2010 ct colt fall conference workshop

2010 CT COLT FALL CONFERENCE WORKSHOP:
Richard de Meij
www.celebratelanguages.com
Richard de Meij  Hartford Public Schools  (860) 922-9238  [email protected]
 Facilitate a Multi-Sensory Learning Environment
 Establish a Positive Learning State & Develop Rapport
 Release Tension & Energize Learning Activities
 Focus Concentration & Increase Attention
 Improve Memory & Enhance Imagination
 Can serve as a “marker,” when turned off, to start class
 Appeals to today’s youth, and is fun and relaxing!
 A distractor away from trouble and unwanted behavior
 They are texts of manageable lengths
 They provide context for intuitive and intelligent reading
 They are rich in lexical and cultural content
 They provide opportunities to hear authentic TL speech
 They provide a fun & entertaining way to mimic TL sounds
 They are an enjoyable medium that appeals to today’s youth
 They offer topics for oral & written discussion
 They help retain and retrieve new words/expressions from the lyrics
 One of the most expressive ways we celebrate and communicate
about our cultures and communities. A must in today’s language
classroom!
 Helps students experience the joy of moving with a partner, and the
accomplishment of building a social skill, and increasing body
awareness and improve body posture.
 Teaching Dance addresses at least three of Gardner’s Multiple
Intelligences: body/kinesthetic, musical/rhythmic, and interpersonal.
Dancing provides physical movement, attention to rhythms, and interaction
with peers. Lazear says “If students are to use the full spectrum of their
intellectual capabilities, they must be explicitly taught the skills of each
intelligence…”, and Gardner’s research shows that the more intelligences
you incorporate in the classroom, the more students you can reach.
… and it’s
GREAT FUN!
When you use music, song and dance in the classroom, you are targeting at
least four of Howard Gardner’s 9 Multiple Intelligences:
1. Linguistic Intelligence: the capacity to use language to express
what's on your mind and to understand other people. Any kind of
writer, orator, speaker, lawyer, or other person for whom language is
an important stock in trade has great linguistic intelligence.
2. Logical/Mathematical Intelligence: the capacity to understand the
underlying principles of some kind of causal system, the way a scientist or a
logician does; or to manipulate numbers, quantities, and operations, the way a
mathematician does.
3. Musical Rhythmic Intelligence: the capacity to think in music; to be
able to hear patterns, recognize them, and perhaps manipulate them.
People who have strong musical intelligence don't just remember
music easily, they can't get it out of their minds, it's so omnipresent.
4. Bodily/Kinesthetic Intelligence: the capacity to use your whole body
or parts of your body (your hands, your fingers, your arms) to solve a
problem, make something, or put on some kind of production. The
most evident examples are people in athletics or the performing arts,
particularly dancing or acting.
5. Spatial Intelligence: the ability to represent the spatial world internally in
your mind -- the way a sailor or airplane pilot navigates the large spatial world,
or the way a chess player or sculptor represents a more circumscribed spatial
world. Spatial intelligence can be used in the arts or in the sciences.
6. Naturalist Intelligence: the ability to discriminate among living things
(plants, animals) and sensitivity to other features of the natural world (clouds,
rock configurations). This ability was clearly of value in our evolutionary past as
hunters, gatherers, and farmers; it continues to be central in such roles as
botanist or chef.
7. Intrapersonal Intelligence: having an understanding of yourself; knowing
who you are, what you can do, what you want to do, how you react to things,
which things to avoid, and which things to gravitate toward. We are drawn to
people who have a good understanding of themselves. They tend to know what
they can and can't do, and to know where to go if they need help.
8. Interpersonal Intelligence: the ability to understand other people.
It's an ability we all need, but is especially important for teachers,
clinicians, salespersons, or politicians -- anybody who deals with other
people.
9. Existential Intelligence: the ability and proclivity to pose (and ponder)
questions about life, death, and ultimate realities.
These are just a few of the hundreds (perhaps thousands) of Spanish, French and German language music/song
artists. Visit the provided websites for even more. This list includes both traditional (from the 40’s through the
90’s) and contemporary song artists. The artists are not listed in any particular order.
