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Music A Borderless Language. About Me BA - Experimental Psychology Focus in Multiple Intelligence EFL Instructor NOVA Group, Japan Boston

Mar 26, 2015

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Music A Borderless Language Slide 2 About Me BA - Experimental Psychology Focus in Multiple Intelligence EFL Instructor NOVA Group, Japan Boston Slide 3 The Principles of Music and language Music and Memory Music and Multiple Intelligence Slide 4 Music Memory Music has a strong connection with verbal memory (Chan, A. S., Ho, Y., & Cheung, M., 2001) Music increases memory (Larkin, 2001) Music, Memory and Emotion share the same neural hub (Janata, 2009) Slide 5 Music and Multiple Intelligence Gardner proposes there are 8 Different kinds of intelligence Structural parallel between musical and linguistic intelligences Eight different pathways to learning Slide 6 Slowly sung Steady rhythm Repetitive lyrics Correct grammar usage Incorrect grammar usage Specific pronunciation point Slide 7 Case Study: Julia Language Point - S sounds Meaningless, seashell eyes, oceanchild, says, shimmering, speak Why Julia? Pronunciation point Slowly sung, steady rhythm and repetitive lyrics For example, listen to this line Slide 8 Case Study: Julia How to Use Julia Begin with Gap-fills Singing Contest Slide 9 Case Study: I Feel Good Language Point - Good vs Well Why use I Feel Good Specific grammar point Steady rhythm and repetitive lyrics Slide 10 Case Study: I Feel Good How to Use I Feel Good Pre-teach good as an adjective and well as an adverb. Have students debate whether good is used correctly Have students re-write the lyrics Slide 11 Case Study: Wishlist Language point - Wish clauses Why use Wishlist Slowly sung, steady rhythm and somewhat repetitive lyrics Correct grammar usage For example, Listen to this line Slide 12 Case Study; Wishlist How to Use Wishlist Magical genie Multiple choice gap-fills In groups, have students incorporate their wishes into the song lyrics. Slide 13 Case Study: One of Us Language Point - If clauses: 2nd/unreal conditional Why One of Us Slowly song, steady rhythm and repetitive lyrics Correct grammar usage Listen Slide 14 Case Study: One of Use How to Use One of Us Separate the students into groups. Have each group be responsible for one verse as a dictation Have students identify the if clauses In groups, have students answer the questions poised in the if clauses Slide 15 Case Study: If I Fell Language Point - If clauses - First and Second Conditionals Why If I Fell Slowly sung, steady rhythm Correct grammar usage Listen Slide 16 Case Study: If I Fell How to Use If I Fell Have lyrics printed on multiple strips of paper and in groups have to students reconstruct them Have student identify the first and second conditionals Have students write their own love songs using if clauses Slide 17 Case Study: Because Language Point - Connecting idea with because Why Because Slowly sung, steady rhythm, repetitive lyrics Correct grammar usage Slide 18 Case Study: Because How to use Because Pre-teach Main clause, reason clause and why questions. Have students follow along with the lyrics Have students rearrange the reason and main clauses Have students create why questions Slide 19 Potential Problems Choosing a song that is too difficult Cultural can of worms They dont want to sing!!!