MASARYK UNIVERSITY FACULTY OF EDUCATION Department of English Language and Literature
Pink Floyd in EFL Classes
Diploma Thesis
Brno 2010
Supervisor: Mgr. Jaroslav Suchý Written by: Linda Gregorová
Bibliografický záznam GREGOROVÁ, Linda. Pink Floyd in EFL Classes: Diploma Thesis. Brno : Masaryk University, Faculty of Education, Department of English Language and Literature, 2009. 97 p., 25 p. appendices. Supervisor Mgr. Jaroslav Suchý.
Anotace This diploma thesis deals with the approaches of Learning Styles and Multiple Intelligences and their implementation into song-based lesson plans. The lesson plans are inspired by the work of the group Pink Floyd and they are aimed at adolescent learners. The learning styles and multiple intelligences are enhanced through the activities contained in the lesson plans.
Annotation Tato diplomová práce pojednává o metodách „Learning Styles‟ a „Multiple Intelligences‟ a jejich zařazení do hodin založených na písni. Výukové hodiny jsou inspirovány díly skupiny Pink Floyd a jsou určeny pro dospívající žáky. „Learning Styles‟ a „Multiple Intelligences‟ jsou rozvíjeny pomocí aktivit obsažených v plánech hodin.
Keywords Pink Floyd, lesson plans, learning styles, multiple intelligences, songs, EFL classes
Klíčová slova Pink Floyd, plány hodin, learning styles, multiple intelligences, písně, výuka angličtiny
- 2 -
Prohlášení
I declare that I have written my thesis on my own and that I used the sources listed in the bibliography. I agree that the work will be kept in the Masaryk University library for study purposes.
Brno, 18th December 2009 Linda Gregorová
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Acknowledgements
I would like to thank my supervisor for his suggestive and valuable advice, comments, remarks, and guidance.
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Contents
INTRODUCTION…………………………………………………………………………………6
1. THE THEORETICAL PART ...... - 8 - 1.1. SONGS IN ENGLISH LANGUAGE CLASSROOM ...... - 8 - 1.1.1. Why to use songs in language classes ...... - 8 - 1.1.2. Some criteria for using songs in schools ...... - 9 - 1.2. LEARNING STYLES ...... - 11 - 1.3. MULTIPLE INTELLIGENCES ...... - 12 - 1.3.1. The list of the intelligences with their features ...... - 13 - 1.3.2. Lesson activities that fit each type of intelligence ...... - 15 - 1.3.2. Multiple Intelligences in the lesson plans based on the work of Pink Floyd (see the practical part of this thesis) ...... - 18 - 1.4. THE WORK OF PINK FLOYD IN LANGUAGE LESSONS ...... - 19 - 1.5. HISTORY OF PINK FLOYD ...... - 20 - 1.5.1. Roger Keith Barrett (1946-2006) ...... - 22 - 1.5.2. George Roger Waters (1943) ...... - 23 - 1.5.3. David Jon Gilmour (1946) ...... - 23 - 1.5.4. Nicholas Berkeley Mason (1944) ...... - 24 - 1.5.5. Richard William Wright (1943-2008) ...... - 25 - 2. THE PRACTICAL PART ...... - 26 - 2.1. USEFUL ADVICE FOR WORK WITH SONGS ...... - 26 - 2.2. THE SONGS SELECTED FOR THE LESSON PLANS ...... - 27 - 2.2.1. “Money” ...... - 27 - 2.2.2. “Time” ...... - 28 - 2.2.3. “Nobody Home” ...... - 28 - 2.2.4. “Dogs”, “Pigs”, “Sheep” (Animals) ...... - 29 - 2.2.5. “Another Brick in the Wall” (Part 2) ...... - 30 - 2.3. LESSON PLANS 1-3 – PINK FLOYD: INTRODUCTION ...... - 30 - 2.3.1. LESSON PLAN 1 ...... - 32 - 2.3.2. LESSON PLAN 2 – access to the internet necessary for all „bands‟ ...... - 34 - 2.3.3. LESSON PLAN 3 ...... - 36 - 2.4. LESSON PLANS 4-6 – PINK FLOYD: “MONEY” ...... - 38 - 2.4.1. LESSON PLAN 4 ...... - 39 - 2.4.2. LESSON PLAN 5 ...... - 41 - 2.4.3. LESSON PLAN 6 ...... - 42 - 2.5. LESSON PLANS 7-8 – PINK FLOYD: “TIME” ...... - 43 - 2.5.1. LESSON PLAN 7 ...... - 44 - 2.5.2. LESSON PLAN 8 ...... - 46 - 2.6. LESSON PLAN 9 – PINK FLOYD: “NOBODY HOME” ...... - 48 - 2.6.1. LESSON PLAN 9 ...... - 49 - 2.7. LESSON PLANS 10-11 – PINK FLOYD: ANIMALS ...... - 50 - 2.7.1. LESSON PLAN 10 ...... - 52 - 2.7.2. LESSON PLAN 11 ...... - 53 - 2.8. LESSON PLANS 12-13 – PINK FLOYD: “ANOTHER BRICK IN THE WALL” (PART 2) ...... - 54 - 2.8.1. LESSON PLAN 12 ...... - 56 - 2.8.2. LESSON PLAN 13 ...... - 57 - 3. CONCLUSION ...... - 59 -
- 5 - INTRODUCTION
This diploma thesis deals with music and its usage in a language classroom. I have been interested in music since my early childhood and I believe most of young learners have as well. In fact, it is not so easy to escape the music nowadays as it is simply nearly everywhere. “Music is everywhere and all students have musical tastes.” 1 I wanted to create a set of lesson plans for EFL2 classes based on songs. Firstly, because I did not have chance to experience such lessons in my studies in basic school. Secondly, I enjoy working with songs. Finally, an impulse came from a local radio when I was listening to a programme devoted to the English group Pink Floyd. The music of Pink Floyd is legendary and still up to date. Although the group is famous for its psychedelic3 performance their work includes also songs that became widely popular. The song “Money”, for example, is easily recognizable and it was elected as the most played song on American radios.4 Therefore I created a set of lesson plans based on songs and work of the group Pink Floyd.
In addition, I believe the activities based on songs address all the learning preferences of the learners. The learning preferences presented through Learning styles5 and the Theory of Multiple Intelligences6 are presented in the theoretical part of the diploma thesis.
The theoretical part starts with songs in EFL classes in general and continues to presentation of learning styles and multiple intelligences. The aim of this diploma thesis is to prove that all the multiple intelligences may be enhanced through activities based on songs. In my opinion, the implementation of the multiple intelligences to the lesson activities enables all students to find their preferences in the lesson. In addition, all the learners may feel comfortable and relaxed. In short, each student finds something to be good at and he/she enjoys the lesson. I compared the activities suggested in the lesson
1 Murphey, T.:2002:5 2 EFL most commonly refers to English as a Foreign Language (http://en.wikipedia.org/wiki/EFL) 3 Psychedelic rock is a style of rock music that is inspired or influenced by psychedelic culture and attempts to replicate and enhance the mind-altering experiences of psychedelic drugs (http://en.wikipedia.org/wiki/Psychedelic_rock) 4 www.pinkfloyd.cz 5 Learning styles are a way to help improve your quality of learning (http://www.learning-styles- online.com/) 6 http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences
- 6 - plans to activities typical for the individual multiple intelligences and discussed the result. The theoretical part also provides a brief outline of the history of Pink Floyd and the groups‟ members. This information is further dealt with in the lesson plans.
The aim was to present the practical part as practical as possible. At first, I introduced ten lesson plans based on several songs by the group Pink Floyd. Apart from one particular song I created a set of successive lesson plans for each song. In the end I realised the work of Pink Floyd needs a bit of “tuning in”7. Therefore I added three more introductory lesson plans to prepare learners for the songs of Pink Floyd and to invite them to the world of popular music. The lesson plans are designed for the eighth or ninth graders in basic schools as the teaching for the basic schools is my field of study. Students of that age are willing to discuss the messages in the lyrics and for example the text of the song “Another Brick in the Wall” is related to learners at basic schools. Moreover, Jeremy Harmer8 comments: “these older children have developed a greater capacity for abstract thought as they have grown up. In other words, their intellects are kicking in, and they can talk about more abstract ideas…”. The lesson plans cover topics regularly taught in EFL classes in basic schools (money, time, animals) and they may be used as an introduction to the topics or as an extra material to work with. Nevertheless, I believe that the lesson plans and their activities are fully suitable for secondary school students as well. In case there is a trouble with the music of the group Pink Floyd, the lesson plans are convertible to songs by other performers or individual activities may be practised during ordinary lessons. I hope the lesson plans will be useful for teachers in EFL classes and learners will enjoy them.
7 Murphey, T.: 2002:17. 8 Harmer, J.:2007:15
- 7 - 1. THE THEORETICAL PART 1.1. Songs in English language classroom
I would like to start this chapter with a quotation from the work Music and Song by Tim Murphey:
In our time it is hard to escape music and song as it occupies ever more world around us: in operating theatres (for heart transplants and childbirths), restaurants and cafés, shopping malls (muzak), at sports events, in our cars, and literally everywhere for those tuned in to a Walkman. It would seem that the only place music and song is slow to catch on is in schools! 9
Although people usually do not use Walkmans but mobiles or other modern equipments today, the final words are unfortunately still true today. In my teaching experience I have met only few teachers who work with authentic songs in the language classrooms. Students were usually surprised and happy when I brought authentic songs to their English lessons for the first time. In addition, there are many reasons why to use songs in language classes. I will deal with the reasons in the next chapter.
1.1.1. Why to use songs in language classes
Alan Maley 10 wrote two nice reasons why to use songs in language classes in his foreword to T.Murphey‟s book Music and Song:
(1) Music is highly memorable. Whether this is because it creates a state of relaxed receptivity, or because its rhythms correspond in some way with basic body rhythms, or because its messages touch deep-seated emotional or aesthetic chords, or because its repetitive patterning reinforces learning without loss of motivation – whatever the reason, songs and music „stick‟ in the head.
(2) It is highly motivating, especially for children, adolescents, and young adult learners. Popular music in its many forms constitutes a powerful subculture with its own mythology, its own rituals,
9 Murphey, T. 2002: 7 10From 1963 to 1988, Alan Maley worked for the British Council in Yugoslavia, Ghana, Italy, France, China, and India. He was director-general of the Bell Educational Trust in Cambridge from 1988 to 1993, and senior fellow at the National University of Singapore from 1993 to 1998. He is currently dean of the Institute for English Language Education, and director of post-graduate programs in TESOL at Assumption University, Bangkok. He has worked with Japanese secondary school teachers of English as a frequent guest instructor at the International Summer Workshop for Teachers of English hosted by the Language Institute of Japan. He has published over thirty books and numerous articles, and is the series editor for Oxford Resource Books for Teachers (Oxford). (http://www.developingteachers.net/articles_tchtraining/interv_amaley.htm)
- 8 - and its own priesthood. As such it is a part of students‟ lives in a way that so much else we use is not. If we can tap into it, we release unsuspected energy.
I absolutely agree with these statements. Everybody knows the feeling of a „stuck‟ song in a head. In classes this happens very often as the song is usually played more than once. Motivation is one of the main reasons why to work with songs in lessons. Learners feel relaxed and enjoy the atmosphere in the classroom which is different from the ordinary every day routine.