ESPAÑOL
1. Celia Cruz
2. Rubén Blades
3. Willie Chirino
4. Willie Colón
5. Oscar D’Leon
6. Gloria Estefan
7. Carlos Gardel
8. El Gran Combo
9. Grupo Niche
10. Juan Luis Guerra
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Julio Iglesias
Enrique Iglesias
Shakira
Olga Tañon
La India
Victor Manuel
Johnny Pacheco
José Luis Perales
Las Hijas del Sol
Jerry Rivera
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Vanessa Paradis
Patricia Kaas
Patrick Bruel
Jean-Jacques Goldman
Dany Brillant
Serge Gainesbourg
Yannick Noah
Lara Fabian
Garou
Isabelle Boulay
FRANÇAIS
1. Edith Piaf
2. Jacques Brel
3. Charles Aznavour
4. Gilbert Bécaud
5. Juliette Gréco
6. Josephine Baker
7. Yves Montand
8. George Brassens
9. Gérard Lenorman
10. Johnny Hallyday
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Maná
Carlos Vives
Paulina Rubio
Quique Neira
Johnny Ventura
Juanes
Sin Bandera
Marc Anthony
Thalía
Ricky Martin
CANADIEN
1.
2.
3.
4.
5.
Céline Dion
Gilles Vigneault
Felix Leclerc
Charlebois
Ginette Reno
CARAÏBE (“Zouk” music)
1. Eddie Marc
2. Kassav
3. Abege
DEUTSCH
1.
2.
3.
4.
5.
Tic Tac Toe
Kraftwerk
Nena
Udo Jürgens
Prinzen
6. Rainhard Fendrich
7. Geier Sturzflug
8. Münchner Freiheit
9. Nina Hagen
10. Udo Lindenberg
11.
12.
13.
14.
15.
Falco
Mathias Reim
Rolf Zuckowsky
Bots
Spider Murphy Gang
Richard de Meij  www.celebratelanguages.com  e-mail: [email protected]
These are just a few suggested songs. Search online for songs and lyrics, or simply download MP3, WAVE, or
MIDI files from off the internet. You can also find, download and save songs from YouTube. You can use
www.keepvid.com to download and save any YouTube video on your hard drive, either in flash (.flv) format or in
MP4 (.mp4) format. If you would rather have any YouTube file saved and later played as a Windows Media Player
file (.wmv), you will need to convert either the flash (.flv) or MP4 (.mp4) to the .wmv file format, or any other
format you’d like. Use www.media-convert.com to convert any document, audio or video file from one format to
another, FOR FREE!!!
ESPAÑOL
FRANÇAIS
DEUTSCH
Soy una pizza
La Bamba
La Cucaracha
Aserejé (the Ketchup song)
Sopa de Caracol
Cuando calienta el sol
Guantanamera
Cielito Lindo
Himno a la Alegría
Ay Corazón
Madrid, Madrid, Madrid
San Fermin
Bamboleo
Chiquitita
Mambrú se fue a la Guerra
En mi Viejo San Juan
Yo viviré
El cóndor pasa
Mi pollera
Las mañanitas
Bésame mucho
María
Santa Lucía
Mi tierra
Solamente una vez
Un beso y una flor
Susanita tiene un raton
Cuando un amigo se va
Locura de amor
La vida sigue igual
Aïcha
Je suis une pizza
Sur le pont d’avignon
J’ai perdu le “do”
Le Bon Roi Dagobert
Au clair de la lune
Un gran Cerf
Une poule sur un mur
Une souris verte
Je m’appelle Caillou
Pour un flirt
Aux Champs Elysées
L’oiseau et L’enfant
La Ballade des gens heureux
Tous les garçons et les …
À la Claire fontaine
Savez-vous planter les choux
Un Kilomètre à pied
La Bohème
Plaisir d’amour
La maladie d’amour
Prendre un enfant
Que je t’aime
Ziggy
Il est né le devin enfant
Il était un petit navire
La Marseillaise
Dominique
Gentil Coquelicot
Dansons la capucine
Alle Jahre wieder
Alle vögel sind shon da
Die Gedanken sind frei
Ein bisschen Frieden
Heidenröslein
Ihr Kinderlein, kommet
Kinder
Leise rieselt der Schnee
Lili Marlen
Die Lorelei
Drei Chinesen mit dem...
Meine Oma fährt
Muss I denn
O du Fröliche
O du lieber Augustin
O Tannebaum
Ohne dich
Das Model
99 Luftballons
Aber bitte mit Sahne
Alt wie ein baum
Freiheit
Mein bester Freund
Warum
Rock me Amadeus
Brottosozialprodukt
7 Tage lang
Winter ade
Auf der Mauer, auf …
Deutsche Nationalhymne
Here are some activities you can try in the classroom, and some you can assign to students to do outside
of class. Any other activities that you know and have tried, please share with others, and with me at
[email protected] Thank you!
