FINAL ACTION PLAN PROJECT - “Methods II: EFL Literacy and Project-based Learning”

FINAL ACTION PLAN PROJECT

“Methods II: EFL Literacy and Project-based Learning”

Name: Wilson P. Chiluiza Vásquez
Date: 6.12.2010

1) Course description:

Name of course:     TRADITIONAL AND NEW MUSIC STYLES  IN CLASSROOM

• The number of students: 30 students.
• Age of students: Ranged between 20 to 45 years.
• Language level of students: Beginners- medium-high. University-level students.
• Amount of time per week: 2h per week (six weeks, levels are divided in 6-week length)
• Other information: Each level has 2 hours per day, ten hours a week. Levels are divided for 6 weeks length an SS approved the next level

2) Project description:

Howard Gardner initially formulated a list of seven bits of intelligence and I want to apply one of them to motivate my students’ learning in the classroom. Also, his work has been marked by a desire not to just describe the world but to help to create the conditions to change it.

<I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. 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. Musical intelligence runs in an almost structural parallel to linguistic intelligence>. 

 Howard Earl Gardner's (1943 - )

Also, this kind of technology, working with strategies align strongly with the constructivist and social constructivist theories of learning, and therefore will also fit well into classrooms where these theories of learning are embraced. As new technologies push instruction in the classroom in new ways, so to do our ability as professional educators push the evolution of educational technologies.

As a result of this knowledge on this online teacher training, I created this PLAN to motivate students with a different kind of learning and also inspiring them, to continue with new strategies or techniques on this teacher-learning process to be applied in the classroom. On the other hand, to continue with cultural aspects like Traditional Ecuadorian music known as Pasillos. Even if they’re into Spanish, listen to Ecuadorian music being sung in English will be new for them.

They love to listen to their own music into their mother tongue, and if they realize that it is really cultural to apply in English, they will be more interested and receptive to take it in class as a real English knowledge in songs.

3) Project objectives:

This plan aims to the next points:

•  Students will become familiar with lyrics or rhythms with many of the components of traditional Ecuadorian or new foreign English music. They will exercise their listening skills in order to pick out features of English music.
•  They will be able to compose their own English songs based on music that they are exposed to.
• They will then create their own music, both the words and the beat (You may want to do this activity along with a musical instrument making activity so the students can really play their tune).
• The group will sing their song together to the class. Each group can teach the class their English song throughout the week.

4) I would like to implement this project for the following reasons:

This plan will be used as an introduction to Ecuadorian Traditional (E.T.) music in our country, as part of the History of Ecuadorian Music. In the other hand, the lessons that follow will give the student a “taste” of the new music styles, too.

In order to keep their interest and give them a sense of the development of popular-traditional music genres, but focus primarily on the traditional music themes that are present in the music, and why popular artists may have incorporated these themes in their music.

Students have completed a specific song on how to study music elements in traditional new music styles—including E.T. music known as Pasillos. As a result of this, we will expand the melody to include “theme” in music. Students have prior knowledge of the composers as Julio Jaramillo or other different famous Ecuadorian singers for the E.T. music.  Finally, discuss a few pages about new styles in different new music styles.

5) The benefits that I anticipate from the project:

To contribute a different kind of knowledge, motivating students to keep in contact with their culture tense waking up their appreciation about traditional Ecuadorian music. Also, going up about their interest in music, new styles, and their development in music rhythms and lyrics in this century.

6) The challenges that I will expect to face from the project:

• The major challenge which I will expect to face is how to keep on them the interest in this kind of activity.
• · To continue working with younger students involved in ancient songs. It could be boring for them.
• · To test myself my knowledge, time classroom’s schedule, and music appreciation to develop these activities with my students

7) I will address the challenges described above by emphasizing the following points:

See how the class felt about the task: 

• · Are the students interested in this activity?
• · What is the song about? What does the title have to do with the song?
• · Was it difficult? Easy? Fun?
• · What were some of the reasons that made it that way?
• · What message is the song trying to convey to the listener?
• · What could we have done differently to make it more/less challenging?
• · Is Ecuadorian traditional music easy or difficult to distinguish from other new types of music?
• · What makes it so unique? Have them write about all of these things.
• · Are the lyrics written as traditional or new ways?
• · What’s different in the lyrics? If yes, how would you break the lines into lines of traditional or new lyrics?

