summary of information resources or as an

evaluation of research information. For a conventional research paper Thomson recommend a

minimum period of 10 weeks.

The leaning in which the learner comes in contact with stimuli through mere exposure and

practice rather than understanding analysis is perceptual learning. On the other hand explicit

learning takes places consciously and results in knowledge through analysis and awareness of the

learning process (Reber, 1985).

In order to improve teaching practice and content of the lesson under review, a lesson study was

organized with tow in Minos professional development.

Objectives

The present lesson study had the following two objectives.

• To improve teaching by developing and transacting research lesson for the topic of

‘Sweet voice’ under the unit of ‘sound’.

• To produce a lesson plan that has an emphasis on cross-curricular linkage along with

cognitive and hands-on perceptive learning.

Methodology

The action research methodology of lesson study was used which involves collective plan-act-

observe-reflect’ cycle for improving the lesson plan. The sample consisted of grade students

(N=35, mean age: 9.5 years) studying at Merry Land School, Jaipur, (English medium, urban

Situation, middle social-economic group, CBSE-affiliated)

The procedure for the lesson study as follows

A lesson plan was made as per the visuals and content of the lesson in grade four book of SOL.

• The lesson plan was discussed with two other teachers’ one environmental studies

teachers and other teaching science at the high school level.

• With the inputs from the two teaches an improved lesson plan was developed that which

was called the ‘research lesson that included a classification exercise and paper moth

organ activity.

• The research lesson was transacted in the presence of two teachers as observers, who

after the lesson was over, gave feedback.

• The research lesson was redone on the bases the feed back to standardize it which was

vetted or validated by the two observers involved in the lesson study.

Observations and Reflection

It was observed that due to the stake of two other teachers in the lesson plan. The lesson

transaction got improved along with the following added advantages.

• A sense of professional collectivity among three teachers got developed.

• Suggestions for the improvement of the content and structure of the lesson the text book

got reviewed and improved.

• A cross-curricular linkage of the lesson was strengthened.

• A validated lesson plan got made

Since the experience of ‘mahapran dhawani’ or producing humming sound is a subjective

experience, it was not analyzed and it was limited to perceptual learning as suggested by

observers. Similarly, the paper moth organ activity was limited to providing a procedural eel of

the procedure an experiments and linking sound to vibrations.

Outcome: An Improved Lesson Plan

An outcome of the lesson, the following lesson plan outline emerged for other teachers and for

the practitioner as an improved plan for the next time

Topic: Sweet voice Class: IV Time: 40 Minute

Objectives of lesson

• To classify different natural and man-made sound

• To Impart perceptual learning experience of ‘mahapran dhawani’ and linkage between

sound and vibrations

Materials

Chalk board, activity sheet with a list of various sound, A-4 size Paper pieces for old

news papers.

Transaction steps

• Opening of the lesson collective singing of eight line song and recall of some familiar

sound (5 minutes)

• Classification through an activity sheet having a list of 15 sounds (10 minutes)

• Practice of ‘mahapran dhawani’ or humming sound (5 minutes)

• Activity of making a paper mouth organ through demonstration and to simultaneous

construction by students.

• Drawing attention to vibrations being produced a long with production of sound (15

minutes)

• Winding up word-search with puzzle for internalizing vocabulary (5 minutes)

Also, the lesson of the text book was redesigned in the activity cum worksheet format after the

lesson study.

Conclusion

For improving spirituality-based textbook and one’s practice as detached reflective teacher, the

systematic use of lesson study technique of action research can be helpful for professional self-

development of teachers.

References

Kishanlal, Muni and Surana, S. (2005), Jeevan Vigyan- A guide to Teacher Training. Ladnun:

Kendriya Jeevan Academy, Jain Vishwa Bharti

Kishanlal, Muni and Surana, S. (2009), Jeevan Vigyan- Science of Living, Part II (Class-IV),

Ladnun: Jeevan Vigyan Academy.

Kishore, L. (2009). Continual analysis and feedback can improve teaching, merinews, Sep. 13,

www.merinews.com.

Kishore, L. (2009), Science lesson through multiple intelligences produces favourable students’

reactions. M news, www.mynews.in.

Kishore, L. (2009). Bring lesson studies to centre stage for improving teaching. Mynews, Oct 22,

www.mynews.in

Kishore, L. (2010). Viability of multiple intelligences- based instructional method at middle

school level. Cplash, Feb.16, www.cplash.com

Lewis, co (2000), Lesson Study: the core of Japanese Professional Developments. Paper

presented of Area Annual Meeting, April 2000.

Reber, A.S. (1985, Dictionary of Psychology, London: Penguin

Thomson, A. (1998), How to write research papers, New Delhi: WR Goyal Publishers and

Distributers.

