Autor: Adriana Mello | Publicado: 2012-06-13T10:23:00-07:00


O material a seguir foi disponibilizado aos professores de Inglês da DE-Guaratinguetá pela PCOP Célia Regina T. Costa


Creative uses for music in the classroom








Who doesn’t love listening to music? Music can be a
great means of exposing all kinds of learners to culture, grammar, vocabulary
as well as a diversity of views and opinions. Here, we will walk you through
the how music can be used in the classroom. By using music, the learners can become
even more engaged in the learning process.



What do people
usually do with songs or the topic of songs in everyday life?












<!--[if !supportLists]-->1.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Listen.

<!--[if !supportLists]-->2.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->Sing,
hum whistle, tap and snap fingers.

<!--[if !supportLists]-->3.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->Sing
without listening to any recording.

<!--[if !supportLists]-->4.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Talk
about the lyrics.

<!--[if !supportLists]-->5.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
<!--[endif]-->Talk
about the music.

<!--[if !supportLists]-->6.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->Talk
about the singer / group.

<!--[if !supportLists]-->7.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->Talk
about the video clips.

<!--[if !supportLists]-->8.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->Use
songs and musci to set or change na atmosphere or mood, as “background
furnishing”.

<!--[if !supportLists]-->9.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <!--[endif]-->Use
songs and music to make a social environment, form a feeling of community,
dance, make friends.

<!--[if !supportLists]-->10.&nbsp;&nbsp; <!--[endif]-->Read
about the production, performance, effect, authors, producers, audiences of
music and song.

<!--[if !supportLists]-->11.&nbsp;&nbsp;
<!--[endif]-->Use
music in dreams.

<!--[if !supportLists]-->12.&nbsp;&nbsp; <!--[endif]-->Use
music and song to make internal associations with the people, places, and times
in our lives, so they become the personal soundtrack of our lives.

<!--[if !supportLists]-->13.&nbsp;&nbsp;
<!--[endif]-->Write
songs.

<!--[if !supportLists]-->14.&nbsp;&nbsp;
<!--[endif]-->Perform
songs.

<!--[if !supportLists]-->15. <!--[endif]-->Make video clips.

<!--[if !supportLists]-->16.&nbsp;&nbsp;
<!--[endif]-->Do
interviews.

<!--[if !supportLists]-->17.&nbsp;&nbsp;
<!--[endif]-->Write
articles.

<!--[if !supportLists]-->18.&nbsp;&nbsp; <!--[endif]-->Do
surveys, make hit lists.










In
language teaching, anything we can do with a text we can go do with songs, or
texts about songs.










<!--[if !supportLists]-->19.&nbsp;&nbsp;
<!--[endif]-->Study
grammar.

<!--[if !supportLists]-->20.&nbsp;&nbsp;
<!--[endif]-->Practice
selective listening comprehension.

<!--[if !supportLists]-->21.&nbsp;&nbsp; <!--[endif]-->Compose
songs, articles about songs, letters to singers.

<!--[if !supportLists]-->22.&nbsp;&nbsp;
<!--[endif]-->Discuss
a song.

<!--[if !supportLists]-->23.&nbsp;&nbsp;
<!--[endif]-->Translate
songs.

<!--[if !supportLists]-->24.&nbsp;&nbsp; <!--[endif]-->Write
dialogues using the words of a song.

<!--[if !supportLists]-->25.&nbsp;&nbsp; <!--[endif]-->Use
video clips in many ways.

<!--[if !supportLists]-->26.&nbsp;&nbsp;
<!--[endif]-->Do
role-plays.

<!--[if !supportLists]-->27.&nbsp;&nbsp;
<!--[endif]-->Dictate
a song.



<!--[if !supportLists]-->28.&nbsp;&nbsp; <!--[endif]-->Use
a song for a gap-fill, cloze or for correction.

<!--[if !supportLists]-->29.&nbsp;&nbsp; <!--[endif]-->Use
music for background to other activities.

<!--[if !supportLists]-->30.&nbsp;&nbsp; <!--[endif]-->Integrate
songs into projetc work.