1. Name that tune (featured in workshop)
Students get together in groups of four. Each group has 2 copies of a list of well-known American song
titles in the TARGET LANGUAGE. When you play the melody (MIDI sound file, on your computer, or
keyboard) the first group to guess correctly which title correctly corresponds wins.
Some benefits:
Review of numbers. Students must identify the number and the title in TL to get credit
Introduction to new contextual and interesting vocabulary and expressions
Provides opportunity for students to see that literal word-for-word renditions aren’t always possible.
Provides a fun way to engage all students
Allows and encourages students to take risks in the TL, while automatically comparing the TL titles
with their English language equivalent, thus increasing their understanding of the nature of language.
2. Name that dance
Students look at short 10 – 15 seconds video clips of dances. For each video clip they have to identify what
dance was being performed. (Before students can do this, they must have been taught these dances already)
3. Name that type of music
What is it? Salsa, Merengue, Cha-cha, Bachata, Tango, Flamenco, Ranchero, Zouk, Mazurka,
Comptines, Folklore, Polka, Zwiefache? Get students to identify types of music you play on your CD
player. Let them listen to about 15 to 20 seconds of each musical excerpt.
4. Name that song you’ve learned (target language songs)
Similar to the above mentioned. This is done with target language authentic song titles only. This can
only be done after students have built a repertoire of 10 to 15 or more songs they’ve learned.
5. “American Idol” Name it something else, example: Otti Festival
Towards the end of the school year (or semester), organize a big singing show, similar to “American
Idol” with judges and all. Tweak the concept to fit target language cultural practices. Encourage ALL
students to participate, either as lead singers, backup singers, and/or backup dancers. All songs must be
in the target language. Students who play an instrument may be encouraged to form a band and play live
while they or others sing the target language song.
6. Cloze Activities (for the songs you teach)
Students receive a copy of the lyrics minus key words of a particular vocabulary category, or grammar
topic. They then listen to the song and fill in the missing key words.
7. Put the lyrics back together
Provide students with a sheet containing a song, the lyrics of which are not in the right order.
Each sentence in the lyrics should be in the wrong place. Students are to then put all the sentences of
the lyrics back in the correct order as they should be in the song they learned.
8. Create a new song (new lyrics / familiar, or known tune)
Students can be assigned the task of creating their own song lyrics to a melody of a song they already
know (The Brady Bunch, Kokomo, Summer nights, etc). They may choose to add a familiar melody
to a list of propositions they need to remember and retrieve, or any other grammar structures, or new
vocabulary they need to know.
9. Body Parts (and some prepositions too)
Teaching a dance is a great way to teach and reinforce body parts vocabulary in a meaningful way. In
addition, giving directions “left,” “right,” “forward,” “back,” “sideways,” etc become actively used
and learned in the context of the dances you teach.
10. On the radio! (works best for SPANISH)
Provide students with a list of 5 to 7 music types (not all different, necessarily). Assign the task of
finding a Spanish radio station, listening to it, and identifying the music types they will need to copy
on a cassette to bring to class and hand in. On the cassette cover they must identify each song in order,
by song title, artist(s) / group, and music type. Here is an example of what to say on your list:
“Find a song for each of the music types in the exact order as they are listed below:”
- 1. Salsa
- 2. Bachata
- 3. Salsa
- 4. Merengue
- 5. Cha-cha
- 6. Bolero
11. Camera, Action! (performance activity)
Students get in groups of 2, 3, or 4, in order to perform a music video based on the target language
song of their choice. The performance should reflect the lyrical content / the meaning of the song.
They will use relevant props and scenes to make the lyrics come alive in their music video. Students
may do their planning in class, and their video-taping outside of school time with their group
members.
12. Multi-cultural Background Music (or at the beginning of class)
For a few days in a row (maybe a week), play music from a particular country, culture, or region. Let
students know what type of music it is, where it’s from and whatever other cultural information you
may have available at that time. Point out the country or region on a map. This is a good way to
connect somewhat with social studies, and keep “geography” ever present. Students need this!!
Change the music type, country or region each week. Get a good CD with world music in music
stores, or online. Do a search for “world music.” Or, find music of various types on
www.limewire.com or www.bearshare.com You will have to first download either or both of the
programs in order to download the desired music, for free!
