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.