The use of music as a teaching and learning throughout the day may help maintain a positive mood and increase learning effectiveness. I call this musical mood maintenance--keeping a positive attitude. Teachers and students universally speak of the joy of learning experienced when music is used as a learning tool. If it's true, as research suggests, that positive attitudes improve learning results then music may be one of our best tools for increasing learning success. 11
Sharon McDonald used probably the best words to summarize the main reasons why to use songs in EFL classrooms: “To sum up, using songs to teach can save teachers' time. Songs help young children learn information quickly and accurately. Through songs, children store and retrieve information more quickly and they can access this information over longer periods of time.” 12
1.1.2. Some criteria for using songs in schools
Various teachers and pedagogical authorities comment the criteria for using songs in EFL classes. The criteria may change from school to school but the main points are, in my opinion, relevant to all teachers who work with songs in their classes. Mark Lowe considers these criteria in his article Language and Music 13: (1) the melody must be catchy, and easy to remember; (2) the words must be memorable and worth remembering; (3) the song must not offend (some rap songs may be unacceptable in some classrooms); and (4) – last but certainly not least – the diction of the singer must be crystal clear
I agree with these requirements. However, the diction in real life is hardly „crystal clear‟ and in popular songs it may sound even odd. Of course, the singing should be intelligible to the students. The work of Pink Floyd which I chose for the practical part of this diploma thesis absolutely matches the statement number 2. The lyrics of Pink Floyd carry a message
11 http://www.songsforteaching.com/brewer/music-positive-mood-management.htm 12 http://www.songsforteaching.com/sharonmacdonald/words.htm 13 http://www.developingteachers.net/articles_tchtraining/langmusic3_mark.htm
- 9 - which is worth to discuss and build a lesson plan on. The other criteria were also fulfilled as the chosen songs became famous for their melody, the dictions of Roger Waters and David Gilmour are acceptable and I tried hard not to select songs that could offend the classroom. I admit that the songs from the album Animals which I use in my lesson plans as well are on the edge of acceptability and for this reason only opening parts are played and only once as an introduction to the topic.
Sharon MacDonald suggests these elements for a good choice of songs: 14
(1) They are relevant, meaningful, and interesting to the children. Use songs that have a beginning, middle, and an end so that children develop an understanding of "storyness."
(2) They have a simple, memorable melody. There is something special about these kinds of songs. They stay in your head and in the children's heads. Use these songs to build skills.
(3) They build a base for future learning. Often we are asked to teach information that the children are not ready to learn or to teach skills that are beyond their levels of ability. When this happens, select a song that has some of the information in it that you need to teach. The children will learn it and be able to recall it months later when it will mean something to them.
(4) They review information and practice skills. Look at the skills and concepts you taught during the year. To review, teach a song that contains some of the information you have taught. Let the singing of the song help re-teach and review for the children what they have learned
(5) They are age appropriate. Sing wisely!
Although some of her elements are similar to criteria by Mark Lowe, Sharon MacDonald devoted attention to the teaching process in the numbers 3 and 4. As Tim Murphey 15 states: “In practical terms, for language teachers, songs are short, self- contained texts, recordings, and films that are easy to handle in a lesson. And the supply is inexhaustible!”. The lesson plans inspired by the work of Pink Floyd use the songs to open the theme and not a singular lesson plan but usually a series of lesson plans is devoted to a particular song. The lesson plans try to exploit the topic and practise skills as much as possible. However, many other ideas may occur in the reader‟s mind as there are numerous activities based on songs.
14 http://www.songsforteaching.com/sharonmacdonald/words.htm 15 Murphey, T.: 2002: 8
- 10 - 1.2. Learning styles
This chapter gives a brief outline of learning styles and serves as an introduction for the multiple intelligences. In my opinion, learning styles and multiple intelligences should be taken into consideration when preparing a lesson plan and that is why I present them. Apart from various teaching methods pedagogical authorities present learning styles as a different learning approach. Supporters of Learning styles recommend to include all three learning styles into each activity to address all the learners. This is not always possible but the more activities fulfil this request the better. “Learning style is the way in which each learner begins to concentrate on, process, absorb, and retain new and difficult information (Dunn and Dunn, 1992; 1993; 1999). The interaction of these elements occurs differently in everyone.” 16 The three most common learning styles are: Visual Auditory Kinaesthetic
I found these detailed descriptions of the learning styles on the internet: The visual (spatial) learning style 17 If you use the visual style, you prefer using images, pictures, colors, and maps to organize information and communicate with others. You can easily visualize objects, plans and outcomes in your mind‟s eye. You also have a good spatial sense, which gives you a good sense of direction. You can easily find your way around using maps, and you rarely get lost. When you walk out of an elevator, you instinctively know which way to turn. The whiteboard is a best friend (or would be if you had access to one). You love drawing, scribbling and doodling, especially with colors. You typically have a good dress sense and color balance (although not always!).
The aural (auditory-musical-rhythmic) learning style 18 If you use the aural style, you like to work with sound and music. You have a good sense of pitch and rhythm. You typically can sing, play a musical instrument, or identify the sounds of different instruments. Certain music invokes strong emotions. You notice the music playing in the background of movies, TV shows and other media. You often find yourself humming or tapping a song or jingle, or a theme or jingle pops into your head without prompting.
The verbal (linguistic) learning style 19 The verbal style involves both the written and spoken word. If you use this style, you find it easy to express yourself, both in writing and verbally. You love reading and writing. You like playing on the meaning or sound of words, such as in tongue twisters, rhymes, limericks and the like. You
16 ( quoted ) http://www.learningstyles.net/index.php?option=com_content&task=view&id=20&Itemid=70&lang=en 17 http://www.learning-styles-online.com/style/visual-spatial/ 18 http://www.learning-styles-online.com/style/aural-auditory-musical/ 19 http://www.learning-styles-online.com/style/verbal-linguistic/
- 11 - know the meaning of many words, and regularly make an effort to find the meaning of new words. You use these words, as well as phrases you have picked up recently, when talking to others.
In my lesson plans inspired by Pink Floyd I implemented all three types of learning styles into number of activities, for example in the lesson plan 3, activity 1: students are given pictures of musical instruments (visual), students write the English expressions for players on these musical instruments on the board (or the teacher helps if students do not know the expressions) and students reads them (auditory) and learners mime the players of these musical instruments (kinaesthetic).
In my opinion, the approach of Learning styles is closely connected with The theory of Multiple Intelligences in which the division of learning preferences is even more precise. Jeremy Harmer summarises the approaches of learning styles and multiple intelligences as for their usage in the classroom20:
What these two theories tell us (from their different standpoints) is that in any one classroom we have a number of different individuals with different learning styles and preferences. Experienced teachers know this and try to ensure that different learning styles are catered for as often as it is possible. In effect, this means offering a wide range of different activity types in our lessons in order to cater for individual differences and needs.
I assume teachers should take the learning styles and multiple intelligences into consideration when they plan their lesson plans. If the lesson activities fit the preferences of the individual learners they may feel relaxed and satisfied with their work. Moreover, they experience to be good at their class work and enjoy the lessons. For these reasons I present the Theory of Multiple Intelligences and its usage in planning of lesson activities in the next chapters.
1.3. Multiple intelligences
Multiple intelligences is a teaching approach developed on the basis of the Theory of multiple intelligences introduced by Howard Gardner in 1983. 21 The theory deals with the preferences of the students. Psychologists have realised individuals have several
20 Harmer, J.:2007:16 21 http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/cd/7a.pdf
- 12 - „intelligences‟ or „abilities‟ as some opposers prefer. 22 The seven most common intelligences are: Bodily-kinaesthetic, Logical-Mathematical, Linguistic, Spatial, Musical, interpersonal, and intrapersonal. The preferences of these intelligences may change during an individual life. Once the student is aware of his or her own strong or weak intelligences they are able to adapt the best learning strategies. Howard Gardner says: I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill. (Howard Gardner 1999: 180- 181) 23
The supporters of the theory claim that in schools the most emphasis is put on logical and mathematical intelligences and students are mainly evaluated according to their abilities in these two categories. “Thus, the Theory of Multiple Intelligences implies that educators should recognize and teach to a broader range of talents and skills. Another implication is that teachers should structure the presentation of material in a style which engages most or all of the intelligences.“ 24 Once the teachers define the division of their lesson activities according to multiple intelligences they realise what intelligences are emphasized or neglected and then they may change their arrangements. Nevertheless, it is sometimes difficult to cover all the intelligences in one lesson. The main goal is not to highlight only some of the intelligences but implement as many as possible in the successive lesson plans. All students have the opportunity to participate in the lesson activities successfully then. The aim of the activities presented in the lesson plans based by the work of Pink Floyd was to address as many abilities of the students as possible.
1.3.1. The list of the intelligences with their features
In this chapter an outline of the eight most common multiple intelligences is presented. Examples of activities that enhance the individual intelligences follow in the next chapter.
22 http://en.wikipedia.org/wiki/Multiple_intelligences#Opposing_views 23 http://www.infed.org/thinkers/gardner.htm (Howard Gardner quoted by Mark K. Smith) 24 http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/cd/7a.pdf
- 13 - Mark K. Smith presents the seven most common intelligences in this way: 25
Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.
Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.
Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.
Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.
Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.
Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.
Some sources introduce other intelligences but these seven are widely accepted. For example on the internet, Wikipedia, the free encyclopedia, mentions another type of intelligence called „Naturalistic‟ added to the list of intelligences in 1997.
This area has to do with nature, nurturing and relating information to one's natural surroundings. Those with it are said to have greater sensitivity to nature and their place within it, the ability to nurture and grow things, and greater ease in caring for, taming and interacting with animals. They may also be able to discern changes in weather or similar fluctuations in their natural surroundings. They are also good at recognizing and classifying different species. They must connect a new experience with prior knowledge to truly learn something new. "Naturalists" learn best when the subject involves collecting and analyzing, or is closely related to something prominent in nature; they also don't enjoy learning unfamiliar or seemingly useless subjects with little or no connections to nature. It is advised that naturalistic learners would learn more through being outside or in a kinesthetic way. Careers which suit those with this intelligence include scientists, naturalists, conservationists, gardeners, and farmers. 26
25 http://www.infed.org/thinkers/gardner.htm 26 http://en.wikipedia.org/wiki/Multiple_intelligences#Opposing_views
- 14 - Other types of intelligences include Spiritual, Moral, and existential intelligences. Nevertheless, these types are not generally accepted and I did not deal with them in my work.
1.3.2. Lesson activities that fit each type of intelligence
Everyone might possess all the seven or eight, to be precise, intelligences but the level of their development may differ in any one person. People are talented in different ways and the activities and situations that demand the usage of their weaker abilities may cause problem. Therefore, teachers hold a powerful tool in their hands and mind as they may enhance the students‟ potentialities through the choice of activities used in the classroom. Various authors offer numbers of activities for fitting the multiple intelligences in the classroom. For example: Diane Larsen-Freeman27 presents the examples of such activities in her work Techniques and Principles in Language teaching:
Intelligences: Activities: Logical/mathematical Puzzles and games, logical, sequential presentations, classifications and categorizations. Visual/spatial Charts and grids, videos, drawing Body/kinaesthetic Hands-on activities, field trips, pantomime Musical/rhythmic Singing, playing music, jazz chants Interpersonal Pairwork, project work, group problem- solving Intrapersonal Self-evaluation, journal keeping, options for homework Verbal/linguistic Note-taking, story telling, debates
Loveleena Rajeev28 introduced these activities in her article:
Linguistic Intelligence is all About Expression, Using Words Write a story and read it aloud. Impromptu speaking. Debate. Read books or articles. Write a poem, an essay, plays or news articles. Conduct an interview (role-play) or do talk shows.