Performance of Mainstream School Teachers in Essay Writing In Hindi and English: A

Secondary Analysis

Dr. Lalit Kishore visiting Faculty Member, Jeevan Vigyan Academy, Jai Vishva Bharti, Ladnun-

341306

Abstract

A secondary analysis of score of essay competition on science of living- related topic in which (N=129, Hindi Teacher 63, English Teachers :66) both Hindi and English Language Teachers of main-stream schools participated revealed more variation of standard deviation indication a larger number of bad essays in English as compared to Hindi ones. While, no significant difference was seen among the ten top rankers in essays in both languages, a significant difference at 0.05 level (N=10, Chi-Squared test, d.f.=1) was seen among 10 last ranks with English language teachers performing poorly (N=10 chi-squared test, d.f.=1)

Keywords: Essay writing, Science of Living, Secondary Analysis, Writing Skills.

Introduction

In order to enhance the interest in the curriculum of Jeevan Vigyan on Science of Living and to

promote writing skills of teachers essay writing competitions are held among school teachers

every year. Such a competition was held in 2009-2010 by Jeevan Vigyan Academy (JVA)

Ladnun (Nagaur, Rajasthan). The teachers who participated in the competition were given marks

and first ten combined position were found for felicitating the winner by organizing an award

function.

A secondary analysis of the marks-list was done to find out the comparative was done to find out

the comparative performance teacher who submitted their essays in Hindi and English.

According to JVA (2009), the purpose the essay competition was to promote reading of Jeevan

Vigyan or Science of Living (SOL) books and information processing skills for to writing the

essay and imbibe the SOL experiments to move towards the development of a healthy calm and

balanced personality to benefit students. The teachers of recognized secondary and senior

secondary schools of the country were allowed to enter the essay writing competition.

About SOL

According to Kishore et. al (2010), the repeated definition of SOL is that it is an educational

innovation for developing sound and healthy personality of individuals who is turn will form a

healthy society by studying and discovering those principles and practices which refine the

intellectual, physical, mental, emotional and spiritual aspects of life.

According to Mahapragya (2008), Jeevan Vigyan is a harmonious, practical method of value-

oriented education which comprise of 16 values classified in the categories of social values,

intellectual values, mental values, moral values and spiritual values, while commenting the

present day education system Mahapragya says, “It (the Education System) puts over whelming

emphasis on intellectual development and ignores emotional development. It is this imbalance

which is the cause of all problems.

According to Kishan Lal and Surana (2005), the SOL syllabus from grade three to twelve has 12

units organized in a concentric manner also called ‘dwadashang yoga. ‘Developed in 1978, SOL

in being implemented form primary to post-graduation classes as a subject in many schools,

colleges and universities (Muni) Kishanlal (2010)observes that it has been proveed by various

research works that SOL propounded by “Acharyashri Mahaprajan in a significant subject for

modification of personality. In SOL, since theory in followed by practice, it plays an impo0rtant

role in transformation of personality.

Objective of the present study

To compare the Hindi and English language Schools teachers competence in essay writing

through secondary analysis.

Methodology

The secondary analysis methodology was adopted for the present study in which data already

available was used for a new specific purpose. The sample consisted of school teacher (N129

Hindi:63, English:66) working all over the country who had entered the essay writing

competition on SOL topics of Role of Jeevan Vigyan in the development of a healthy society”

and “Role of Jeevan Vigyan personality development’. The essay were submitted in 8 papers of

typed in double space on A-4 size papers.

The marks (MM=50) of the competition worked as the source of secondary analysis. The

statistical techniques of Chi-squared test and t-test were used for analysis of the scores.

Analysis

The t-test analysis of the marks of the teachers on the essays in summariesed in the following

table

Exhibit-1

The table summarizing the t-test analysis of marks

Languag

e

No. of teachers Mean S.D. t-value

Hindi

English

N1=63

N2=66

M1=20.49

M2=20.73

4.51

9.48

0.20

NS

Not Significant

The table reveals that there was no significant difference in the scores of Hindi & English teachers in

essay writing.

More variation in standard deviation was seen in the case of English teachers indication the number of

poor scores in English Essays for many teachers.

The non-parametric analysis of 10 top scorers regarding their performances in the essay with respect to

the language was done and their chi-square in give in Exhibit-2

Exhibit-2

The summary of the chi-squad analysis of 10 top ran holders

Language Frequency

Observed Expected

Chi –Square value

Hindi

English

5 5

5 5

0.00 (NS)

The Difference In The Quality Of The Top Rankers In Hindi & English Essays was not

significant.

Also, chi-squared analysis of the poorest 10 scorers was done to compare the participant which is

summarized in Exhibit

Exhibit-3

The table showing the summary of the chi-squad analysis of 100 most poor scorers

Languag

e

Frequency

Observed Expected

Chi –Square value

Hindi

English

3 5

7 5 1.6*

Significant at 0.05 level

Thus significantly poor scores were seen in the case of the tail-enders in the essay

competition.

Results

The results of the secondary analysis of the marks were as follows.

• There was no significant difference in the quality of essay by English and Hindi school

teachers.

• There is no significant difference in scores the top-ranked English and Hindi school

teachers in the essay competitions.

• There were significantly more poor scorers among English teachers than Hindi teachers

in the literary art of essay writing.