<!--[if !supportLists]-->31.&nbsp;&nbsp; <!--[endif]-->Energize
or relax classes mentally.

<!--[if !supportLists]-->32.&nbsp;&nbsp; <!--[endif]-->Practice
pronunciation, intonation and stress.

<!--[if !supportLists]-->33.&nbsp;&nbsp;
<!--[endif]-->Break
the routine.

<!--[if !supportLists]-->34.&nbsp;&nbsp;
<!--[endif]-->Do
choral repetition.

<!--[if !supportLists]-->35.&nbsp;&nbsp;
<!--[endif]-->Teach
vocabulary.

<!--[if !supportLists]-->36.&nbsp;&nbsp;
<!--[endif]-->Teach
culture.

<!--[if !supportLists]-->37.&nbsp;&nbsp; <!--[endif]-->Learn
about your students and from your students, letting them choose and explain
their music..

<!--[if !supportLists]-->38.&nbsp;&nbsp;
<!--[endif]-->Have
fun.












Strategies,
Activities, and Ideas for music



Look at the song.

What vocabulary and language
structures would be included on a handout, along with the words to the song?

What words would you leave out in
a cloze activity?

What gestures might you create to
accompany the song, in order to provide a visual and kinesthetic reference for
students?



Selecting
a Song



If you intend to develop a solid
music curriculum that spans all levels, you have to choose your songs
carefully. You want to evaluate a song for classroom use based upon the following:








<!--[if !supportLists]-->Ø
<!--[endif]-->Vocabulary

<!--[if !supportLists]-->Ø
<!--[endif]-->Language
structures

<!--[if !supportLists]-->Ø
<!--[endif]-->Tenses

<!--[if !supportLists]-->Ø
<!--[endif]-->Idioms

<!--[if !supportLists]-->Ø
<!--[endif]-->“singability”

<!--[if !supportLists]-->Ø
<!--[endif]-->Repetition
within the song

<!--[if !supportLists]-->Ø
<!--[endif]-->Comprehensibility

<!--[if !supportLists]-->Ø <!--[endif]-->Potention
for use as a springboard to other activities

<!--[if !supportLists]-->Ø
<!--[endif]-->Length

<!--[if !supportLists]-->Ø
<!--[endif]-->Appropriateness
for the classroom










Some
suggestions for doing more than just singing the songs



<!--[if !supportLists]-->ü&nbsp; <!--[endif]-->Give
homework related to the vocabulary and language structures of the song.

<!--[if !supportLists]-->ü&nbsp; <!--[endif]-->Have
students develop a written personality profile for the &nbsp;person (people) in the song.

<!--[if !supportLists]-->ü&nbsp; <!--[endif]-->Have
students write dialogues as an extension of the song, using the action, theme,
or situation of the song.

<!--[if !supportLists]-->ü&nbsp; <!--[endif]-->Every
few months, have students write and present skits in which they must use as
much vocabulary as possible from all the songs they have studied and learned.

<!--[if !supportLists]-->ü&nbsp; <!--[endif]-->Have
students, in groups, rewrite and present the songs, replacing nouns and
adjectives and verbs so that it still makes sense by changes the main actions
and related vocabulary in the song. This is a really good recombining activity
and really challenges the students.

<!--[if !supportLists]-->ü&nbsp; <!--[endif]-->Have
students get in groups of at least 5 and work out movements, expressions and
gestures to the song; each group then presents to the class.

<!--[if !supportLists]-->ü&nbsp; <!--[endif]-->Give
a quiz on the vocabulary / structures of a song.



ACTIVITY
1: Listen to the song and fill in the blanks with the
words missing.







ACTIVITY 2: Express your feelings. In pairs, make
a drawing or a collage based on how the song made you feel. Share what you
think the song is about with a partner. Can anyone explain the meaning of the
song? How did your interpretation of the music’s song compare to the actual
lyrics? This is a good activity to highlight how music can affect our emotions.
It may lead into a very interesting discussion on music and emotions.



ACTIVITY 3: Make videoclips: O professor seleciona
uma música que atenda seus objetivos, sua letra deverá&nbsp; ser distribuída no rodapé de diversas folhas
de sulfite.