27 Larsen-Freeman, D.: 2000: 170 28 http://www.buzzle.com/articles/multiple-intelligence-activities.html
- 15 - Write and present theories. Play games that use tongue twisters and spellings. Write journals or diaries. Document and present a thesis.
We may find an example of Linguistic intelligence in Lesson plan 3, Activity 3: Topic questions. In this activity, students make up their own questions arising from the text of the song and discuss them in groups.
Logical Intelligence is an Area of Numerical and Logical Skills Solve problems. Create number patterns. Conduct an experiment on a particular theory. Solve puzzles. Develop a computer program to solve mathematical queries. Describe the patterns or symmetry of any chemicals. Play games using money. Make spreadsheets for calculations. Conduct experiments using deductive / inductive reasoning. Collect data and sequence or organize them. Learn about scientific models and explain them. Solve geometric problems. Make predictions using theories. Make a scientific model using measurements.
An example of Logical intelligence in Lesson plan 6, Activity 3: Supermarket. Students are given „money‟ and they buy things (real objects) in a „supermarket‟.
Musical Intelligence Involves all Rhythmic Auditory Inclinations Sing songs. Play or compose music. Write lyrics or short jingles. Create rhythmic patterns. Play different musical instruments in a group. Partcipate in choir or solo singing. Hum and rap. Demonstrate the working of a musical instrument. Explain differences and similarities in tones and sounds. Practice singing in a group.
An example of Musical intelligence in Lesson plan 1, Activity 5: Bands. Students form groups and produce music.
Bodily-Kinaesthetic Intelligence Involves Physical Activity Role-play an event. Make a castle of cards or a sand castle. Build or construct a model of some structure. Repair a mechanical equipment.
- 16 - Plan and go on a field trip. Demonstrate a hands-on activity Dance. Learn martial arts. Play games. Do physical exercises. Trekking or mountain climbing.
An example of Kinaesthetic intelligence in Lesson plan 10, Activity 4: Still images Students perform still images based on the characters from the songs.
Spatial Intelligence is all About Visualizing Space and Images Demonstrate a piece of art. Make visual metaphors or analogies. Map historical events and stories using graphs. Make 3D projects. Sketch, paint or draw. Visualize patterns and create them. Play visual puzzles. Play photo memory games.
An example of Spatial intelligence in Lesson plan 11, Activity 3: Album cover. Students design an album cover.
Interpersonal Intelligence Involves Being People-Smart Participate in group projects. Combined learning. Party in a group. Conduct a meeting to solve problems. Resolve conflict. Discuss and debate an issue. Brainstorm on any subject. Interpret others' feelings. Join a sports activity group. Form activity or social clubs. Participate in group book reading and share views.
An example of Interpersonal intelligence in Lesson plan 12, Activity 1: Key words. Students in groups discuss their feelings and attitudes to the key words (presented by the teacher before listening to the song). In groups, they make up a story based on the key words.
Intrapersonal Intelligence Involves Being Aware of Self Pursue a new goal. Share meaningful personal experience.
- 17 - Write about your perceptions. Focus on some particular weakness and strengthen it. Reflect on your actions. Indulge in some individual reading, study and projects.
An example of Intrapersonal intelligence in Lesson plan 9, Activity 2: Morals. Students individually think about the topic of the song.
Naturalistic Intelligence Involves Nature and Environment Take care of animals and plants. Participate in nature clubs. Get involved in an environment protection program. Build a birdhouse. Keep an observation journal of the plants or animals in your care. Study cloud formation. Collect different colored rocks. Research one particular plant or animal and demonstrate its importance in the nature cycle. Make a note of the difference in temperature and pollution. Map and demonstrate the ozone layer. Explain importance of recycling.
An example of Naturalistic intelligence in Lesson plan 10, Activity 2: The characters. Students find typical features of animal characters in the texts of the songs.
As the reader can see there are many activities that fit all the intelligences even in the school environment. Therefore, the teachers should change the stereotypes in the lesson planning and apply the activities as much equally as possible to enhance the abilities of the learners. The procedures in the lesson plans inspired by the group Pink Floyd (see the practical part of this thesis) are designed so as to cover all the intelligences described by Howard Gardner.
1.3.2. Multiple Intelligences in the lesson plans based on the work of Pink Floyd (see the practical part of this thesis)
All eight multiple intelligences classified according to H.Gardner were dealt with in the lesson plans presented in the practical part of my thesis. Although some intelligences predominate over others all of them may be found within the thirteen lesson plans.
- 18 - Linguistic intelligence, of course, is the most dominant. Students discuss the themes of the songs in the target language and make notes while listening, they also write paragraphs based on the lyrics. They read the texts of the song and the related material. Intrapersonal and interpersonal intelligences are the second ones. The topics of songs offer numbers of opportunities to think of individual attitudes and feelings and to know the others‟ point of view as well. Students often work in pairs and groups and they share information and experience. Musical, body/kinaesthetic, Logical/mathematical and visual/spatial intelligences are also represented in nearly all lesson plans. The musical intelligence is enhanced not only through listening to songs and activities based on listening but students also produce their own „music‟. Many activities include movement around the classroom. Students take active parts in miming, role-playing or hand–work. Spatial intelligence is practised through pictures arranging or describing. Students also produce their own cartoons, project papers and even a picture. Logical intelligence is used in activities where students arrange pictures according to the story or memory games based on the lyrics. The lesson plans based on the song “Money” include number of activities which fit the logical intelligence. Naturalistic intelligence is mostly enhanced through the activities in lesson plans based on the album Animals. The activities in those lesson plans directly discuss animals and their behaviour and work with animal features. The charts describing the presence of the individual multiple intelligences in all thirteen lesson plans are enclosed in APPENDIX 1. I tried to create the lesson plans as enjoyable as possible and to fit the students‟ preferences as well. From the charts above it is visible that all multiple intelligences were implemented to my lesson plans therefore all learners‟ abilities may be practised. In addition, I may cite the words of V.Minxová29 : “According to Gardner´s theory, everyone has got something of each of the eight intelligences”.
1.4. The work of Pink Floyd in language lessons
For my practical part of this diploma thesis I chose songs performed by the group Pink Floyd. Why this choice?
29 Minxová, V.: 2006: 10
- 19 - Firstly, I have enjoyed the music since my early childhood and I know it quite well. The style of Pink Floyd is not a mainstream but the group became a legend. The music is of high quality and the texts tackle problems of social, political or individual issues. Secondly, the covers of Pink Floyd albums are also famous for its artistic contribution. The cover for the album Dark Side of the Moon was elected as the best cover ever. 30 Two of my lesson plans were inspired by the album Animals with another famous album cover. Thirdly, the final choice of songs for my lesson plans was defined by the topic of the songs. T.Murphey31 mentions the song “Another Brick in the Wall” in the chapter “Songs: contemporary thematic categories” in his work: Music and Song. In the chapter he gives examples of songs with interesting themes. The song “Another Brick in the Wall” represents the topic of „Education‟.32 Apart from the songs with interesting themes I chose songs from the album Animals for their analogy with the fable Animal Farm by George Orwell. Fourthly and finally, students meet a different genre and music. This brings a novelty into the classroom which is challenging and inspiring for further discussions and experience sharing. In the next chapters a brief history of the group Pink Floyd is presented for the teachers‟ and students‟ background knowledge. Some activities of the lesson plans in the practical part are based on the background information.
1.5. History of Pink Floyd
Pink Floyd is a legend, an English rock33 group which is often connected with the foundation of art34 and progressive35 rock. They started with psychedelic36 rock and ended with conceptual albums, elaborate performance and music that is still played and up to date.
30 In 2003 VH1 named the album's cover the 4th-greatest album cover of all time, and in 2009 listeners of the UK radio station Planet Rock voted it the greatest album cover of all time.(http://en.wikipedia.org/wiki/Dark_Side_of_the_Moon) 31 Tim Murphey (MA University of Florida, PhD University of Neuchatel, Switzerland) and author of the work Music and Song (1992) (http://ilearn.20m.com/speakers/timbio.htm). 32 Murphey, T.: 2002: 138 33 Rock music is a genre of popular music that entered the mainstream in the 1960s (http://en.wikipedia.org/wiki/Rock_music) 34 A term describing a subgenre of rock music, that tends to have "experimental or avant-garde influences" Art rock is an "intrinsically album-based" form, which takes "advantage of the format's capacity for longer, more complex compositions and extended instrumental explorations." (http://en.wikipedia.org/wiki/Art_rock)
- 20 - The early times of the group later world-wide known as Pink Floyd started around the year 1965 in London. The founding members were Nick Mason, Roger Waters and Rick Wright, all of them students of architecture at the Regent Street Polytechnic 37. Together with three other people they formed a group Sigma 6. Members and names of the group had changed but when Roger Keith (Syd) Barrett, a student of Camberwell College of Art38, joined the group in 1965 the style and name of Pink Floyd occurred. Once the group found out there was another group of the same name (The Tea Set at that time) and Syd Barrett supposed the name The Pink Floyd Sound. According to most sources he used the first names of Pink Anderson and Floyd Council, two performers of blues and jazz from USA.39 The Pink Floyd Sound has been renamed to The Pink Floyd and finally the „The‟ has been omitted and Pink Floyd is still the official name of the group. The first famous singles were “Arnold Layne” and “See Emily Play” and soon afterwards the first album was released. Its name was The Piper at the Gates of Dawn and it is often connected with the writer Kenneth Grahame and his book of fairy tales The Wind in the Willows.40 The next album A Saucerful Of Secrets (1968) was not so psychedelic as the first one partly because the indisposition of Syd Barrett and the introduction of David Gilmour. David Gilmour officially joined the group as its fifth member in 1968. He accompanied Syd on concerts as a guitar player as Syd started to be unpredictable in his behaviour and David was ready to play instead of him. The album was more suitable for radios so as to attract the audience after Syd departure from the group. Since 1968 Pink Floyd were formed by the four members as the audience knew best: Roger Waters (the bass player, songwriter and lead singer), David Gilmour (guitarist, lead singer and songwriter), Nick Mason (the drummer) and Rick Wright (pianist, keyboardist, vocalist and songwriter).