Discussion and Implications

The main finding of secondary analysis in that more English teachers are poor in the essay

writing skills. The reason for this could be that in most main-stream schools, the teachers of

English have learnt English as a second language or transitioned to English after have studied

through regional language as the medium of instruction. The main implication of the study is that

quality of English teaching needs to be improved through an in-service training and support

system for the mainstream school in the government sector and private sector. Also, there is a

need of secondary analysis of every data which has been collected to find implications for

improving education. Secondary analysis should be promoted as a part of action research by the

practitioners.

References

JVA (2009), Essay writing competition of Jeevan Vigyan, Science of Living-2009 Brochure, Ladnun: Jeevan Vigyan Academy.

Kishanlal, Munishri and Surana, S. (205), Jeevan Vigyan: A Guide of Teachers Training, Ladnun: Jain Vishava Bharti.

Kishanlan, Munishri (2010), Essay Writing competition on Jeevan Vigyan, 2010 Brochure, Ladnun ;Jain Vishava Bharti.

Kishore L. et al. (2010), Jeevan Vigyan e-newsletter, 1(10).

Mahapragya, Acharayashri (2008), Jeevan vigyan: a resolve to build a healthy society, Ladnun : Jain Vishava Bharti.

Anupreksha: The contemplation Technique of Science of living for value Inculcation

Dr. Lalit Kishore, 68, Jai Jawan Colony III, Jaipur -302018

Abstract

Keeping in view the need of value-orientation of education , the innovation of Science of Living

(SOL) is in practice in may school in India with emphasis on emotional and spiritual

development of students. To purify emotions and inculcate values, SOL is making uses of

‘anupreksha’ that combines auto-suggestion and affirmation by directing the relaxed mind

through contemplation. As an Indian psycho-spiritual tradition of self-on-self, an overview of

Anupreksha and its place in SOL curriculum has been discussed in the paper.

Keywords: Anupreksha, auto-suggestion, contemplation, emotional development, value

education.

Introduction

The curricular practice of Science of Living (SOL) was conceptualized by Archaraya

Mahapragya and is being implemented by Jeevan Vigyan academy of Jain Vishava Bharti and is

being termed as a “novel practice in context of the modern value oriented education’ and seen as

‘a system to establish the balance of development social, mental, moral, intellectual and spiritual

value’ (Kishanlal and Surana, 2005). According to Kishanlal and Surana, the goal of SOL is to

develop a healthy personality leading to the development of a healthy society and in turn, a

healthy nation (mahaprajan, 1994).

According to a report (NCERT, 2003), Vaarious schools of Indian thought such as Vedanta,

Mimans, Budhhism, Samakhya, Nyaya, yoga, Jaisism, Sufi, etc. treasure a rich analysis of

controlling mind, attention, memory, emotions and motivation along with cultivation of values

and virtues. The report mentions that according to the psychology of Indian tradition, an alround

development of personality requires physical, vital, psychic, aesthetic, ethical and spiritual

development of students.

The report of NCERT further says that since ancient time, India has cherished certain values that

not only directed people’s activities but also helped in the development of the total man. The

report adds that in recent years, serious concerns have been increasingly expressed about the

erosion of values among different sections of Indian society. Therefore, education for human

values is an important area to be explored.

According to Bhatacharjee (2003), psychology in Indian has made significant contribution in

building epistemology, ontology and pedagogy. He stresses that there was a need to identity

concepts and issues form Indian Psychological traditions and to assess their relevance to address

the problems of the present day education.

Thus, Indian psychological traditions are rich in techniques of transforming mind and inculcation

of values which need to be included in education and classroom practices.

Anupreksha as a technique for value inculcation

According to SOL, contemplation is a practice of concentration and affirmation. And, with

repeated practice the student becomes free from weakness and incucates values. The meaning of

contemplation is ‘to perceirve with the self’ and do so ‘without attachment or aversion/’

(Kishanlal, Muni and Surana, 2005) leading to development of ‘strong will power’ to acquire

value. It is said that a disciplinary practice of contemplation for 20 to 30 minutes for 2 to 3

months leads to value inculcation.

NIOS (2006) observe that Anupreksha is ‘contemplations on good thoughts’ and if one has to

inculcated values like credibility, truth, fearlessness, self-reliance, etc. contemplation on ef well-

worded thoughts can be helpful. SOL has included 16 classified values in its curriculum as

summarized in the following exhibit.

Exhibit-1

Table showing the classified 16 values under SOL.

S. No. Value –Class Values

1 Social Values Dutifulness

Self-reliance

2 Intellectual values Truth

Coordination

Sect-neutrality

Human oneness

3 Mental values Mental balance

Patience

4 Ethical values Credibility

Compassion

Co-existence

5 Spiritual values Neutrality

Tolerance

Gentle Sweetness

Fearlessness

Self-restraint

Citing Acharya Mahapragya, NIOS further says Anupreksha is concentrated thinking which

affects ‘intellects’ and its content practice leads to acculturation’ of the value thoughts.

Anupreksha Technique: The Steps

Anupreksha stats with bracketing of mind with Mahapran Dhawani or humening sound and

relaxing the body thought auto suggestion or kayotsarga. According to Mahaprajna (19940,

Auto-suggestion plays a significant role in Anupreksha and combining it with ‘intense willing’,

the practione’ can modify has or her psychological distortions, change his or her attitude and

behavioral patterns and generally develop his personality.

