Katie Bain Objective Teachers will learn research on using song drama play and art effectively in the classroom Teachers will see how ID: 579879
Download Presentation The PPT/PDF document "Learning Through Song, Drama, Play, and ..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Learning Through Song, Drama, Play, and Art
Katie
BainSlide2
ObjectiveTeachers
will
learn
research
on
using
song
, drama,
play
, and art
effectively
in
the
classroom
.
Teachers
will
see
how
these
elements
have
been
applied
in
the
classroom
in Barranquilla and
discuss
how
they
might
infuse
their
classrooms
with
similar ideas. Slide3
Agree or Disagree?
I
think
children
are
learning
while
they
play
.
I use drama in my
English
class
.
Children
must
know
that
learning
is
difficult
.
It
is
not
good
to
allow
children
to
play
too
much
in
the
classroom
.
It
is
our
job
to
make
learning
fun
.
I use a
variety
of
instructional
techniques
in my
classroom
. Slide4
Song Research
“Developments in brain-based research note that central features of music and language are housed near one another in the human brain, suggesting they may share features of a ‘grammar’ that orders musical elements and language elements similarly”
(
Lems
, 2005)Slide5
ResearchPop songs provide learners with repetitive, focused (yet open-ended) lyrics that allow for a myriad of teaching opportunities for teaching grammar, vocabulary, idioms, and listening comprehension (
Murphey
, 1992).Slide6
Best Practices for Song
Use
Begin
or
end
a
lesson
with
a
song
.
Use
actions
to
accompany
songs
and
poems
.
Puppets
Innovations
Personal
songbooks
Song
and
Poem
ChartsSlide7
Sources for Songs
www.americanenglish.state.gov
www.bussongs.com
www.songsforteaching.com
www.tefltunes.com
www.eslcafe.comSlide8
Drama ResearchTeaching
through
drama “
makes
students
aware
that
English
is
not
just
words
,
structures
, and
idioms
,
but
it
is
a
lively
,
dramatic
and
versatile
means
of
communcation
.”
(
Zalta
, 2006)Slide9
Why use drama or role play?
Drama
helps
children
to
activate
language
and
have
fun
.
Drama and
play
motivate
children
.
Drama
is
familiar
to
children
.
Drama
helps
children
build
confidence
.
Drama
helps
children
build
skills
in
group
dynamics
.
Drama
incorporates
different
learning
styles
.
Drama
contextualizes
language
.Slide10
Best Practices for Drama
Choose
the
right
activity
.
Start
small
.
Give
feedback
.
Build
off of
what
students
have
done in
the
classroom
.
Practice
makes
perfect
!
Present
your
drama
to
a
group
of
people
that
is
valuable
for
the
students
. Slide11
Activity IdeasMiming
Miming
stories
Miming
game
Transform
stories
into
mini
plays
Students
perform
dramatic
productionsSlide12
Games
Choose your language and/or content objective.
Create a game or use a game that someone else has created that will allow your students to meet that objective.
Consider the materials and time that you will need.
Play the game with your students!Slide13
ArtStudents create
and
explain
their
own
art.
Teacher
brings
artistic
images
to
the
classroom
for
discussion
.
Students
analyze
works
of art
that
are
related
to
the
topic
of
study
.
Students
mount
and
present
their
work
to
other
classmates
or
people
at
school
. Slide14
Students have
the
opportunity
to
…
Express
themselves
Explore
language
freely
Explore
feelings
and
find
out
about
themselves
and
others
Develop cooperation, care, consideration and control.Develop language skills (listening, reading, writing and speaking)Explore a fantasy word of their own creation.
Learning
through
Song
, Drama, Play and Art…Slide15
Authentic Materials
Authentic
Materials
VideoSlide16
Questions – Segment 1
1. How old are the students? What is their English proficiency level? Is the
realia
appropriate for
this level? How did they demonstrate understanding?–
2. How do you think the teacher got the dolls? Could the teacher conduct this lesson without the
dolls? What are the advantages and challenges of using this type of
realia
and the
realia
that the
older children brought to class?–
3. What are students’ reactions to the dolls? To the show-and-tell items from home? What are some
things the teacher might do in subsequent lessons to build on each of these lessons? What are some
real-life items you might find in a classroom for teens? For adults?–
4. Do you think the
realia
for each class effectively met the purpose of the lesson? Why or why not?
Could the teacher use the
realia
again? If yes, for what purpose(s)?Slide17
Questions – Segment 2
1. Listen to the young men’s description of the student project, and then describe it in your own words.
2. List the different materials that, according to the speakers, were collected for this and other projects like it. What student activities went into preparing the project?;
3. Who is involved in the creation and the use of the project? Where is it stored?Slide18
I.E.D “LA LIBERTAD”BARRANQUILLA
Bilingual
School
Project:
English
is
Fantastic
!