35 A subgenre of rock music that evolved in the late 1960s and early 1970s as part of a "mostly British attempt to elevate rock music to new levels of artistic credibility." (http://en.wikipedia.org/wiki/Progressive_rock) 36 Psychedelic rock is a style of rock music that is inspired or influenced by psychedelic culture and attempts to replicate and enhance the mind-altering experiences of psychedelic drugs (http://en.wikipedia.org/wiki/Psychedelic_rock) 37 The University of Westminster (formerly the Polytechnic of Central London) is a university in London, formed in 1992 as a result of the Further and Higher Education Act 1992. Its antecedent institution, the Royal Polytechnic Institution, dated back to 1838. (http://en.wikipedia.org/wiki/Regent_Street_Polytechnic) 38 Camberwell College of Arts (formerly known as Camberwell School of Art and Crafts) is a constituent college of the University of the Arts London, and is widely regarded as one of the world's foremost art and design institutions. (http://en.wikipedia.org/wiki/Camberwell_College_of_Art) 39 Watkinson and Anderson 1993: 27 40 www.pinkfloyd.cz
- 21 - The group developed an elaborate performance of their albums. Their concerts were world famous and lately their stage performance reminded of a drama in theatre. A large circular projection panel dubbed "Mr Screen" first made an appearance during performances of Dark Side of the Moon in 1974 and became a staple thereafter. Specially recorded films and animations were projected onto it, and for 1977 "In the Flesh" and 1980-1981 "The Wall Live" tours, coloured spotlights were fixed around the rim. 41
The covers of their albums were another new item that Pink Floyd introduced. Most of them were designed by the studio Hipgnosis42 led by Storm Thorgerson43. Storm Thorgerson was a former schoolmate of Waters and in the early days of the group used to live with the members of the group. The album covers created in his studio have been very successful and his work is widely praised. The group released together thirteen albums, the last one The Final Cut in 1983. The most known are The Dark Side of the Moon (1973), Wish You Were Here (1975), Animals (1977) and The Wall (1979). The Wall was an enormous work divided into three parts: the album, the film and the stage performance. In fact, Roger Waters was the father of this opus and his attitudes and other problems among the members led to his departure from Pink Floyd in 1985. The name Pink Floyd stayed to the majority of the players and they released another two studio albums: A Momentary Lapse Of Reason (1987) and The Division Bell (1994). In 2008 Richard Wright died of cancer and Pink Floyd as a group finished their career. Brief biographies of the group members are presented in following chapters. Some aspects of their lives will be used in the lesson plans.
1.5.1. Roger Keith Barrett (1946-2006)
Roger Waters and Syd Barrett were childhood friends from Cambridge. Syd was a nickname that was given to Roger Barrett by members of a jazz club from Cambridge as a reference to a local musician Sid Barrett. The spelling has been changed so as to differentiate him and to be unique.44 Syd Barrett was
41 http://en.wikipedia.org/wiki/Pink_Floyd_live_performances) 42 Hipgnosis was a British art design group that specialized in creating cover art for the albums of rock musicians and bands (http://en.wikipedia.org/wiki/Hipgnosis) 43 Storm Thorgerson (born 1944) is an English graphic designer (http://en.wikipedia.org/wiki/Storm_Thorgerson) 44 Watkinson and Anderson 1993:17
- 22 - a singer, songwriter, guitarist and artist. He was famous for his improvisations and guitar variations. He refused to perform the same as other groups and started to play an alternative sort of blues which was hard to describe and quite shocking at that time. Syd Barrett began to have serious problems with heavy drugs and suffered from a mental illness. This led to his departure from the group in 1968. He spent his life as an artist and enjoyed gardening. He died in 2006.
1.5.2. George Roger Waters (1943)
He spent his childhood in Cambridge and was a friend of Syd Barrett. His father died in the World War 2 only a few months after Roger‟s birth.45 The loss of his father influenced all his life and work. He tried to learn to play the solo guitar but found it too difficult and with the introduction of Syd Barrett he started to play the bass guitar. He wrote most of the texts during his Pink Floyd career and was the lead singer, too. His anti- war attitudes were most visible on his project The Wall. After his departure from Pink Floyd he started a solo career. “Waters has been inducted into the U.S. and UK Rock and Roll Hall of Fame as a member of Pink Floyd, and received a "Media Event of the Year" award for mounting The Wall Live in Berlin. In February 2009 he received a "Cinema for Peace" award for The Wall.”46
1.5.3. David Jon Gilmour (1946)
David Gilmour also comes from Cambridge and was Syd Barrett‟s schoolmate. They played the guitars together during school breaks although both of them were members of different groups. He entered Pink Floyd in 1968 to supply Syd, who started to have problems with drugs, on the stage. David has been
45 www.pinkfloyd.cz 46 http://en.wikipedia.org/wiki/Roger_Waters
- 23 - an enormously talented guitar player and the group realised his qualities very soon. One day the members of the group did not pick up Syd on their way to a concert and David replaced Syd on the post of the solo guitarist. Unlike Syd David has been precise in his activities and the others could rely on him.47 In Pink Floyd, he was one of the main songwriters and lead singers, too. Lately the relationship between Gilmour and Waters began to deteriorate, especially during the work on the albums Animals and The Wall. This led to his solo career apart from the work with Pink Floyd. He also worked as a record producer for many artists and regularly donated many charity organisations. Gilmour has also been an experienced pilot and has been interested in aviation. “In 2003, he was appointed CBE for services to music and philanthropy and was awarded with Outstanding Contribution title at the 2008 Q Awards. In 2003, Gilmour was ranked 82nd in Rolling Stone magazine list of the "100 Greatest Guitarists of All Time".”48
1.5.4. Nicholas Berkeley Mason (1944)
Nick Mason was born to a rich family in Birmingham but the family moved and he was brought up in Hampstead, London. His dream was to become an architect and build extravagant buildings all around the world but during his studies at Regent Street Polytechnic he met Roger Waters and Rick Wright and his career in later Pink Floyd started.49 In fact, he has been the only constant member of Pink Floyd since its foundation. In Pink Floyd he was the drummer and contributed to song writing. He himself says that he has never been so much into drugs and alcohol as his passion has been cars. He owns a huge and wealthy collection of classic cars (including Wartburg and Trabant). Mason has also been a car racer and competed at the 24 hours of Le Mans. He is a keen pilot like David Gilmour and the remark of a Lear jet in the song “Money” was used
47 http://www.davidgilmour.com/biography.htm 48 http://en.wikipedia.org/wiki/David_gilmour 49 www.pinkfloyd.cz
- 24 - ironically by Waters as Mason and Gilmour celebrated their lessons in piloting with buying a jet aeroplane together.50
1.5.5. Richard William Wright (1943-2008)
Rick Wright was born in London and together with Mason and Waters attended the Regent Street Polytechnic but unlike them he found architecture boring and soon moved to the London College of Music.51 He is known as a pianist and the keyboard player for Pink Floyd. He created the recognisable sound of Pink Floyd. He was forced by Waters to exit the group during The Wall project but later after Waters‟ departure he rejoined the group again. His parallel solo career was not as successful as his bandmates‟. Richard Wright died of cancer in 2008 and his death ended all hopes for other albums of Pink Floyd.
50 www.pinkfloyd.cz 51 http://en.wikipedia.org/wiki/Richard_Wright_(musician)
- 25 - 2. THE PRACTICAL PART
2.1. Useful advice for work with songs
Teachers who decide to use authentic songs in their lessons should take into consideration some aspects of the songs, especially when they work with songs from popular groups. As for me, I considered these elements for the choice of the songs
Length: If the song is too long it is too time-demanding to listen to it twice or three times for activities like checking the gap filling or arranging parts of the song in the original order. (the songs from the album Animals)
Instrumental parts: Some songs include long instrumental parts which create odd silence during listening. It is therefore advisable to know the setting-out of the song and fill the instrumental parts with some tasks. This is the case of work by Pink Floyd. The lengthy instrumental tirades were taken into account and filled in with a class work. (the song “Time”)
The melody and pace: Songs suitable for language class work should not be in too fast pace. Students should be able to follow the text and sing it. The pronunciation is also not that clear in fast songs. Students prefer rhythmical songs as they can catch the rhythm and memorize the melody and even the text easily. Although Pink Floyd are known for their psychedelic music the song “Money” is extremely popular for its rhythm.
The text: Teachers should carefully consider not only the type of music but also the text of the song especially if they plan to use it for further activities. Some songs seem to be cheerful and joyful however the text deals with a serious topic. (I planned to use the song “Mother” from the album The Wall but I did not because of the text)
- 26 - Ways of playing the song: Teachers who play songs in the classroom should own a good CD player as CDs are probably the best choice for the records. They may be stopped in any time and replayed again as the minutes and seconds are displayed digitally. For these reasons, cassette recorders and tape cassettes are old-fashioned today. The songs may be also easily found and played on the internet in a PC laboratory. Another possibility is to play the video from a DVD. This limits the imagination of students but on the other hand watching clips opens a number of further post-listening activities.
The teacher’s preferences: The teacher who decides for a song should be able to justify his or her choice. The teacher himself or herself should enjoy the song, too as it will be him or her who will listen to it many times in language lessons. The choice of the song should match the needs of the lesson activities. The theme and the way of performance should be taken into consideration. (I admire the work of Pink Floyd)
2.2. The songs selected for the lesson plans
2.2.1. “Money”
“Money” is the sixth track from the album The Dark Side of the Moon, released in 1973. Text is written by Roger Waters and the lead vocals by David Gilmour. The song lasts 6:30 minutes. This song was something unique among Pink Floyd‟s work at that time. It has been strongly popular for its rhythm and lively atmosphere. The sounds of falling coins and cash registers were recorded by Waters himself at home in an afternoon.52 The web sites of Czech Pink Floyd fan club mention that the song has become the most played song in the history of Pink Floyd and since 1973 it has been played on more than 800 hundred concerts. The song is also the most often played song in history on American radios.53
52 www.pinkfloyd.cz 53 www.pinkfloyd.cz
- 27 - The song has been chosen for it is popular, easy to remember and last but not least for its topic. The world of money and possession is a challenging topic for discussion with students.
2.2.2. “Time”
“Time” is the fourth track from the album The Dark Side of the Moon released in 1973. Sometimes it is accompanied by the next song from the album “Breathe” (Reprise). It takes 7:05minutes or 5:56 without “Breathe” (Reprise). Lead vocals are performed by Gilmour and the text is written by Waters. This song is famous for its introductory cacophony of a great number of clocks and alarms ringing. An inexperienced listener may be a bit shocked with the first listening to the song especially in high volume. The introductory passage has been used as a quadraphonic test for EMI records.54 The text expresses the fear of time passing and getting old without living the life. It deals with missed opportunities and inability to live one‟s life in an active way. These topics are discussed in the lesson plans.
2.2.3. “Nobody Home”
“Nobody Home” is the third track from the second album of the double album The Wall, released in 1979. It lasts 3:26 minutes and it is both written and sung by Roger Waters. Some lines of the text directly refer to members of the group, to be accurate Rick Wright who did not go well with Roger Waters at that time and Syd Barrett, who did not manage to live as a celebrity. In the text Waters describe a man who has no one to talk to and stays alone with his possessions. The song was chosen for the lesson plan for its slow, fluent rhythm and nice pronunciation. The topic is also important in our modern world full of material goods.
54 www.pinkfloyd.cz
- 28 - 2.2.4. “Dogs”, “Pigs”, “Sheep” (Animals)
These three songs can be found on the album Animals, released in 1977. The texts were mainly written by Waters with some contribution of Gilmour. The lead vocals are also performed by Waters and in “Dogs” by Gilmour, too. Although Roger Waters firstly denied the links between the album and George Orwell‟s Animal Farm the inspiration has been visible.55 In his fable, Orwell divided the society into several castes, all transformed into the world of animals. Firstly, the animals promised themselves to stay equal and enjoy their unique world without a man but during time passing the separate castes evolved. Pigs became the natural leaders at first and with time supported and protected by dogs, the allegory of totalitarian police. Sheep presented the obedient and unconcerned mass that just listens to the leaders. The texts on the album clearly reflect the overall impression of the Orwell‟s distinctions of the society. The cover of the album is one of the best known among Pink Floyd‟s albums. It shows an enormous pig floating among the chimneys of Battersea Power Station in London. The Battersea Power Station Community Group think one of the main reasons for the power station's worldwide recognition is due to it having appeared on the cover of Pink Floyd's 1977 album, Animals, where it was photographed with the group's inflatable pink pig floating above it. The photographs were taken in early December 1976 and the inflatable pig was made by the Zeppelin Airship company. The inflatable pig was tethered to one of the power station's southern chimneys, but broke loose from its moorings and, to the astonishment of pilots in approaching planes, rose into the flight path of Heathrow Airport. Police helicopters tracked its course, until it landed in Kent.56
The studio Hipgnosis produced it again but unlike most of other covers this was designed by Roger Waters himself. The colours of the sunset are very impressive and the idea of the pig in the sky is surprising. The album has been chosen for the lesson plans for all the reasons mentioned above. The link between the album and the book provides the teacher with number of possibilities how to deal with such a material.
