17 Songs as Poetry and Literary creation, typology and techniques Introduction ● Songs as poetry and literary creation in the English Language Classroom ● Typology of songs ● Techniques for using songs to learn phonetics, vocabulary and culture ●
JALONGO, M.; BROMLEY, K. (1984): “Developing linguistic competence through song”, Reading Teacher, 37 (9). MARTIN, M. (1983): “Success! Teaching spelling with music”, Academic Therapy 18 (4).
Introduction ●
Literature: collection of texts, which in the Western culture are mainly prose (both fiction and non-fiction), drama and poetry. –
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Can be written or oral (epic, ballad, folktale...)
Poetry: a form of art in which language is used for aesthetic qualities in addition to evident meaning. –
Includes features like rhetoric, drama, song, comedy...
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Pretends to evoke emotional experiences on the reader, using also ambiguity, symbolism... multiple interpretation
Song: relatively short musical composition for human voice, which features words, commonly accompained by other musical instruments. –
Are typically poetic: rhyming nature
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Can be divided in art songs, popular music, folk.
17.1. Songs as poetry and literary creation in the English language Classroom ●
Music as a strong resource for teaching and contributing to a positive learning environment.
Motivation and leaner involvement ●
Entertaining and relaxing
Useful for language skills
Non-threatening atmosphere
In Communicative Approach –
Learners still not involve in material selection and methodology ---> but can develop materials for students' commitment.
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Activities related to songs should improve this involvement.
Interest, enthusiasm
Students can design materials
Teacher role: feedback friends Peer interaction: PBL
Four skills integration
17.2. Typology of songs ●
Art Songs –
Created for performance, usually with piano accompaniment (or orchestra or string quartet).
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Have identified authors
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Require voice training
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Lyrics by a lyricist and music by a composer
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Popular music songs –
Usually accompained in performance by a band
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Have known authors
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Are part of the individual and cultural diversity
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Performers not undergone voice training, but use stylized techniques.
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Clearly structured. Pop song: intro, verse, chorus, verse, chorus, instrumental bridge, chorus to fade.
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Folk songs –
Often anonymous, transmitted orally.
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Are frequently a major aspect of cultural identity.
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When people tend to forget the author of Art Songs, they usually become Folk Songs. ●
Lullabies for sleeping:
Rock-a-bye baby Hush little baby
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Jazz chants –
Carolyn Graham, 1961. FLT + Jazz. Created chants for teaching with the beat. ●
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Real language, useful and age adapted.
During 80's and 90's: Jazz chants spread through methods and techniques in EFT. Stimulates and appeal to multiple senses of learning
Rhythmic presentation of natural language is the key of success –
Jazz Chants
Are meaningful and communicative pattern drills
Reduce anxiety and motivate learners.
Are interactive: action-response based role play
Sample: Boxes of books (for plural noun forms, several prepositions, adjectives and localization expressions)
17.3. Techniques for using songs to learn phonetics, vocabulary and culture 17.3.1. PHONETICS Through repetition and imitation of musical patterns: focusing on particular sounds. ●
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Replacing some of the rhymes with a gap: students listen to the song and try to fill them: talk, York, walk. Using minimal pairs for highlighting differences between sounds, chosing words from the song: heaven – even, hunger – anger, man – mad.
17.3.2. VOCABULARY Recently focus on incidentally vs intentionally acquired vocabulary. Songs can be used for intentional acquisition without making students aware of it. Samples of songs ●
For daily actions: The Mulberry Bush
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Animal names and sounds: Old MacDonald had a farm
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Clothes: What are you wearing?
With games: musical chairs played with flashcards on each one (when they sit, they have to shout out the item on it)
17.3.3. CULTURE Related to British and American festivities
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Guy Fawkes Day: remember, remember the fifth of November
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Shrove Tuesday, Pancake Day: seven weeks before Easter, last day before Lent.
It is believe to be of good luck and they contain many ingredients associated to prosperity and longevity (eggs, creation; flour, staff of life; salt, wholosomeness; milk, prosperity)
Conclusion ●
Link to the curriculum –
Methodological aspects: ● ● ● ●
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including music (Gardner), Physical interaction (TPR...), social interaction, PBL, participation and motivation.
Supporting communicative skills:
vocabulary and
phonetics –
Sociocultural aspects / social identity.
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ICT (information research)