Thus Anpreksha is a psycho-therapy. Mahaprajna holds that contemplation is a ladder which

facilitates ascending to higher level of conscribes.

Anupreksha technique suggested by Mahaprajna (1994) is carried out in three phases as

summarized in the following exhibit.

Exhibit-2

Three phases of contemplation

S No. Phase Components

1 Preparation phase Posture (Lotus/Half Lotus/Simple/Diamond

Mudra (Gyan mundra)

2 Pre- mediation phase Mahapran dhawani (sound of buzz of bee, humming sound)

relaxation (Katyotsarga, Auto-Suggested relaxation of different parts of the body

3 Contemplation Internal trip (moving consciousness up the spinal cord.

Colour concentration through breathing.

Colour concentration on specific psychic centre.

Concentration on a worked through recitation

4 Closure With Mahapran dhawani

In anupreksha experiments, different colours are to be visualsed at different psychic

centers of the body where in consciousness is support to be highly concentrated. In yoga, these

psychic centers are also called chkras. According to SOL (NIOS, 2006), there are 13 psychic

centers or chentanya kendras in human body.

It needs to be mentioned that the prescribed sentence (thought) is to be first recited

emphatically nine times and then mentally nine times (Mahaprajana, 1994). This should be

followed by a contemplation on human value to be acquired by a suitable phraseology. The

contemplation phase of Anupreksha is tabulated in following exhibit

Exhibit-3

Table for contemplation exercises suitable for students (Mahaprajana, 1994, selected

examples)

S. No

Nature of virtue or value to be acquired

Psychic centre

Psychic colour to be visualized

Sentence to be receted

1 Balance of mind

Intuition Bright gree

(emerald)

My urges and impulses have been brought under my conscious control.

My mental equilibrium is increasing

2 Patience Vital energy

(tip of the nose)

Bright yellow

As that of gold

I shall develop my capacity of endurance.

I shall never surrender to unfavorable circumstances.

3 Honesty Enlightenment White as that of full moon

My will power is increasing

My honesty is being enhanced

4 Self-discipline

Pease Bright yellow

My ability of self-control is increasing.

My mental agitation is reducing

5 Strength Chest region Red like rising sun

My strength is increasing

My weakness is reducing.

According Mahaprajana (1989), the fact that man’s attitude and behavior are not simple mental

functions which can be regulated and changed at will or by will-power alone. Therefore, colour

concentration is required and it has become clear through studies that colour have profound

influence on the mental states and behavioral patterns of a person, one can obtain a potent tool to

purify the vitiated and distorted tendencies of man.

References

Bhattacharji, D.K. (2003). Psychology in Indian Tradition; Conceptual and Methodological Issues for Indian schools, Seminar invitation letter; New Delhi: National Council for Educational research and Training.

Kishanlal, Muni and Surana.S. (2005): Jeevan Vigyan: A Guide to Teacher Training, Ladnun: Jain Vishva Bharti- Kendrya Jeevan Vigyan Academy.

Mahaprajana, Acharya (1989). Preksha Dhyana: Perception of Psychic colours, Ladnun: Jain Vishava Bharti.

Mahaprajana, Acharya (1994), Preksha Dhyana Contemplation and Auto-suggestion, Ladnun: Jain Vishva Bharti 10,33

NCERT (2003). Psychology in Indian traditions: conceptual and methodological issues for Indian School, Background paper for NCERT national seminar; New Delhi; national council for educational research and training.

NIOS (2006): Jeevan Vigyan mein praman patra, New Delhi: National Institute of Open Schooling.

An intervention cum action research on linking rap lyrics writing with science learning at

upper-primary level

Dr. Lalit Kishore, 68, jai Jawan Colony III, Jaipur 302018

Abstract

An intervention cum action research was taken up to provide an experience in writing and

rendering short rap lyrics on the concept of force at grade level six. The objectives of rap lyrics

related to the following aspects: Demystification of the process of writing rap lyrics, linking rap

music with science instruction at upper primary level and knowing the reactions of students to

pedagogical use of rap music. A group grade sis students (N=30, age:11-12 years; English

medium urban school) reacted favourably at 0.01 level significance (chi-square d.f.=2) to the

intervention. The self reflective suggestion out of the action reaction was the rap lyrics quarterly

as home assignment and organizing two rap jam sessions of one and a half hour durations in an

academic session for grades six to eight

Keywords; Action research, rap lyrics, musical intelligence, science instruction ; students

reactions.

Introduction

May educators feel that music as pedagogical feel is ignored in science and mathematics. Some

research suitable shows that for pedagogic purposes, the suitable lyrical forms are the rap and

hip-hop since they are just for rhythm. These two lyrical form accept half-singing and half-

musical talking to which both teachers and students take up with little practice. The musicality of

rap and hip-hop improvised around simple sets of rhythmic patterns which have the folk-origin.

According to Kishore, music contained in rhythmic sounds has the possibilities of inspiring

teacher to teach across curricular areas when used with clapping or simple percussion

instruments like maracas, symbols etc.