55 www.pinkfloyd.cz 56 http://en.wikipedia.org/wiki/Battersea_Power_Station#Album_artwork
- 29 - 2.2.5. “Another Brick in the Wall” (Part 2)
“Another Brick in the Wall” (Part 2) is the sixth song on the first album of the double album The Wall, released in 1979. It lasts 4:00 minutes and it is written by Waters and lead vocals are performed by Gilmour and Waters. This song has become one of the best known by Pink Floyd. It was viewed as a protest song against cruel manners at schools and in South Africa the song has been even banned after its propaganda by students during demonstrations against local schooling.57 Waters criticises the school system of strict and dominant teachers. The system limits the individuality and personality of a student and a child. The topic is interesting and challenging to be discussed and that is why the song has been chosen for the lesson plans.
2.3. LESSON PLANS 1-3 – Pink Floyd: Introduction
Time: 45 minutes each lesson (3 lessons) Level: low-intermediate and above Age group: 14-17 Number of students: 15-2058 Aims:
To familiarize students with each others‟ musical preferences, to learn new vocabulary of music genres, musical players and instruments, questions and answers about likes.
Subsidiary Aims:
Students are welcomed to share their ideas. The teacher learns new information about the students‟ likes. Building the class atmosphere and community. An introduction for the work with songs by Pink Floyd.
Assumptions:
57 http://en.wikipedia.org/wiki/Another_Brick_in_the_Wall 58 Current number of students for EFL classes in basic schools.
- 30 - Students have some basic knowledge of the focused vocabulary.
Notes:
The teacher brings some lively songs for the first activity.
Teaching aids and sources:
Blank index cards of postcard size for each student and the teacher and pins or self- adhesive labels to stick them on the students‟ clothes (LP 1) CD player (LP1) Some lively songs for the first activity (LP 1) English-English dictionaries Czech-English, English-Czech dictionaries Felt-tip pens, crayons etc. for all students (LP 2) Access to the internet for all groups (bands) of students (LP 2) Key words written on separate papers and copied to all groups: PSYCHEDELIC, ROCK, UFO (LP 2) Key objects: a real brick if possible (one is enough, it may be displayed in the front of the class) and pictures of walls to all groups of students (LP 2) Pictures of musical instruments typically played in popular music for each student (LP 3) Copies of profiles of the members of Pink Floyd to all groups (LP 3) (the profiles are presented in the theoretical part) 5 Identity cards for each group (see APPENDIX 2)
- 31 - 2.3.1. LESSON PLAN 1
Lesson procedure:
Stage/time Interaction Activities Multiple intelligences(MI) and Learning styles(LS)
Speaking Whole class + teacher Musical Introduction MI: Visual/spatial, Activity 1 cards 159 intrapersonal 5-10min LS: visual, kinaesthetic, auditory Speaking Whole class Musical Introduction MI: interpersonal, Activity 2 cards 2 body/kinaesthetic 5-10min LS: visual, kinaesthetic, auditory Writing Individually Favourite music MI: interpersonal, Activity 3 linguistic 5 min LS: visual Writing 2 groups Music genres MI: linguistic, Activity 4 interpersonal LS: auditory, visual 10min Listening Group work Bands MI: musical, Activity 5 interpersonal, kinaesthetic 15 min LS: visual, auditory, kinaesthetic
Instructions:
Speaking activity: Activity 1: Musical Introduction cards Each student is given a blank card, the teacher demonstrates how to fill in the card on his/her own card. The
59 Activities 1 and 2 taken from Murphey, T.: 2002: 17,18
- 32 - name in the middle, a favourite style of music in the upper-right hand corner, a favourite song in the upper left-hand corner, a favourite group or singer in the bottom left-hand corner and an old song, group or singer that they like in the bottom right-hand corner. Students write their ideas on their cards. They work while some lively song is played. (see notes)
Time stand still Rock
Linda
Bruce Dickinson Deep Purple
Speaking activity: Activity 2: Musical Introduction cards Teacher plays the song again and students start to circulate around the classroom with their cards. They read other‟s cards. Occasionally the teacher stops the music and the students ask the person they are with a question about the information on their card. This repeats until most pairs have had enough time to ask a question and get an answer.
Writing: Activity 3: Favourite music Teacher collects the cards and give them out in random to different students. Their task is to write a paragraph about the likes of the person on the card. If they do not understand the information on the card they interview the card‟s author. Teacher encourages students to read their paragraph aloud if they like. The class guess whose card the writer described.
Listening activity: Activity 4: Music genres Brainstorming: Students are divided into two groups, they think of different music genres ( the teacher may explain the term if necessary) and each group write them in column on the board. If they are not sure about the spelling they may use dictionaries. The more genres the better. Then the groups compare their ideas and add interpreters of the genres that they know.
Listening activity: Activity 5: Bands The students make groups of about 4-6 people. The groups of students are bands now and they are to compose music with singing or not. They choose a music genre from the board and try to produce music on materials
- 33 - available in the classroom. (They tap on desks, clap with pencils or play on their own combs etc.) The bands make up their names and logos.
Remark: The students may be noisy so either the teacher informs the other teachers plus headmaster in advance or the students have a volume limit for their presentation.
2.3.2. LESSON PLAN 2 – access to the internet necessary for all „bands‟
Lesson procedure:
Stage/time Interaction Activities Multiple intelligences(MI) and Learning styles(LS) Reading, Pair work Psychedelic MI: spatial, linguistic, writing logical Activity 1 LS: visual 5min Drawing Individually A psychedelic picture MI: spatial, kinaesthetic, Activity 2 intrapersonal 10-15min LS: visual, kinaesthetic
Listening, Group work Psychedelic music MI: linguistic, speaking interpersonal, musical, Activity 3 kinaesthetic 15 min LS: auditory, kinaesthetic
Reading Group work Key words and objects: MI: logical, spatial Activity 4 what is the name of the LS: visual 10 min group?
- 34 - Instructions:
Reading, writing activity: Activity 1: Psychedelic Students work with the internet or dictionaries and they are to find the explanation of the term „psychedelic‟. In pairs they write „an entry to a dictionary‟.
Drawing activity: Activity 2: A psychedelic picture Teacher introduces the word „psychedelic‟. Students share their ideas and their task is to make a psychedelic picture. The pictures are then displayed around the classroom, students go around the pictures and if they like they may describe their pictures.
Listening, speaking activity: Activity 3: Psychedelic music Students form their bands again. Today they are performers of psychedelic music and they are to make up a name of such a group. Each group plays their version of psychedelic music and presents their name and the name of the song.
Reading activity: Activity 4: Key words and objects: what is the name of the group? Students in their groups (bands) are given key words and objects. Their task is to search the name of the focused group on the internet.
Key words: written on separate pieces of paper: PSYCHEDELIC, ROCK, UFO
Key objects: if possible the teacher brings a real brick and a picture of a wall
The name of the group is PINK FLOYD
- 35 - 2.3.3. LESSON PLAN 3
Lesson procedure:
Stage/time Interaction Activities Multiple intelligences(MI) and Learning styles(LS)
Activity 1 Individually + the Vocabulary: roles in a MI: linguistic, musical, 10 min teacher pop group kinaesthetic, spatial LS: visual, auditory, kinaesthetic Reading Group work Identity cards60 MI: logical, spatial, Activity 2 interpersonal, linguistic 15 min LS: visual
Speaking Whole class Who am I?61 MI: linguistic, logical Activity 3 LS: auditory, visual 15 min
Instructions:
Activity 1: Vocabulary: roles in a pop group All students are given pictures of musical instruments typically played in popular music. The teacher writes the words and phrases describing the players of the instruments on the board. (a drummer, a bass guitar player etc.) The teacher reads the players in turn and either the teacher or a voluntary
60 An activity inspired by the activity Identity cards in Murhey‟s book Music and song 2002: 51 61 An activity inspired by the activity Identity cards in Murhey‟s book Music and song 2002: 47
- 36 - student if he/she knows the word imitate the player. The students write down the word to the right picture.
Reading activity: Activity 2: Identity cards Students in groups (bands) are given 5 profiles of the members of the group Pink Floyd. They read the profiles and complete the identity cards for each member of the group.
First name:
Surname:
Musical instrument:
Hobbies:
Awards:
Speaking activity: Activity 3: Who am I? A voluntary student comes to the front of the classroom. The teacher sticks a name of a member of Pink Floyd on his back. The other students have a look at the name before the voluntary student sits down. The voluntary student asks yes-no questions so as to find out who he/she performs. (he/she cannot ask directly about the name) The rest of the class answers the questions according to the profiles and identity cards. When the voluntary student guess the right name another student takes his/her place.
- 37 -
2.4. LESSON PLANS 4-6 – Pink Floyd: “Money”
Time: 45 minutes each lesson (3 lessons) Level: low-intermediate and above Age group: 14-17 Number of students: 15-20 Aims:
Students will practise and integrate their money vocabulary during these lessons. The song opens the topic and the students gradually exploit the conversational themes connected with money.
Subsidiary Aims:
Students are welcomed to share their ideas and express themselves in the class.
Assumptions:
Students have some basic knowledge of the focused vocabulary.
Notes:
The lengths of the song is 6:32 minutes but the final part contains a dialogue which is not relevant for the purpose of the lessons and it is omitted in the lesson plan and in the printed lyrics, too. The shorten version of the song lasts only 5:48 minutes and the instrumental parts are filled with class work.
Teaching aids and sources:
Printed lyrics of the song “Money” by Pink Floyd – http://www.pink-floyd- lyrics.com/html/money-dark-lyrics.html (see APPENDIX 3)
Printed lyrics of the song “Money” by Pink Floyd with blanks (see APPENDIX 4)
- 38 - CD player
English dictionary
Copies of topics 53 from English Vocabulary in Use and Test your English Vocabulary in Use
Various objects of everyday use with money tags in pounds for a shop (CDs, books, clothes, toy mobiles, toys, games, food, etc.)
2.4.1. LESSON PLAN 4
Lesson procedure:
Stage/time Interaction Activities Multiple intelligences(MI) and Learning styles(LS)
Pre-listening Whole class + teacher What is the song about? MI: musical, linguistic Activity 1 LS: auditory 1min
Listening Individual, pair work The song MI: linguistic, musical Activity 2 LS: visual, auditory 7min Post-listening Group work Money, it's a ….... MI: logical, interpersonal, Activity 3 linguistic 15 min LS: visual Post-listening Individually What is luxury? MI: linguistic, intrapersonal, logical Activity 4 LS: visual
7min
- 39 - Post-listening Whole class Keep your hands off... MI: logical, interpersonal, Activity 5 intrapersonal, linguistic 15 min LS: auditory, visual
Instructions:
Pre-listening activity: Activity 1: What is the song about? Students listen to the opening sounds of the song - 40seconds (sounds of money, a cash register), teacher puts the question, students should guess the topic: Money.