13. Make up a dance (and name it)
Assign students the task of getting together in groups of 3 or 4, and creating a dance with the music
type provided. They should also name their dance (and justify the name).
14. Creative writing practice
Ask students to write dialogues that are based on the target language song content. They may used
selected lines from the song text to create their dialogues. Or, ask students to write a parody of a
target language song you select.
15. What comes after?
Sing a line of any song you have taught your students, and ask students to provide the line that comes
right after the one you sang. Have your list of songs ready. You can do this several times, with
different TL songs.
16. Use your hands in art!
Students can be assigned projects of various kinds, based on the vocabulary, expressions, and/or
culture in the target language song. Examples: calendars, promotional brochures, mobiles, CD-covers,
promo posters with music / song / dance quotes, or a painting.
17.
New idea:___________________________________________________________________
________________________________________________________________________________
18.
New idea: __________________________________________________________________
________________________________________________________________________________
_________________________________________________________________________
There is a wealth of information on these websites. These are just some of the websites I have been
referencing from time to time. Please, if you find them useful, pass them on to other colleagues. Also, if
you discover other interesting sites not listed here below, please share them with me at
[email protected] This will be much appreciated.
MUSIC
www.celebratelanguages.com/musica
www.songsforteaching.com
www.music4kidsonline.com
www.thepowerofmusic.co.uk
www.saborsalsa.com
www.sabordominicano.com
www.midibuddy.net
SONGS
www.vanbasco.com
http://ingeb.org/cates.html
http://www.bregai.com/musica.htm
www.laurasmidiheaven.com
www.azlyrics.com
www.notation.com/MIDI-Latin.php
www.educationalrap.com
http://bit.ly/songsinfrench
http://bit.ly/canzoniitaliane
Just go see!
A “must-see” site! Lots of everything! Various languages
Everything Musical for Children
A good resource for more info on music in the classroom
Good and contemporary music for you to know and enjoy
The name says it! A good site for Merengue music
Excellent source for all kinds of quality MIDI files
MIDI files & Karaoke Search Engine – par excellence!
Over 100 Spanish songs with lyrics and MIDI files
Excellent! MIDI song files - various Latin Am. countries
MIDI song files and much MORE! (go to “International”)
Lyrics to approx. 42300 songs / 880 artists
Fantastic site with CLEAN rap songs for every occasion
Great French songs!
A great variety of songs in Italian (with video)
DANCES
www.streetswing.com
A good place to start
www.cleandance.com
A very useful site with lots of dance information
www.folkdances.org
The name says it. Check it out
www.mrhappyfeets.com
Latin American dances and others
www.salsaweb.com
The world’s largest online Salsa magazine
www.arthurmurray.net/dances.cfm Several Latin dances (& pictures) and their descriptions
http://www.soyunica.gov/mybody/movement/traddance.aspx Latin American dances
Here are some smart quotes for your entertainment and to enlighten, inspire and encourage you to always
use music, song and dance in your language classrooms. If you know of any other ones you think are
interesting and inspirational, please share these with others and with me at
[email protected] Thank you! These quotes can be put on decorative posters and
displayed in your classroom to inspire students. You, or your students, can make the posters as a
mini project. Also, if you’d like, you could translate the quote into the language(s) you are teaching and
do the same. Be creative!
To dance, above all, is to enter into the motions of life. It is an action, a movement, a process. The dance
of life is not so much a metaphor as a fact; to dance is to know oneself alone and to celebrate it! –
Sherman Paul
All the ills of mankind, all the tragic misfortunes that fill the history books, all the political
blunders, all the failures of the great leaders have arisen merely from a lack of skill of dancing! –
Molière
Dance is the landscape of a man’s (person’s) soul. -- Unknown
When the going gets tough, the tough go dancing! -- Unknown
You don’t stop dancing from growing old, you grow old from stopping to dance. -- Unknown
Those move easiest who have learned to dance.
-- Alexander Pope
The truest expression of a people is in its dances and its music. Bodies never lie.
-- Agnes de Mille
Let that day be lost to us on which we did not dance once!
-- Friedrich Nietzsche
To watch us dance is to hear our hearts speak.
-- Hopi Indian Saying
The dance is a poem of which each movement is a word. – Mata Hari
Here are some smart quotes for your entertainment and to enlighten, inspire and encourage you to always
use music, song and dance in your language classrooms. If you know of any other ones you think are
interesting and inspirational, please share these with others and with me at
[email protected] Thank you! These quotes can be put on decorative posters and
displayed in your classroom to inspire students. You, or your students, can make the posters as a
mini project. Also, if you’d like, you could translate the quote into the language(s) you are teaching and
do the same. Be creative!