Since music is a way of communication in all cultures it can function as an interacting way of

learning across various school subjects.

Moreover, poetic and lyrical form other then rap and hip-hop are available which do not rely on

rhyme like haiku, tanka and form poetry.

Writing and rendering poetry is also a worthwhile Endeavour of an artistic and service nature for

teachers of any discipline (Bricklin, et al, 1990)

Methodology

The action research cum intervention methodology was used for the present study which had the

following objectives;

• To develop and use an exemplar lyrics for the grade eight science for classroom

instruction.

• To demystify the process of writing pedagogic rap lyrics and empower students creating

such lyrics and render them.

• To study the reactions and comments on the intervention

• To self-reflect and make suggestion for improving the class room practice of creating and

rendering rap lyrics for revision work of science learning

The action plan developed and implemented for the action research was as follows

Development and practice of exemplar material : 10 hour

Implement Exposure to students : one lesson session of 40 minutes

Demystification of rap lyrics writing : one lesson session of 40 minutes

Creation of lyrics by students in groups : one lesson session of 40 minutes

Presentation of student’s work : one lesson session of 40 minutes

Analysis of student’s reactions : one lesson session of 40 minutes

Writing of action research report : one lesson session of 40 minutes

The sample of the study consisted of 30 students of grade six in the age group 11-12 years

belonging to middle socio-economic group studying in a private urban English medium school.

The topic for the intervention was ‘force’ as per the national curriculum (NCERT, III)

The sample’s reactions to the intervention were collected on a three-point scale as favorable,

neutral and unfavorable to be analysed by chi-squared technique. Also, students comments to the

intervention were collected and those with more than 20 percent occurrence were treated as

typical. Further, a self-reflective exercise for 15 minutes as carried out to work out the future

directions for the use of intervention to institutionalized

Analysis and Results

The student’s reactions as favorable, neutral and unfavorable were collected on a blank ship

without revealing their names and comments on reactions as statements. The reactions of

students to the intervention are summarized in the following exhibit.

Exhibit -1

Chi-squared analysis of students’ reactions

Reaction Frequency Chi-Square value

Observed Expected

Favourable

Neural

Unfavourable

Level of significance :0.0 ; d.f.=2

The table reveals that the students liked the intervention at 0.0x level of signifance.

The typical comments of the students to the intervention with 20% and above recurrence

are given in exhibits -2

Exhibit-2

The box listing typical comments of students with 20% and more recurrence

•

•

•

Some other comments of students were: X1; X2;X3 and X4

Also, the self-reflective exercise by the action researcher resulted into the following suggestions

to the self to improve the practice and take it further (see Exhibit-3).

Exhibit-3

The box showing the list of suggestions worked out through self-reflection

•

•

•

Thus, the main finding of the present intervention cum action research is that if introduced and

implemented in a systematic way rap lyrics have the potential of enlivening science instruction at

middle school level as a creative pedagogical activity for the teen-agers.

References 1-10

Science vocabulary reinforcement with it pitch varying rhythmic rendering of grade six

science: a pedagogical experiment

ABSTRACT

A pedagogical experiment to link musical speech vocabulary building for a topic of grade six

was conducted .with emphasis on pitch variation and syllabic clustering of vocabulary of a

science lesson was render as revision work. The procedure for the experiment consisted of five

steps, namely, demonstration; group work with identified textual passages for identification and

classifying words on the basis of number of syllabus in them. Group-wise singing practice and

group presentation with collective singing. The students (N=XX; Age; 11-12 years; Urban

setting) reactions to the experiments were favourable (P<0.01, d.f.=2) and most of their

comments were positive to the experience of group singing for remembering now words.

Key words: Musical intelligence, Science instruction, syllable classification, singing

speech

Introduction

It’s a matter of common observation that children all over the world clap, rock, sway and

take delight in the rhythm of voiced words. In other words, the rhythmic rendering of a language

is liked by children and can be used by teachers to provide child-psychological basis to teaching

of various subjects in early grades since rhythm in voiced words provides musical tone to the

communication.

According to Rohde and Stein (1991), music and rhythmic rendering of content can

easily reinforce new vocabulary and key information along with working as transitional activity.

Also, a subject teacher can make use of musical or rhythmic speech to revise information by

manipulating simple speech elements of pitch, volume, tempo and beat. To begin with it is

important for the teacher manipulate the pitch since it tells how ‘high’ or ‘1000’ the sound or its

frequency is. The practice in pitch modulation can lead to acquiring a musical speech to make

classroom teaching and learning an interesting subject.

Rohde and stein further suggest a simple activity of vocabulary singing by indentifying

and listing the single syllable words, two-syllable words, three-syllable words and four syllable

words. Thereafter, making a set of syllabic verses with four single syllable words in the first

time, three two-syllable words in the second line; two three syllable word in the third line and

one five-syllable word in the fifth line. The rhythmic song can be extended further by repeating

the foregoing pattern. According to Rohde and Stein, for singing such vocabulary verses, use the

pitch variation pattern for single syllable four word line as ‘do la do do’ pitch variation. Where

‘do’ stands for high pitch and ‘la’ for low pitch. For every two syllable word use ‘do-la’ and

three-syllable words for proper stress one would require to consult the dictionary.

