2010 CT COLT FALL CONFERENCE WORKSHOP: Richard De Meij

Home , Cha Cha (soundtrack), Nina Hagen, Paulina Rubio

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 11. Julio Iglesias 21. Maná

2. Rubén Blades 12. Enrique Iglesias 22. Carlos Vives 3. Willie Chirino 13. Shakira 23. Paulina Rubio

4. Willie Colón 14. Olga Tañon 24. Quique Neira 5. Oscar D’Leon 15. La India 25. Johnny Ventura

6. Gloria Estefan 16. Victor Manuel 26. Juanes 7. Carlos Gardel 17. Johnny Pacheco 27. Sin Bandera

8. El Gran Combo 18. José Luis Perales 28. Marc Anthony 9. Grupo Niche 19. Las Hijas del Sol 29. Thalía

10. Juan Luis Guerra 20. Jerry Rivera 30. Ricky Martin

FRANÇAIS CANADIEN 1. Edith Piaf 11. Vanessa Paradis 1. Céline Dion 2. Jacques Brel 12. Patricia Kaas 2. Gilles Vigneault 3. Charles Aznavour 13. Patrick Bruel 3. Felix Leclerc 4. Gilbert Bécaud 14. Jean-Jacques Goldman 4. Charlebois 5. Juliette Gréco 15. Dany Brillant 5. Ginette Reno 6. Josephine Baker 16. Serge Gainesbourg

7. Yves Montand 17. Yannick Noah CARAÏBE (“Zouk” music) 8. George Brassens 18. Lara Fabian 1. Eddie Marc 9. Gérard Lenorman 19. Garou 2. Kassav 10. Johnny Hallyday 20. Isabelle Boulay 3. Abege

DEUTSCH 1. Tic Tac Toe 6. Rainhard Fendrich 11. Falco 2. Kraftwerk 7. Geier Sturzflug 12. Mathias Reim 3. Nena 8. Münchner Freiheit 13. Rolf Zuckowsky 4. Udo Jürgens 9. Nina Hagen 14. Bots 5. Prinzen 10. Udo Lindenberg 15. 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 Aïcha Alle Jahre wieder La Bamba Je suis une pizza Alle vögel sind shon da La Cucaracha Sur le pont d’avignon Die Gedanken sind frei Aserejé (the Ketchup song) J’ai perdu le “do” Ein bisschen Frieden Sopa de Caracol Le Bon Roi Dagobert Heidenröslein Cuando calienta el sol Au clair de la lune Ihr Kinderlein, kommet Guantanamera Un gran Cerf Kinder Cielito Lindo Une poule sur un mur Leise rieselt der Schnee Himno a la Alegría Une souris verte Lili Marlen Ay Corazón Je m’appelle Caillou Die Lorelei Madrid, Madrid, Madrid Pour un flirt Drei Chinesen mit dem... San Fermin Aux Champs Elysées Meine Oma fährt Bamboleo L’oiseau et L’enfant Muss I denn Chiquitita La Ballade des gens heureux O du Fröliche Mambrú se fue a la Guerra Tous les garçons et les … O du lieber Augustin En mi Viejo San Juan À la Claire fontaine O Tannebaum

Yo viviré Savez-vous planter les choux Ohne dich El cóndor pasa Un Kilomètre à pied Das Model Mi pollera La Bohème 99 Luftballons Las mañanitas Plaisir d’amour Aber bitte mit Sahne Bésame mucho La maladie d’amour Alt wie ein baum María Prendre un enfant Freiheit Santa Lucía Que je t’aime Mein bester Freund Mi tierra Ziggy Warum Solamente una vez Il est né le devin enfant Rock me Amadeus Un beso y una flor Il était un petit navire Brottosozialprodukt Susanita tiene un raton La Marseillaise 7 Tage lang Cuando un amigo se va Dominique Winter ade Locura de amor Gentil Coquelicot Auf der Mauer, auf … La vida sigue igual Dansons la capucine 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 - 4. Merengue - 2. Bachata - 5. Cha-cha - 3. Salsa - 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 Just go see! www.songsforteaching.com A “must-see” site! Lots of everything! Various languages www.music4kidsonline.com Everything Musical for Children www.thepowerofmusic.co.uk A good resource for more info on music in the classroom www.saborsalsa.com Good and contemporary music for you to know and enjoy www.sabordominicano.com The name says it! A good site for Merengue music www.midibuddy.net Excellent source for all kinds of quality MIDI files

SONGS www.vanbasco.com MIDI files & Karaoke Search Engine – par excellence! http://ingeb.org/cates.html Over 100 Spanish songs with lyrics and MIDI files http://www.bregai.com/musica.htm Excellent! MIDI song files - various Latin Am. countries www.laurasmidiheaven.com MIDI song files and much MORE! (go to “International”) www.azlyrics.com Lyrics to approx. 42300 songs / 880 artists www.notation.com/MIDI-Latin.php www.educationalrap.com Fantastic site with CLEAN rap songs for every occasion http://bit.ly/songsinfrench Great French songs! http://bit.ly/canzoniitaliane 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

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]