“DEVELOPING SPEAKING SKILLS THROUGH SONG, POEMS, ROLE-PLAY AND GAMES”
ELEMENTARY LEVEL
MARÍA IGNACIA RIVERA J.
English is Fantastic!Slide19
DESCRIPTION OF THE CONTEXT
Public institution
Goal of the School:
Students’ formation according to human development
Large classes (35-43 students)
English classes (3 hours per week)
Students from different sectors of Barranquilla
Students’ age from 7 to 13
Learners of low socio-economical status
Co-educational
(boys and girls together)Slide20
THEORICAL BASIS OF THE PROJECT
Theoretical
Basis
of
the
Project
APPROACH
ASPECT CONSIDERED
Meaningful
Learning
What
a
learner
already
knows
Constructivism
Construction
of
knowledge
The
Ludic Teaching TheoryHave fun while learningTotalPhysicalResponseSongs, rhymes, chants
,
games
accompanied
by
drama, mime and
body
movements
.
Communicative
Develop
communicative
skills
(
listening
,
speaking
,
reading
,
writing
)Slide21
Description of the
StrategiesSlide22
Students role play,
simulating
a
specific
situation
.
“At
the
Doctor’s
Office”
Strategy
1: Role PlaySlide23
Strategy
2
:
There
is
a
song
in my
heart
At
the
beginning
of a lesson, the teacher can help children make the transition from their native language into English
. Slide24
1.Matching exercise
opposites
/
synonys
(individual
work
).
2.
Braintorm
about
the
topic
of
the
song
(
w
hole
class
).
3.
Filling in the blanks while listening (peer work).4. Students write sentences that summarize the song. (Individual work).5. Discussion
activity
(
Emotions
of
the
song
) (
Whole
class
).
6.
Create
a
conversation
related
to
the
song
(
group
).
7. WRITING TASK:
: Students write a sentence about personal feelings related to the song and also write another version of the song (individual/peer). Slide25
Other Song Resources
http://americanenglish.state.gov/resources/sing-out-loud-traditional-songs
http://americanenglish.state.gov/resources/sing-out-loud-childrens-songs
http://americanenglish.state.gov/resources/american-rhythmsSlide26
3.SPIDERGRAMS wild animal
eats
meat
roars
strong
yellow
/
orange
color
long
tail
runs
fast
climbs
trees
sharp
teeth
black stripes lives in the jungle 2.Creating a songT I G E RSlide27
The Tiger’s RockSlide28
Lyrics for “The Tiger Rock”
I can
run
very
fast
.
I can
live
in
the
jungle
.
I can use my
sharp
claws
.
I can
roar
very
strong
. You can see my black stripes. Who am I?Slide29
Students practice speaking
by
saying
poems
or
chants
.
3. SAYING POEMS/CHANTSSlide30
4. English Language Fair
“William Shakespeare
Room
”
Children’s
performance
Video of a Role Play and a
Chant
by
Primary
School
StudentsSlide31Slide32
5.ENGLISH DAY“THE WOLF”
“CARROUSEL ACTIVITY”
STUDENTS PLAY GAMES OUTDOORSlide33
6. ENGLISH DAYPRESENTATION
TALKING ABOUT A COUNTRY (2nd grade)Slide34
It’s a great “window
”
that
allow
learners
to
take
risks
Children
gain
confidence
in
expressing
English.
Children
take
pleasure
in talking.Teacher observes students’ performance during the lessons and the best ones are selected.The school community enjoys the English festival and fair.E.F. is a great tool to start the literacy process.
English Festival/
F
airSlide35
7.English festivalCinderella Back
to
the
80s
2007 2009
(Thriller performance
)Slide36
It is important to use the celebrations as an excuse for English practicing.
Christmas show Slide37
Practical Steps
Talk
with
a
partner
about
how
you
can use
some
ideas in
big
or
small
ways
in
your
classroom
. Share with the group!Slide38
References
Ausbel, D.P. (1980) Teoría del Aprendizaje Significativo.
London
Chomsky, N. (1976) Reflection on Language.
Glasgow.fontana/Collins
Flórez, L. (2005) Reflecciones sobre el Constructivismo. U. de Caldas
Piaget, J. (2001) Formación de la inteligencia. México. 2da edición
Posada, M. (1998) El Constructivismo. México. Trillas
Vigotsky (1965) Lenguaje y Pensamiento. México. Trillas
Ley 115 de 1994
Ministerio de Educación Nacional. (2007) Estándares Básicos de Competencias en Lenguas Extranjera. Inglés ¡el reto!
P.E.I Institución Educativa Distrital “La Libertad”
Slide39
THANK YOU!
Katie Bain
ktbain53@gmail.com
elfellowkbain.wordpress.com