According to Bricklin et. al (1990), music often evoke strong memories and facilitate

heartfelt communication. They recommend that sixty-beats-per-minute tempo for rhythmic

music and helps in retaining mental lucidity in later years too. They further add that, music is one

of the finest things human beings can do on this earth to make harmonious sounds together

Brickline, M. et.al (1990), positive thinking and health, Ennaus: Rodale Press

Methodology

Keeping in view the suggestion of Rohds and stein provide rhythmic reinforcement of

vocabulary and key words of a topic, the action-research methods were used. The procedure was

for the action research was consisted of the following steps;

Producing on exemplar material for the lesson of ‘force’ of grade six of the national

Council for Educational Research and Training (NCERT, 2006)

Demystifying the process through the exemplar in the classroom

Dividing a students in groups of four each to work on allotted portions (three to four

paragraphs) of a topic after it has been taught to identify the new words or key words

Classifying and patterning the words to create verses and Practice group singing

Group presentation of the created verses.

Since action-research included the on-going curriculum, the action plan followed for the

topic of was as follows.

Teachers presentation of the topic as per the lesson plans : 3 days lesson periods

Demonstration on the basis of exemplar material : 1 lesson period

Creation of verses and practice singing as group work by students ; 1 day lesson

period

Group presentations of verses ; 1 lesson

period

After the topic was over and vocabulary had been reinforced, the reactions of students

were taken and analyzed along with the self reflection by the action researcher. The action-

research study had the following objectives.

• To vocabulary reinforcement by making use of simple pitch variation based rhythmic

vocal music

• To study the reaction of the students to the intervention.

• To carryout self-reflection and make suggestion to improve the classroom practice.

Being an action research, the sample of the study (N=XX age; 11-12 years, middle Socio-

economic group, English medium in urban school) was quota sample of the students taught by

the interventionist.

Students ‘reactions to the intervention were collected as favourable, unfavorable and no-reaction

which were analyzed, through non-parametric chi-squared technique. The students’ comments

and self-reflection suggestion were listed to improve practice through specific

recommendations.

Analysis and results

The chi-squared analysis of students’ reactions on three-point scale was collected on paper slips

which have been summarized in the following table.

Exhibit -1

the table showing the chi-squad analysis of students comments

Reaction Frequency Chi-Square

valueObserved expected

Favourable

Neutral

Unfavourable

‘

‘

‘

**

** significance at : 0.0x level D.F.=2

The table reveals that the reactions of the students to the intervention were over-whelming

favourable at ……….. level of significance.

The five major typical comments of students with over 20% recurrence were as follows (see

Exhibit-2)

Exhibit-2

The box showing the list of suggestions worked out through self-reflection

•

•

•

•

The self reflection by action researcher as resulted in the following two suggestions: (i) Giving

home assignments to students to create syllabic vocabulary verses; and (ii)Holding an annual

exhibition of students’ vocabulary verses and rendering of their composition. And

The teacher needed to improve his own musical sense through recitation and practice.

References

1-10

A Pedagogical Experiment of Linking Musical Intelligence with Revisions of Physics

Vocabulary at Secondary Level

Dr. Lalit Kishore

68, jai Jawan Colony III, Jaipur 302018

Abstract

A pedagogical experiment for revision of & vocabulary related to topic of “Motion’ of grade

nine book of NCERT (National Council of Educational research and Training)for vocabulary

revision with the rhythmic syllabic musical speech through cluster of single double and triple

syllabic words was taken up. The methodology of exposure and practice for two class session

resulted in favourable response of students (N=30) and articulated advantages by them.

Key words; musical intelligence, musical Speech, Vocabulary learning

Introduction

Many educators (Gardner,1983; Joshi;2007; Kishore,2007) advocate the application multiple

intelligence learning theory for classroom instruction. One such intelligence is the musical

intelligence which often science teachers feel shy to use for classroom instruction. According to

Woolfolk (2004), musical intelligence is related to the abilities to produce appropriate rhythm,

pitch and timber along with appreciation the forms of musical expressiveness. Furthermore,

some schools and teachers are enthusiastic about Gardner’s ideas, there is no strong research

evidence for its efficacy.

Brickline et al. (1990) quote Nancy Hunt saying “Music has a direct physiological effect on

people. If increases blood volume; decrease and helps stabilize heart rate, have all sorts of

feelings. It all depends what we project onto the music.”

Based upon the idea thrown up by the advocates of musical intelligence experiment was

conducted as a part of classroom research by the investigator. Rohde and stein suggest

vocabulary singing by syllable-wise clustering of new words by manipulating pitch as do-la, do-

do-la, do-la-do-do sand pitch.

Methodology

The intervention cum classroom research methodology was used for the intervention with

students (N=30, Grade IX CBSE-affiliated, Urban School) for two periods of 40 minutes each. In

the first period the demonstration and exposure to identifying and clustering single syllable, two-

syllable, and three syllable and four-syllable words was used along with rendering style of

rhythm based Musical speech. It was followed by group work (N=5 each, 6 Groups) to identify

page wise cluster (15 minutes) and group presentation (25 minutes) outcomes.