Listening activity: Activity 2: The song Teacher distributes the sheets of paper with blank parts; students listen to the song and complete the text individually at first. There is a 3 minute instrumental passage in the song during which the students check their ideas for missing words in pairs and then together with the teacher. Then they continue with the final part and again check the words in pairs and with the teacher. All the words are somehow connected with the world of money: JOB, PAY, GAS, CASH, BUY, HIT, NEED, CRIME, SHARE, and RAISE.
Post-listening: Activity 3: Money, it's a … Teacher writes on the board the three expressions from the song: „Money, it's a gas/ a hit/ a crime‟. Students are to form three groups according to their individual sympathy with the expressions. There is a group for „a gas, a hit‟ and „a crime‟. In the groups they are to prepare an explanation of their expressions and then to make up a new one to comment the money. The presentation of the groups follows.
Post-listening activity: Activity 4: What is luxury? Teacher asks the question: What is your idea of luxury? Students present their ideas and a student finds the notion in the dictionary and reads it aloud for the class. Students are to find the images of luxury in the text of the song.
Post-listening activity: Activity 5: Keep your hands off... Teacher explains the phrase „Keep your hands off...‟ and writes it on the board. Students are to complete the sentence according to their liking. Then they are to make a circle and play the memory
- 40 - game with this sentence and completed words by their classmates, everybody is to retell the sentence with all the words said before and add their own one. The game takes place while the song is played in soft voice.
2.4.2. LESSON PLAN 5
Lesson procedure:
Stage/time Interaction Activities Multiple intelligences(MI) and Learning styles(LS)
Speaking Whole class + teacher Memory game MI: intrapersonal, Activity 1 interpersonal, 10min kinaesthetic, spatial, logical LS: visual, kinaesthetic
Reading Individual The vocabulary MI: logical, linguistic Activity 2 LS: visual, auditory 15-20min Writing, 7min Group work Topic questions62 MI: linguistic reading LS: visual Activity 3 15-20 min
Instructions:
Drawing activity: Activity 1: Memory game Students are divided into two groups and they stand in a row, the first student of each group on a „line‟. The board is divided into two parts for each group. The teacher starts the game and the students in turn run to the
62 An activity inspired by the activity Pop songs: discussion in Murhey‟s book Music and song 2002: 61
- 41 - board and draw a picture describing scenes or words from the lyrics of “Money”. There is a time limit. (8-10 min) The winner is the group with more correct pictures.
Reading activity: Activity 2: The vocabulary Teacher presents the vocabulary connected with money through topic 53 from English vocabulary in use (see Appendix 3). Students work with the tasks.
Writing, reading activity: Activity 3: Topic questions Students read the lyrics of the song once more. In groups they make up discussion questions based upon the song or arising from its theme. Each group chooses their three best questions and writes them on the board. Students form new groups and discuss the most interesting questions from the board according to their choice.
2.4.3. LESSON PLAN 6
Lesson procedure:
Stage/time Interaction Activities Multiple intelligences(MI) and Learning styles(LS)
Speaking Whole class + teacher I save money for... MI: logical, interpersonal, Activity 1 intrapersonal, linguistic 5min LS: auditory
Reading, Individual Test yourself MI: linguistic, logical writing LS: visual Activity 2 10 min Speaking Group work Supermarket MI: logical, spatial, Activity 3 kinaesthetic, 20 min interpersonal, linguistic LS: visual, kinaesthetic auditory
- 42 - Writing Individually My lyrics MI: linguistic, intrapersonal, musical Activity 4 LS: auditory
15 min
Instructions:
Speaking activity: Activity 1: I save money for... Teacher starts the lessons with his/ her declaration what he/ she is saving money for and asks the students the same question.
Reading, writing activity: Activity 2: Test yourself Students test their knowledge about money vocabulary. They are to fill in the topic 53 from Test your English Vocabulary in Use. Teacher checks the right answers with the students.
Speaking Activity 3: Supermarket Teacher puts various objects somewhere in the classroom so as to create a shop there. The objects are labelled with money tags in pounds. Students in groups of 3-5 people are given the suitable amount of money and they go shopping. Each group has to choose some goods for their money and explain why they have chosen their items.
Writing activity: Activity 4: My lyrics Students are to write another part of the song while listening to the song. The presentation of new texts for the song continues.
2.5. LESSON PLANS 7-8 – Pink Floyd: “Time”
Time: 45 minutes each lesson (2 lessons) Level: low-intermediate and above Age group: 14-17
- 43 - Number of students: 15-20 Aims:
Students will talk a lot. The focus is placed on stressing situations. The vocabulary is practised.
Subsidiary Aims:
Students are welcomed to share their ideas and express themselves in the class.
Notes:
This song contains long instrumental parts; these are used in the class work to introduce the missing phrases from the song on the board.
Teaching aids and sources:
Printed lyrics of the song “Time” by Pink Floyd – http://www.pink-floyd- lyrics.com/html/time-dark-lyrics.html (see APPENDIX 5)
Printed lyrics of the song “Time” by Pink Floyd with blanks (see APPENDIX 6)
CD player
Pictures with stress situations in the streets and at home…
2.5.1. LESSON PLAN 7
Lesson procedure:
Stage/time Interaction Activities Multiple intelligences(MI) and Learning styles(LS)
- 44 - Pre-listening Whole class + teacher What do you feel like? MI: linguistic, Activity 1 intrapersonal, musical 4min LS: auditory
Listening Individual, whole class The song MI: musical, linguistic Activity 2 LS: auditory, visual 6min Speaking Group work Me and stress MI: linguistic, Activity 3 interpersonal, 20 min intrapersonal LS: visual
Post-listening Individually Find in the text MI: linguistic LS: visual Activity 4
Listening5min Whole class Check the text MI: musical, linguistic Activity 5 LS: auditory, visual 10 min
Instructions:
Pre-listening activity: Activity 1: What do you feel like? Students listen to the opening sounds of the song - 55seconds (sounds of a clock and an alarm clock), students write 5 key words of their feelings after listening, discussion. (Shock, under pressure, stressed)
Listening activity: Activity 2: The song Teacher distributes the sheets of paper with blank parts. The song continues instrumentally (0:55-2:30), students go through the first part of the text, teacher writes the omitted words from the first part on the board. The sung text starts at about 2:30 and students try to fill in the gaps. During the second instrumental part (3:30-4:55) teacher again writes the omitted phrases and students go through the final part and try to complete while listening to the final part of the song. Teacher checks the gaps with the class.
- 45 - Speaking Activity 3: Me and stress Students are to discuss the phrases on the board (the mood and understanding). Teacher distributes the 3 questions on slips of paper to groups of 3-5:
. Do you feel under pressure about time?
. Do you feel you miss something in your life?
. Are you active or passive in starting events in your life?
Students in groups discuss the questions.
Post-listening activity: Activity 4: Find in the text Students go through the text of the song and underline the parts that refer to the questions in activity 3.
Listening activity: Activity 5: Check the text Students listen to the song and go through the text together with the teacher.
2.5.2. LESSON PLAN 8
Lesson procedure:
Stage/time Interaction Activities Multiple intelligences(MI) and Learning styles(LS)
Speaking Pair work + teacher Discussion MI: interpersonal, Activity 1 intrapersonal, linguistic 10min LS: auditory
Speaking Whole class Pictures MI: linguistic, spatial Activity 2 LS: visual 10min Writing Individually Me in ten years MI: intrapersonal, Activity 3 linguistic 15 min LS: visual
- 46 - Listening Teacher + whole class Who is who? MI: interpersonal, kinaesthetic, logical Activity 4 LS: visual, kinaesthetic 10 min 10min
Instructions:
Speaking activity: Activity 1: Discussion Teacher welcomes the class with questions containing the phrases from the song. The teacher puts the questions and students answer them in pairs:
. When was your last dull day and why?
. When do you tend to waste your time?
. Do you often feel short of breath?
. Have you ever missed something important?
Teacher should also answer the questions.
Speaking activity: Activity 2: Pictures Teacher sticks pictures with stress street & home situations on the walls or board. Students are to describe them using the phrases from the song.
Writing Activity 3: Me in ten years Students are given blank sheets of papers and their task is to write what their life might be in ten years. They should use at least 4 phrases from the song and the essay should be about 100 hundred words long. The essays should be anonymous.
Listening activity: Activity 4: Who is who? Teacher collects the essays and gives a number to each one. The teacher displays the numbered essays around the classroom. The students make a simple chart, a column for a number and a column for a name. Students circulate and read the essays, their task is to guess the author of each essay and write their tips to the chart. The discussion continues.
- 47 -
2.6. LESSON PLAN 9 – Pink Floyd: “Nobody Home”
Time: 45 minutes Level: low-intermediate and above Age group: 14-17 Number of students: 15-20 Aims:
Students will practise their pronunciation and listening skills.
Subsidiary Aims:
Students will discuss the values in life.
Notes:
This song is a good choice for pronunciation practice, it is very fluent and without long instrumental parts.
Teaching aids and sources:
Printed lyrics of the song “Nobody home” by Pink Floyd – http://www.pink-floyd- lyrics.com/html/nobody-home-wall-lyrics.html (see APPENDIX 7)
CD player
Cartoons describing some lines from the text, enough copies for about 4 groups
Copies of the quiz for all students (see APPENDIX 8)
- 48 -
2.6.1. LESSON PLAN 9
Lesson procedure:
Stage/time Interaction Activities Multiple intelligences(MI) and Learning styles(LS)
Listening Group work The cartoons MI: musical, spatial, Activity 1 logical 10min LS: auditory, visual, kinaesthetic Speaking Individual, whole class Morals MI: intrapersonal, Activity 2 linguistic 10min LS: visual Listening Individually Pronunciation MI: linguistic, musical, Activity 3 logical 10 min LS: visual, auditory Post-listening Individually + pair A quiz MI: logical, linguistic work + whole class LS: auditory, visual Activity 4
15min
Instructions:
Listening activity: Activity 1: The cartoons Teacher distributes cartoons describing some lines from the text to groups of students. Students listen to the song and organise them in the right order. Teacher checks students after the second listening. Students are given the text to compare with the cartoons.
Speaking activity: Activity 2: Morals Teacher puts the question: „What does the man miss?‟ Students individually put down their answers and present them afterwards.
- 49 - Teacher asks: „What morals come from it?‟ Students again are to write their ideas and best few are presented on the blackboard.
Listening Activity 3: Pronunciation Students are to listen to the song and sing it twice. They should focus on pronunciation and remember as much as possible from the text.
Post-listening Activity 4: A quiz Students try to do the quiz; they check it in the pairs and in the end the whole class together. The NO answers should be corrected.
yes no
My poems are in a little red book.
I‟ve got a bag with a snack.
I can choose from four channels on my TV.
I‟ve got Hendrix perm.
I‟ve got ketchup stains on my fingers.
I‟ve got nowhere to fly to.
2.7. LESSON PLANS 10-11 – Pink Floyd: Animals
Time: 45 minutes each lesson (2 lessons) Level: low-intermediate and above Age group: 14-17 Number of students: 15-20 Aims:
Students will learn about the connection of music and literature. The fable Animal Farm by George Orwell is introduced in the second half of the first lesson and students work with the book in the second lesson, too.
