Learning Through Song, Drama, Play, and Art

Learning Through Song, Drama, Play, and Art

April 24, 20131:00-2:30Katie Bain

&MARÍA IGNACIA RIVERA J.

Objective

• Teachers will learn research on using song, drama, play, and art effectively in the classroom.

• Teachers will see how these elements have been applied in the classroom in Barranquilla and discuss how they might infuse their classrooms with similar ideas.

Agree or Disagree?• I think children are learning while they play.• I use drama in my English class. • Children must know that learning is difficult. • It is not good to allow children to play too

much in the classroom. • It is our job to make learning fun. • I use a variety of instructional techniques in

my classroom.

Song Research

“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)

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).

Best Practices for Song Use

• Begin or end a lesson with a song.• Use actions to accompany songs and poems.• Puppets• Innovations• Personal songbooks• Song and Poem Charts

Sources for Songs

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

Drama Research

• Teaching through drama “makes students aware that English is not just words, structures, and idioms, but it is a lively, dramatic and versatile means of communcation.”

(Zalta, 2006)

Why use drama or role play?

• Drama helps children to activate language and have fun.

• Drama and play motivate children.• Drama is familiar to children.• Drama helps children build confidence.• Drama helps children build skills in group dynamics.• Drama incorporates different learning styles.• Drama contextualizes language.

Best Practices for Drama

• Choose the right activity.• Start small.• Give feedback.• Build off of what students have done in the

classroom. • Practice makes perfect!• Present your drama to a group of people that

is valuable for the students.

Activity Ideas

• Miming• Miming stories• Miming game• Transform stories into mini plays• Students perform dramatic productions

Games

1. Choose your language and/or content objective.

2. Create a game or use a game that someone else has created that will allow your students to meet that objective.

3. Consider the materials and time that you will need.

4. Play the game with your students!

Art

• Students create and explain their own art.• Teacher brings artistic images to the classroom

for discussion. • Students analyze works of art that are related

to the topic of study. • Students mount and present their work to

other classmates or people at school.

Students have the opportunity to…Express themselvesExplore language freelyExplore feelings and find out about themselves and

othersDevelop cooperation, care, consideration and control.Develop language skills (listening, reading, writing

and speaking)Explore a fantasy word of their own creation.

Learning through Song, Drama, Play and Art…

Authentic Materials

• Authentic Materials Video

Questions – Segment 11. 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)?

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?

I.E.D “LA LIBERTAD”BARRANQUILLA

Bilingual School Project: English is Fantastic!

“DEVELOPING SPEAKING SKILLS THROUGH SONG, POEMS, ROLE-PLAY AND GAMES”

ELEMENTARY LEVEL

MARÍA IGNACIA RIVERA J.

English is Fantastic!

DESCRIPTION OF THE CONTEXTPublic 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)

THEORICAL BASIS OF THE PROJECT

Theoretical Basis of the Project APPROACH ASPECT CONSIDERED

Meaningful Learning What a learner already knows

Constructivism Construction of knowledge

The Ludic Teaching Theory Have fun while learningTotalPhysicalResponse

Songs, rhymes, chants, games accompanied by drama, mime and body movements.

Communicative Develop communicative skills (listening, speaking, reading, writing)

Description of the Strategies

Students role play, simulating a specific situation.“At the Doctor’s Office”

Strategy 1: Role Play

Strategy 2: There is a song in my heart

At the beginning of a lesson, the teacher can help children make the

transition from their native language into English.

1.Matching exercise opposites/synonys (individual work).

2. Braintorm about the topic of the song (whole class).

3. Filling in the blanks while listening (peer work).

4. Students write sentences that summarize the song. (Individual work).

5. Discussion activity (Emotions of the song) (Whole class).

6. Create a conversation related to the song (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).

Other Song Resources

• 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

3.SPIDERGRAMS wild animal eats meat roars strong

yellow/orange color

long tail runs fastclimbs trees sharp teeth

black stripes lives in the jungle •

2.Creating a song

T I G E R

The Tiger’s Rock

Lyrics for “The Tiger Rock”

I can run very fast. I can live in the jungle.I can use my sharp claws. I can roar very strong. You can see my black stripes. Who am I?

Students practice speaking by saying poems or chants.

3. SAYING POEMS/CHANTS

4. English Language Fair

“William Shakespeare Room” Children’s performance

Video of a Role Play and a Chant by Primary School Students

5.ENGLISH DAY

“THE WOLF”

“CARROUSEL ACTIVITY”

• STUDENTS PLAY GAMES OUTDOOR

6. ENGLISH DAY

PRESENTATIONTALKING ABOUT A COUNTRY (2nd grade)

• It’s a great “window” that allow learners to take risks

• Children gain confidence in expressing English. • Children take pleasure in talking.• Teacher observes students’ performance during

the lessons and the best ones are selected.• The school community enjoys the English festival

and fair.• E.F. is a great tool to start the literacy process.

English Festival/Fair

7.English festivalCinderella Back to the 80s

2007 2009 (Thriller performance)

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

Christmas show

Practical Steps

• Talk with a partner about how you can use some ideas in big or small ways in your classroom.

• Share with the group!

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

THANK YOU!

Katie [email protected]

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