The intervention was liked and enjoyed by students and there was highly positive response

(>90%) for it. The articulated advantages were seen as variety, long retention, interesting way of

revision and information processing and habit of reading with intent.

During the intervention try-out stage 6 vocabulary lyrics got produced and a decision was taken

to deliberate weekly vocabulary building exercise as a part of home work and its oral

presentation as a monthly jam session of best work during the month.

Discussion

Rhythmic music and simple syllabic word cluster related musical speech seems to work as a

vehicle to ride scientific vocabulary and such intervention have been like by students (Kishore,

2010, 2011). Not only simple singing relaxes mind by creating simple pedagogic lyrics lead to

active play with vocabulary and help in remembering new words. According to Kishore (200,

2008a, 2009b) are pedagogic success stories of linking Japanese Haiku poetry for language-art

link of physics and revision of text are mainly related to the statement of various laws and

principles. Kishore holds that three-line haiku poems have simplicity, order and balance they can

be adopted to make scientific state with rhythmic musical speech.

Therefore, it worthwhile to use simple musical and lyrical formats for the language art linkages;

active reading improving scientific vocabulary and positive psycho-physiological effects.

Furthermore, since music being a language of all culture, it learns a stimulating way to learn

across curriculum.

References

Brinklin et al (1990), Positive living and health, Emmaus: Radale Press, 284-85

Gardner, h. (1983) Frames of mind: the theory of multiple intelligences, New York: Basic Books

Joshi, v. (2007) Vibrations 22, IAPT bulletin, 24,10

Kishore, L. (2008a), Haiku in physics, Teacher plus, January Issue

Kishore, L. (2008 b) physics and language art links through acrostic versex, Castme jounernal,

28(1), 1921.

Kishore, l. (2010) Teacher uses rap to help students to remember math concepts, Cplash, June

29, www.cplash.com/categorypage/index/262

Kishore, l. (2011), A pedagogic experiment in physics and language- ad linkage through Acrostic

verses at the high School level: an Action research, proceeding of epi Steme 4 ,Macmillan 150-

52

Bricklin, M. et al (1990). Positive thinking and health, Ennus: Rodale Press

Music reminded and constant refreshing helps to improve skills. 20 minutes of soothing harp

music and revision through musical speech is helpful relaxation through music is university

therapeutic and people how can learn to relax deeply can create a better state of mind for getting

well. Psychologically, music does a whole lot. “It can make us relax, or remember, or to have all

sorts of feelings. It all depends on what we project on to music.’ Harp is considered to be a

musical instrument for healing and calming mind. The philosopher Phyltiagoras prescribed a

daily regimen of music to wake up by, to work by, and to relax and sleep by. Music often evokes

strong memories and facilitates heartfelt communication with people. Sixty beats per minutes

temp is good. Music is energy just like food. Have the right music around you. Synthesis, fusion

of sense, occur when listen suspend the brain’s more analytical functions. During synthesis, the

blood flow decreases in neo-cortex part of the brain and increases in the limbic system. The swan

song phenomenon is the fact that many composers produced their best music in old age and even

at death’s door step. Singing chants that create simple liturgical music can make you sing and put

you back to health. Music is a building block of civilization up there with agriculture and the

development of language. The creative satisfaction that playing music provide can be enjoyed

throughout life and will helps you to retain mental lucidity in later year. It also gives you reason

to stick around and un-serve your grand children with all that lucidity. Any musical instrument

take dedication to play well, but some are easier to play than other. When you pick up you

musical instrument, concentrate on every note you play. Not only you will improve faster, but

your daily workout will become something akin to meditation and a peaceful sense of purpose.

Music is for exercising mind and spirit both. One of the finest things human beings can do on

this earth is to make harmonious sounds together.

Poetry is one of the latest tools of the health and teaching profession. Poetry is helping the

stressed to relax, the stricken to recovery and the psychotic to relate. Poetry is helping the

severely disturbed to face reality. (Through poetry), the inner becomes the outer or the

conscious, making it tangible and workable. Metaphor is unbeatable for projecting a holistic

grasp of a situation…. The proverbial courage to change the things we can, serenity to adept

what we can’t change, and wisdom to know the difference… Poetry doesn’t always rhyme, but it

does have a rhythm structure that is something’s unsophisticated sometime quite profound…

there is rhythm in the free verse. Verse then to be clocked to poet’s body rhythm… writing

poetry helps fulfill the will to live on, to continue engaging in worthwhile and satisfying

endeavors of an artistic nature or a service nature.

Developing singing Speech

Proceed as follows for developing a singing speech.

1. Make the group sing after you each of the following six times ‘Hi-Ho !’, ‘Hi-Ho !!’, ‘Hi-

Ho !!!’, Rig-A jig-Jig’, ‘do-do-la’, ‘do-la-do-do’, ‘do-do--la-do-do’, at a normal tempo

and the fast one.

