Music A Borderless Language
Mar 26, 2015
Music
A Borderless Language
About Me
BA - Experimental PsychologyFocus in Multiple Intelligence
EFL InstructorNOVA Group, Japan
Boston
The Principles of Music and language
Music and Memory
Music and Multiple Intelligence
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)
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
Slowly sung
Steady rhythm
Repetitive lyrics
Correct grammar usage
Incorrect grammar usage
Specific pronunciation point
Case Study: JuliaLanguage 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
Case Study: Julia
How to Use JuliaBegin with Gap-fills
Singing Contest
Case Study: I Feel Good
Language Point - Good vs Well
Why use I Feel GoodSpecific grammar point
Steady rhythm and repetitive lyrics
Case Study: I Feel GoodHow 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
Case Study: Wishlist
Language point - Wish clauses
Why use WishlistSlowly sung, steady rhythm and somewhat repetitive lyrics
Correct grammar usage
For example, Listen to this line
Case Study; Wishlist
How to Use WishlistMagical genie
Multiple choice gap-fills
In groups, have students incorporate their wishes into the song lyrics.
Case Study: One of Us
Language Point - If clauses: 2nd/unreal conditional
Why One of UsSlowly song, steady rhythm and repetitive lyrics
Correct grammar usage
Listen
Case Study: One of Use
How to Use One of UsSeparate 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
Case Study: If I FellLanguage Point - If clauses - First and Second Conditionals
Why If I FellSlowly sung, steady rhythm
Correct grammar usage
Listen
Case Study: If I Fell
How to Use If I FellHave 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
Case Study: Because
Language Point - Connecting idea with because
Why BecauseSlowly sung, steady rhythm, repetitive lyrics
Correct grammar usage
Case Study: Because
How to use BecausePre-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
Potential Problems
Choosing a song that is too difficult
Cultural can of worms
They don’t want to sing!!!