- 50 - Subsidiary Aims:
Students are to realise the way how people and animals behave. Students are welcomed to show their creativity.
Notes:
Teacher works with three songs from the album Animals. In fact, the three opening parts from the songs: “Dogs” (2:00min), “Pigs” (2:00min), “Sheep” (3:48min). The music is not easy; it is enough to listen just once to the songs.
Teaching aids and sources:
Blank papers or animal toys (dogs, pigs, sheep) to all groups of students for the act. 1
Printed lyrics of the opening part of the song “Dogs” by Pink Floyd - http://www.pink- floyd-lyrics.com/html/dogs-animals-lyrics.html (see APPENDIX 9)
Printed lyrics of the opening part of the song “Pigs” by Pink Floyd – http://www.pink- floyd-lyrics.com/html/pigs-animals-lyrics.html (see APPENDIX 10)
Printed lyrics of the opening part of the song “Sheep” by Pink Floyd - http://www.pink- floyd-lyrics.com/html/sheep-animals-lyrics.html (see APPENDIX 11)
Animal Farm by George Orwell, the book.
CD player
Copies of „The seven commandments‟ and their versions on separate papers to all groups (see APPENDIX 12)
Copies of descriptions of Dogs and Pigs from the book to all groups (see APPENDIX 13)
The album or picture of the cover of Animals by Pink Floyd
- 51 - Felt tip pens, crayons, scissors, pictures of people, animals, farms, etc.
Papers for the students‟ albums
2.7.1. LESSON PLAN 10
Lesson procedure:
Stage/time Interaction Activities Multiple intelligences(MI) and Learning styles(LS)
Pre-listening + Pair work + teacher Find the right titles for the MI: spatial, musical, listening songs interpersonal, Activity 1 intrapersonal, naturalistic 10min LS: visual, auditory Post-listening Pair work + teacher The characters MI: naturalistic, linguistic Activity 2 LS: visual 10min Post-listening Whole class + teacher Animal Farm MI: spatial, linguistic, Activity 3 naturalistic 15 min LS: visual, auditory Post-listening Group work Still images MI: naturalistic, linguistic, kinaesthetic, Activity 4 interpersonal 10 min LS: visual, kinaesthetic, 15min auditory
Instructions:
Pre-listening + listening activity: Activity 1: Find the right titles for the songs Students in pairs are given 3 small blank papers on which they are to draw pictures of a dog, a sheep and a pig. (children may be also given real toys) One animal-one paper.
- 52 - Pairs are also given the texts of the three songs but without the titles. The class listens to the songs and according the text, music and mood they are to match the texts with the right animals that represent the titles. Teacher checks the right answers.
Post-listening activity: Activity 2: The characters Teacher makes three columns on the board with headlines or pictures for Dogs, Pigs and Sheep. Students still in pairs find and underline typical features of the animals in the texts. Students complete the table on the board.
Post-listening Activity 3: Animal Farm Now teacher tells the students the analogy of these songs with the novel Animal Farm by George Orwell and his division of people/animals into the three categories. The book may be brought into the lesson to be looked at. Teacher now displays another three categories: „the leader, the police, the mass‟. Students are to brainstorm and find who is who according to Orwell, they write it under the three columns on the board.
Post-listening activity: Activity 4: Still images Students are divided into three groups for Dogs, Pigs and Sheep, the groups are to create a still image describing the behaviour and features of their animal. The other groups should understand their intentions.
2.7.2. LESSON PLAN 11
Lesson procedure:
Stage/time Interaction Activities Multiple intelligences(MI) and Learning styles(LS)
Listening + Group work + teacher The seven MI: naturalistic, reading commandments linguistic, interpersonal, Activity 1 logical 15min LS: visual
- 53 - Reading + Group work The typical features MI: naturalistic, writing interpersonal, linguistic Activity 2 LS: visual 15min Post-listening Group or pair work Album cover MI: naturalistic, Activity 3 interpersonal, spatial, 15 min kinaesthetic LS: visual, kinaesthetic
Instructions:
Listening + reading activity: Activity 1: The seven commandments Teacher presents the book Animal Farm by George Orwell, briefly retells the story with the focus on the seven commandments. Groups of students are given copies of the seven commandments and their changes through the story, each on separate papers. The task is to order them as they have been altered during the time. Discussion follows.
Reading + writing activity: Activity 2: The typical features Students in groups are given descriptions of Dogs and Sheep as presented in the book. They are to find out, who is who. The description of the Pigs is to be written by the students in groups.
Post-listening Activity 3: Album cover Teacher displays the original cover of the album Animals, students either in pairs or groups create their version of the cover. The exhibition of the new albums follows.
2.8. LESSON PLANS 12-13 – Pink Floyd: “Another Brick in the Wall” (part 2)
Time: 45 minutes each lesson (2 lessons) Level: low-intermediate and above Age group: 14-17
- 54 - Number of students: 15-20 Aims:
Students have to think of the events that form one‟s life. They are encouraged to find new solutions for the problems.
Subsidiary Aims:
Students meet some abstract vocabulary and work with it.
Notes:
The song is 3:14 min long but the part from 2:20 may be omitted for it is only instrumental.
Teaching aids and sources:
Printed lyrics of the song “Another Brick in the Wall” (part 2) by Pink Floyd – http://www.pink-floyd-lyrics.com/html/another-brick-2-wall.html (see APPENDIX 14)
CD player
Copies of the story of „Pink Floyd‟ for the students (see APPENDIX 15)
Felt tip pens, crayons, scissors, pictures of people, schools, etc.
Papers for the projects
- 55 - 2.8.1. LESSON PLAN 12
Lesson procedure:
Stage/time Interaction Activities Multiple intelligences(MI) and Learning styles(LS)
Pre-listening + Group work + teacher Key words MI: linguistic, Activity 1 intrapersonal, 15min interpersonal, spatial LS: visual Listening Individually + pair The song MI: kinaesthetic, musical, Activity 2 work + teacher intrapersonal 10min LS: visual, kinaesthetic, auditory
Post-listening Whole class + teacher Another brick in the wall MI: linguistic, Activity 3 intrapersonal 10 min LS: visual Writing Pair work The bricks MI: logical, linguistic LS: visual Activity 4
10min
Instructions:
Pre-listening activity: Activity 1: Key words Teacher brings to the classroom papers with the expressions: EDUCATION, SARCASM, CONTROL, CLASSROOM, TEACHER. They are fixed on the board or somewhere visible. Teacher encourages students to discuss the words, what may be the connection among these slogans? The groups are to make up a short story using these expressions. The presentation of the stories.
- 56 - Listening activity: Activity 2: The song The first listening: Each student is given an expression from the activity 1 (orally). Students listen to the song and stand up when they hear their word and sit down when they hear the word next time, etc. The second listening: teacher distributes the text of the song. Students listen to the song and sing it, they may express their feelings with a movement.
Post-listening Activity 3: Another brick in the wall Teacher asks the question: how do you understand the phrase: „Another brick in the wall‟? Students present their ideas and the class discusses the phrase. Students are given copies of the story of a man named „Pink Floyd‟ from the album and movie The Wall and they individually read it. (see APPENDIX 17)
Writing activity: Activity 4: The bricks Students in pairs try to put down the „bricks‟ that formed „Pink Floyd‟s‟ life. The discussion follows.
2.8.2. LESSON PLAN 13
Lesson procedure:
Stage/time Interaction Activities Multiple intelligences(MI) and Learning styles(LS)
Listening Whole class + teacher The summary MI: linguistic Activity 1 LS: auditory, visual 5min
Speaking Group work The alternative ways MI: linguistic, Activity 2 intrapersonal, 10min interpersonal, kinaesthetic LS: visual, kinaesthetic, auditory
- 57 - Post-listening Group work My ideal school MI: spatial, interpersonal, Activity 3 intrapersonal, linguistic 20 min LS: visual, kinaesthetic
Listening + Pair work New lines for the song MI: linguistic, writing interpersonal, musical Activity 4 LS: visual, auditory 10 min
Instructions:
Listening activity: Activity 1: The summary Teacher summarises the story of „Pink Floyd‟ and students are to get ready their notes from the previous lesson.
Speaking activity: Activity 2: The alternative ways Students in groups are to find out some alternative ways or advice how to deal with the negative situations in life of „Pink Floyd‟ and make up some different end of the story. Groups present their ideas. This task may be also taken as a drama.
Post-listening activity: Activity 3: My ideal school Teacher presents one of the bricks that built the wall: SCHOOL. Brainstorming: Students write expressions connected with the topic SCHOOL. Project work: Students create their ideal school and its atmosphere on posters. Exhibition of the posters.
Listening + writing Activity 4: New lines for the song Students listen and sing the song. In pairs they are to add two more lines for the song.
Remark: Another idea how to enjoy the song is to divide the class into several groups and let the groups make „a life clip‟ for the song. The song is played and the groups play their „music clips‟.
- 58 - 3. CONCLUSION
This diploma thesis draws the attention to using songs in language classes. Most young learners are interested in music and the attempt to learn and use the target language through songs may be challenging and inspiring for them. The aim of this diploma thesis was to implement all the multiple intelligences into the activities based on songs.
For this reason, outlines of the learning styles and multiple intelligences were presented in the theoretical part of the lesson. I believe that the implementation of the learning styles and the multiple intelligences into the lesson activities help the learners to feel satisfied in their class work. Each learner may experience to be good at activities that fit his or her strong intelligences and learning styles. The class atmosphere becomes enjoyable and relaxed. I devoted attention to these approaches in the lesson plans based on the work of Pink Floyd. Many articles and books have been written on using songs in the classroom therefore I focused on some practical aspects instead of general information. The theoretical part contains the history of Pink Floyd and the biographies of the members of the group. I consider this information important for the teacher‟s background and some activities work with the background knowledge as well.
The practical part is devoted to lesson plans based on songs. For this purpose I chose the work of the group Pink Floyd. In my opinion, the music of Pink Floyd may not be a typical material for song-based lessons yet it brings novelty and number of topics for discussions in the class. Three introductory lesson plans are presented so as to raise the interest in the learners and to motivate them. In the end, the final choice of songs confirms the rule of popularity of rhythmical melodies. The selected songs carry the sign of Pink Floyd but still became very famous and popular during the time. I included all three learning styles (visual, auditory, and kinaesthetic) and I implemented all the multiple intelligences into the lesson plans. I believe the learners will enjoy the lesson and the learning process as a whole if it is designed to attract them.
The aim of the diploma thesis was achieved. The linguistic intelligence is the most practiced, followed by the intrapersonal and interpersonal. This is caused by the nature of a language classroom. In addition, songs and their themes encourage students to express themselves and share their attitudes. The spatial, body/kinaesthetic and musical
- 59 - intelligences are represented in nearly all lesson plans but their occurrence is not as striking as the one of the first three mentioned above. The logical intelligence is practised through picture arranging or putting things in order. In my lesson plan activities based on the song “Money” enhanced the logical intelligence. The lesson plans based on the album Animals put focus on the practice of the naturalistic intelligence. The language classes may fit the naturalistic intelligence through topics related to animals and nature. Songs that carry such topics address these learners. In my opinion, the main operational space for these intelligences is in mathematics, biology and similar subjects. I think EFL classes which implement these intelligences fulfil the cross-curriculum demands.