2. Discuss pitch and tell that do is high and la is low pitch in these beats.

3. Now ask the group to complete the following verse; I happened to look/ Hi ho! Hi ho!!,

Hi ho!!!/ Rig-a-jig-jig/ And, we say so ….. (4 single syllable words or 3 two-syllable

words or 2 four syllable words or 1 five syllable words.

4. Organize for group singing practice.

5. Sing with claps by clapping on the palm for ‘high’ and ‘on fingers for ‘low’ pitch.

6. Introduce ‘Dhaphali’ beats.

Some examples for use of music in mathematics instruction are as follows; place value song

• Ones, tens, hundred (clap clap) (3x)/ that’s place for me // thousands, ten thousand,

hundred thousands (Slap Slap) (3x)/ that’s the place for me // Millions, ten millions,

hundred millions (stomp, Stomp) (3x)/ that’s the place for me.

• Alligator tells greater than or less than; Alligator, Alligator, sitting on the swamp/ How

many fish do you wanna chomp?/ 1 or 3// hum, I’m very hungry alligator/ so, I’ll eat

which ever is greater, I’ll eat three./

• Count to twenty: Boom, boom, we can count to twenty (2x1)/ ,1,2,3,4,5,6,7,8/9,10, but

that’s not the end//*// After ten come eleven, twelve/Thirteen, fourteen, fifteen, sixteen,

Seventeen, eighteen/ nineteen, twenty after teen.//*//

• Double it up: 1+1=2/ double it up, double it up! */ 2+2=4/*/3+3=6 /*/ 4+4=8 /*/

5+5=10 /*/………..

• Ordinals; it’s as easy as/ one, two three/ first, second, third//Number 1 in line is first/

number 2 in line is second/ number 3 in line is third// it’s as easy as / first, Second, third//

• Pattern: Move your hands (a) / move your feet (b)/ stand up, sit down/ do something

neat // (a) (3x1)//

Scientific method songs;

• A for ask, ask a question/

• S for state, state your hypothesis/

• D for do, do background research/

• A for ask, S for state, D for do/

• E for experiment/

• T for test your hypothesis/

• C for conclude to accept or reject hypothesis/

Children all over the world clap, rock and sway to music and take delight in rhythm in voiced

words. Therefore, there is a need to integrate music into classroom teaching. According to Rohde

and Stein (1991), music can easily reinforce the new vocabulary and key information as well as

work as transitioning activity. Also, a subject teacher can make use of musical speech to revise

information by manipulating pitch, volume, tempo and beat since pitch tells how ‘high’ or ‘low’

the sound or its frequency is, the practice in pitch modulation can lead to acquiring a musical

speech.

Rohde and stein further a suggest a simple activity of vocabulary singing, which has been

modified as follows for singing: as I was reading thro ‘ the book/Through the book, through the

book/ pull, push, force, shape (*4 single syllable words)/ I happened in look/ hi he! Hi he!! hi

he!! Rig-a –hig-jig/ push, pull, force, shape/ we all say so …. Repeat new sets of 4 single-

syllable, three two syllable, two tour – syllable words and one five syllable word to extend the

song.

One the vocabulary has been acquired, pitch variation can be attempted as suggested by Rohde

and Stein by using ‘do’ as ‘high’ and ‘la’ as Low’ for the lyrics like: from this chapter/ la do do/

Tell us a word/ do la do do/ the word is pull/ do la do do/ words mo-tion/ do do la/ di-rec-tion/ do

do la/ (for four and five syllable words, for the stress consult dictionary.

In fact, a piece of music consists of various elements. One of the important elements of music is

a beat or a pulse. If you clap along a piece of music each clap is a beat or pulse. The second

important element is the rhythm, which a nothing but a pattern of long and short or high and low

sound, sounds a long element of music the structure which makes the rhythm organized a

repetition and variation of rhythm in the form of tune and temp.

For pedagogical purposes, the lyrics forms that could be suitable are rap, rock-n-roll, jazz and

hip-hop. These musical forms are just for rhythm. They accept half-singing and half musical

taking. Much of folk music, rhythm is the most important and require simple percussion

instruments. The singer and the percussion instruments provide a rhythm instead of tune. African

and Asian folk singing improvises around sets of rhythm patterns.

It is advisable to hold ‘jam session’ by organizing the group sessions in which subject teachers

and music teachers without any audience to experiments with rhythmic patterns and tunes. Even

jam sessions, with a mixed group of students in which both music-smart and other students, can

be held.

Do the following for teacher training sessions

• Play some rhythmic music like chant songs and ask the participations to clap along be

good to make a beginning

• Provide experiences for long-n-short and high-n-low sounds by choosing the word

pattern.

• Music and rhythmic sounds have the possibilities for inspiring children to learn across

curricular areas and percussive sounds of tambourine, drums, maracas and cymbals can

play on important role in it along with rhythmic vocal sound.

Some statements on music for classroom instruction;

• Some form of music by itself is a language spoken in all cultures, it offer a stimulation

way to learn across curriculum.

• Haiku poems have a simplicity, order and balance. Hence they can be used to illustrate

simple statements.