Where words fail, music speaks – Hans Christian Andersen
A real leader faces the music, even when he/she doesn’t like the tune. -- Unknown
Music washes away from the soul the dust of everyday life. -- Red Auerbach
The man that hath no music in himself, nor is not moved with concord of sweet sounds, is fit for
treason, stratagems and spoils. The motions of his spirit are dull as night, and his affections dark as
Erebus. Let no such man be trusted. -- William Shakespeare
Music speaks what cannot be expressed, soothes the mind and gives it rest, heals the heart and makes it
whole, flows from heaven to the soul. -- Unknown
Music gives a soul to the universe, wings to the mind, flight to the imagination, and life to
everything. -- Plato
Music is a higher revelation than all wisdom and philosophy. Music is the electrical soil in which
the spirit lives, thinks and invents. – Ludwig von Beethoven
It occurred to me by intuition, and music was the driving force behind that intuition. My
discovery was the result of musical perception. (When asked about his theory of relativity)
-- Albert Einstein
A song is a musical chapter that sticks. – Unknown
The history of a people is found in its songs. – George Jellinnek
For the language learner, songs are sneak previews structures to come – Unknown
Nombre: ____________________________ Clase: ____ Hoy es: ______________________________________
I. Write the title of the song you hear in Spanish. Then, match the song lines with the songs to which they
belong.
1. ___________________________________________________________________
_____
2. ___________________________________________________________________
_____
3. ___________________________________________________________________
_____
4. ___________________________________________________________________
_____
5. ___________________________________________________________________
_____
a. Salí del horno hacia la caja
b. Yo soy un hombre sincero de donde crece la palma
c. Yo no soy marinero
d. Si lo que quieres es bailar, si lo que quieres es gozar
e. Si me ven, si me ven, voy camino de Belén
f.
¡No me digas que no!
g. Como nubes en el cielo, dando vueltas por el mundo
h. Cariño mío, sin ti yo me siento vacío
II. Listen carefully to the musical excerpts you will hear. Then, identify the genre/style of music you hear.
Please circle your selection.
1. Merengue
Salsa
Bachata Cha Cha
Tango
Other
2. Merengue
Salsa
Bachata Cha Cha
Tango
Other
3. Merengue
Salsa
Bachata Cha Cha
Tango
Other
4. Merengue
Salsa
Bachata Cha Cha
Tango
Other
5. Merengue
Salsa
Bachata Cha Cha
Tango
Other
www.celebratelanguages.com/musica  e-mail: [email protected]
Nombre: ____________________________ Clase: ____ Hoy es: ______________________________________
La Música Latina y Sus Bailes
I. Escucha e identifica la música que oyes en la radio. (10 puntos)
1.  el merengue
 la salsa
 la bachata
 cha cha
 el tango
 otro
2.  el merengue
 la salsa
 la bachata
 cha cha
 el tango
 otro
3.  el merengue
 la salsa
 la bachata
 cha cha
 el tango
 otro
4.  el merengue
 la salsa
 la bachata
 cha cha
 el tango
 otro
5.  el merengue
 la salsa
 la bachata
 cha cha
 el tango
 otro
II. Observa con atención e identifica (selecciona) el baile que la(s) persona(s) está(n) bailando en cada
segmento en el video. (10 puntos)
1.  el merengue
 la salsa
 la bachata
 cha cha
 el tango
 otro
2.  el merengue
 la salsa
 la bachata
 cha cha
 el tango
 otro
3.  el merengue
 la salsa
 la bachata
 cha cha
 el tango
 otro
4.  el merengue
 la salsa
 la bachata
 cha cha
 el tango
 otro
5.  el merengue
 la salsa
 la bachata
 cha cha
 el tango
 otro
III. Ahora, escribe las respuestas correctas a las siguientes preguntas. ¿De dónde es cada tipo de
música/baile? ¿Cuál es la capital de cada uno de estos países?
11. El merengue es de __________________________. La capital de este país es _____________________
12. La salsa es de _____________________________.
La capital de este país es _____________________
13. La bachata es de ___________________________.
La capital de este país es _____________________
14. Cha cha es de _____________________________.
La capital de este país es _____________________
15. El tango es de _____________________________.
La capital de este país es _____________________
www.celebratelanguages.com/musica  e-mail: [email protected]