I hope the ideas presented in the lesson plans inspired by the group Pink Floyd will be useful for English language teachers. I know from my experience how time-demanding the preparation of a lesson plan is. The topics discussed in the lesson plans are regularly taught in EFL classes in basic schools and that is why the lesson plans or individual activities may serve as supplementary material for these themes. The lesson plans or the activities themselves may be used for other songs or interpreters if the music of Pink Floyd does not fit the particular class.
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David Gilmour. Wikipedia, the Free Encyclopedia [online]. 2009 [17.10.2009] Available from www: < http://en.wikipedia.org/wiki/David_gilmour >
David Gilmour. Official Website [online]. 2009 [19.10.2009] Available from www: < http://www.davidgilmour.com/biography.htm >
Richard Wright. Wikipedia, the Free Encyclopedia [online]. 2009 [13.10.2009] Available from www: < http://en.wikipedia.org/wiki/Richard_Wright_(musician)>
Battersea Power Station. Wikipedia, the Free Encyclopedia [online]. 2009 [13.10.2009] Available from www: < http://en.wikipedia.org/wiki/Battersea_Power_Station#Album_artwork>
Another Brick in the Wall. Wikipedia, the Free Encyclopedia [online]. 2009 [13.10.2009] Available from www: < http://en.wikipedia.org/wiki/Another_Brick_in_the_Wall >
- 65 - APPENDICES
APPENDIX 1
These charts present the occurrence of the multiple intelligences in the activities of the thirteen lesson plans. The names of the particular multiple intelligences are above the charts. The left columns stand for the numbers of the lesson plan as presented in the practical part of the thesis. The right columns stand for the numbers of activities in the particular lesson plans. For example: Logical/mathematical intelligence is practised in activities 1 and 4 in the lesson plan number 2:
Logical/mathematical
Lesson plans: Activity number: 1 - 2 1,4 3 2,3 4 3,4,5 5 1,2,3 6 1,2,3 7 - 8 4 9 1,3,4 10 - 11 1 12 4 13 -
Visual/spatial
Lesson plans: Activity number: 1 1 2 1,2,4 3 1,2 4 - 5 1 6 3 7 - 8 2 9 1
- 66 - 10 1,3 11 3 12 1 13 3
Body/kinaesthetic
Lesson plans: Activity number: 1 2,5 2 2,3 3 1 4 - 5 1 6 3 7 - 8 4 9 - 10 4 11 3 12 2 13 2
Musical/rhythmic
Lesson plans: Activity number: 1 5 2 3 3 1 4 1,2 5 - 6 4 7 1,2,5 8 - 9 1,3 10 1 11 - 12 2 13 4
Interpersonal
Lesson plans: Activity number: 1 2,3,4,5 2 3 3 2 4 3,5 5 1,3 6 1,3
- 67 - 7 3 8 1,4 9 - 10 1,4 11 1,2,3 12 1 13 2,3,4
Intrapersonal
Lesson plans: Activity number: 1 1 2 2 3 - 4 4,5 5 1,3 6 1,4 7 1,3 8 1,3 9 2 10 1 11 - 12 1,3 13 2,3
Verbal/linguistic
Lesson plans: Activity number: 1 3,4 2 1,3 3 1,2,3 4 1,2,3,4,5 5 2,3 6 1,2,3,4 7 1,2,3,4,5 8 1,2,3 9 2,3,4 10 2,3,4 11 1,2 12 1,3,4 13 1,2,3,4
Naturalistic
Lesson plans: Activity number: 1 - 2 - 3 - 4 -
- 68 - 5 - 6 - 7 - 8 - 9 - 10 1,2,3,4 11 1,2,3 12 - 13 -
APPENDIX 2
Identity cards:
First name:
Surname:
Musical instrument:
Hobbies:
Awards:
APPENDIX 3 Money (Waters) 6:32 Money, get away. Get a good job with good pay and you're okay. Money, it's a gas. Grab that cash with both hands and make a stash. New car, caviar, four star daydream, Think I'll buy me a football team.
- 69 -
Money, get back. I'm all right Jack keep your hands off of my stack. Money, it's a hit. Don't give me that do goody good bullshit. I'm in the high-fidelity first class traveling set And I think I need a Lear jet.
Money, it's a crime. Share it fairly but don't take a slice of my pie. Money, so they say Is the root of all evil today. But if you ask for a raise it's no surprise that they're giving none away.
APPENDIX 4 Money (Waters) 6:32 Money, get away. Get a good …...... with good …...... and you're okay. Money, it's a …...... Grab that …...... with both hands and make a stash. New car, caviar, four star daydream, Think I'll …...... me a football team.
Money, get back. I'm all right Jack keep your hands off of my stack. Money, it's a …...... Don't give me that do goody good bullshit. I'm in the high-fidelity first class traveling set And I think I …...... a Lear jet.
Money, it's a …...... …...... it fairly but don't take a slice of my pie.
- 70 - Money, so they say Is the root of all evil today. But if you ask for a …...... it's no surprise that they're giving none away.
APPENDIX 5
Time (Mason, Waters, Wright, Gilmour) 7:06
Ticking away the moments that make up a dull day You fritter and waste the hours in an offhand way. Kicking around on a piece of ground in your home town Waiting for someone or something to show you the way. Tired of lying in the sunshine staying home to watch the rain. You are young and life is long and there is time to kill today. And then one day you find ten years have got behind you. No one told you when to run, you missed the starting gun.
So you run and you run to catch up with the sun but it's sinking Racing around to come up behind you again. The sun is the same in a relative way but you're older, Shorter of breath and one day closer to death. Every year is getting shorter never seem to find the time. Plans that either come to naught or half a page of scribbled lines Hanging on in quiet desperation is the English way The time is gone, the song is over, Thought I'd something more to say.
APPENDIX 6
Time (Mason, Waters, Wright, Gilmour) 7:06
- 71 -
Ticking away the moments that make up a …………. day You fritter and ……….. the hours in an offhand way. …………………… on a piece of ground in your home town ……………….. for someone or something to show you the way. ……………. of lying in the sunshine staying home to watch the rain. You are young and life is long and there is ………………………….. And then one day you find ten years have got ……………………. No one told you when to run, you …………………. the starting gun.
So you run and you run to …………………………. the sun but it's sinking …………………………. to come up behind you again. The sun is the same in a ………………. way but you're older, …………………………… and one day closer to death. Every year is getting shorter never seem to ………………………….. Plans that either come to …………….. or half a page of ………………….. lines Hanging on in quiet ……………………….. is the English way The time is ……………….., the song is over, Thought I'd something …………………………….
APPENDIX 7 Nobody Home (Waters) 3:25
I've got a little black book with my poems in. Got a bag with a toothbrush and a comb in. When I'm a good dog, they sometimes throw me a bone in. I got elastic bands keepin my shoes on. Got those swollen hand blues. Got thirteen channels of shit on the T.V. to choose from. I've got electric light. And I've got second sight. And amazing powers of observation.
- 72 - And that is how I know When I try to get through On the telephone to you There'll be nobody home. I've got the obligatory Hendrix perm. And the inevitable pinhole burns All down the front of my favorite satin shirt. I've got nicotine stains on my fingers. I've got a silver spoon on a chain. I've got a grand piano to prop up my mortal remains. I've got wild staring eyes. And I've got a strong urge to fly. But I got nowhere to fly to. Ooooh, Babe when I pick up the phone There's still nobody home. I've got a pair of Gohills boots and I got fading roots.
APPENDIX 8
yes no
My poems are in a little red book,
I‟ve got a bag with a snack.
I can choose from four channels on my TV.
I‟ve got Hendrix perm.
I‟ve got ketchup stains on my fingers.
- 73 - I‟ve got nowhere to fly to.
APPENDIX 9 Dogs (Waters, Gilmour)
You gotta be crazy, you gotta have a real need. You gotta sleep on your toes, and when you're on the street, You gotta be able to pick out the easy meat with your eyes closed. And then moving in silently, down wind and out of sight, You gotta strike when the moment is right without thinking.
And after a while, you can work on points for style. Like the club tie, and the firm handshake, A certain look in the eye and an easy smile. You have to be trusted by the people that you lie to, So that when they turn their backs on you, You'll get the chance to put the knife in.
APPENDIX 10
Pigs (Three Different Ones) (Waters) 11:26
Big man, pig man, ha ha charade you are. You well heeled big wheel, ha ha charade you are. And when your hand is on your heart, You're nearly a good laugh, Almost a joker, With your head down in the pig bin, Saying "Keep on digging." Pig stain on your fat chin. What do you hope to find.
- 74 - When you're down in the pig mine. You're nearly a laugh, You're nearly a laugh But you're really a cry. APPENDIX 11 Sheep (Waters) 10:19
Harmlessly passing your time in the grassland away; Only dimly aware of a certain unease in the air. You better watch out, There may be dogs about I've looked over Jordan, and I have seen Things are not what they seem.
What do you get for pretending the danger's not real. Meek and obedient you follow the leader Down well trodden corridors into the valley of steel. What a surprise! A look of terminal shock in your eyes. Now things are really what they seem. No, this is no bad dream.
APPENDIX 12
THE SEVEN COMMANDMENTS
1. Whatever goes upon two legs is an enemy.
2. Whatever goes upon four legs, or has wings, is a friend.
3. No animal shall wear clothes.
4. No animal shall sleep in a bed.
- 75 - 5. No animal shall drink alcohol.
6. No animal shall kill any other animal.
7. All animals are equal.
1. Whatever goes upon two legs is an enemy.
2. Whatever goes upon four legs, or has wings, is a friend.
3. No animal shall wear clothes.
4. No animal shall sleep in a bed with sheets.
5. No animal shall drink alcohol.
6. No animal shall kill any other animal.
7. All animals are equal.
1. Whatever goes upon two legs is an enemy.
2. Whatever goes upon four legs, or has wings, is a friend.
3. No animal shall wear clothes.
4. No animal shall sleep in a bed with sheets.
5. No animal shall drink alcohol.
- 76 - 6. No animal shall kill any other animal without cause.
7. All animals are equal.
1. Whatever goes upon two legs is an enemy.
2. Whatever goes upon four legs, or has wings, is a friend.
3. No animal shall wear clothes.
4. No animal shall sleep in a bed with sheets.
5. No animal shall drink alcohol to excess.
6. No animal shall kill any other animal without cause.
7. All animals are equal.
All animals are equal but some animals are more equal than others.
APPENDIX 13
…………….are privileged by the leader because their natural aggression can be trained. They live more comfortable lives as a result of their loyalty
- 77 - ……………..are very stupid but noisy, chanting the slogan: Four legs good, two legs bad in support of a revolution they don‟t understand, and drowning out any opportunity for free speech.
APPENDIX 14
Another Brick in the Wall Part 2 (Waters) We don't need no education We dont need no thought control No dark sarcasm in the classroom Teachers leave them kids alone Hey! Teachers! Leave them kids alone! All in all it's just another brick in the wall. All in all you're just another brick in the wall.
We don't need no education We dont need no thought control No dark sarcasm in the classroom Teachers leave them kids alone Hey! Teachers! Leave them kids alone! All in all it's just another brick in the wall. All in all you're just another brick in the wall.
APPENDIX 15
The story of the project The Wall is quite complicated and it is to some extent biographical as Waters, the composer was inspired by his own life. The story tells about a Pink Floyd, a man, who spent his childhood with his strict mother because the father
- 78 - died in the World War 2. Despotic teachers at schools and his unfaithful wife also formed his attitudes and life. Pink changes from a shy boy to a fearful dictator – singer.
- 79 -