8) Steps and timeline (schedule) of implementing the project:

Here I want to take advantage of technology and use the web to clarify the next procedure.

· Teaching Strategies and Activities

http://www.educationalrap.com/answers/teacher-tips

Here the next steps:

First, think about what you want to do. Then, use your imagination and plan your activity. The more useful is the music, the more uses you will find for it. Also use the lyric word scrambles, crossword puzzles, and worksheet/quizzes created specifically for the songs to help you, located on each song page. There are also relevant links to other helpful websites to help you.

1. Energize students

2. Bring students out of their shells

3. Stimulate discussion

4. Reward good work or behavior

5. Introduce a new topic or help explain a difficult topic

6. Create an interactive activity

8. Perform for their peers

9. Collaborate with another group or class

10. Perform at a school assembly or parents’ night

11. Provide a change of pace in class or a new approach to a challenging subject

Energize students

RRR’s music is a great way to get everyone’s attention and perk up a class.

Tip: Start or end the class with music. Play it more than once at the so it becomes more familiar. Hand out lyrics. Begin the music before students come in so it can be heard as they enter. Continue until everyone is seated. At the end of class play until everyone has left the room.

Details: Using the Original Track, most of the RRR songs are between 2 ½ and 4 minutes in length. Use the Original Track to attract attention and then play the Downtempo Track, (which adds another ½ minute to the playing time) so students can begin to concentrate on the lyrics. Hand out lyrics so they can follow along. Allow about 10 -12 minutes for the music to be heard twice through and for reaction time from students. Let them get over the “wow” factor before you begin to teach.

1. Bring students out of their shells

Students who lack confidence in the subject or their language skills may find the music a way of interacting with peers. It provides a common ground in which to share information.

Tip:  Encourage conversation and comment about the lyrics and information presented in the song. Play the entire song so students get the big picture, but focus on the parts that are part of the lesson. Make sure everyone has lyrics. Ask questions: What’s the song about? What is the main topic or idea? How does it apply? Can you repeat the lyrics or put the lyrics in your own words?

Play the song again and let them listen. Repeat the questions, asking different students for comment. Give students time to internalize the lyrics and the music.

Details: Check the length of the song on the track your using, usually 2 ½ to 4 ½ minutes. Play the entire song. Discuss the overall song content and then focus on the topic and verse(s) that you are using during this class. Play the verse(s) again using Downtempo Track if students are having difficulty understanding the lyrics. The verses within tracks are often 1 minute or even less, so allow 3-5 minutes to repeat verses. Move into a discussion as soon as they are ready. Allow about 10-12 minutes to play the full song once and then repeat the relevant verse a few times.

2. Stimulate discussion

As students become more familiar with the music, reinforce the lyrics and the information or subject matter the lyrics address.

Tip: Copy a verse of a song that pertains to the subject being studied, repeat the lyrics (without the music), discuss the idea or principle presented, repeat the lyrics again (without music) until everyone is comfortable and then play the music. Study lyrics for rhymes and memorable couplets. Here’s an example from the Language Arts Album, with rhymes colored below.

“Think of a comma like you think of a pause
when conjunction connects an independent clause.”
or…
“A comma’s like a breath expressed in written form:
“I like the sound of thunder, so I love thunderstorms.”
- Dots and Dashes (Punctuation)

When students can repeat the verse or couplet and understand its application, go on to another verse, or play the song and let them get used to the beat and backup. There are many excellent rhymes to be found in RRR songs.

Details: Allow time for students to examine lyrics carefully and repeat lyrics without music. Ask students to identify keywords, phrases, or ideas. Allow 5-10 minutes for this activity and move on to another verse, or into another part of the lesson plan. If time permits, play the entire song before they leave to reinforce the phrases and words identified as key. This will take another 2-4 minutes. Total time for RRR song and lyrics, approximately 15 minutes.

3. Reward good work or behavior

Energetic music is a terrific way of rewarding a class.

Tip: Push away the desk and create some dance moves to accompany singing or syncing the lyrics. Students might even volunteer to do this themselves. If space is tight, let students take turns. This is a great activity at the end of a long day or just before vacation when everyone is feeling a bit restless.

Details: Pick a familiar song. Use the Original Track to review, and then the Instrumental Track for dancing or singing. If students don’t remember the verses, use the Recall Track to help. Allow at least 20-25 minutes. Students may be a little slow to start, but once they start moving and singing, they won’t want to stop. If time permits, let them choose other songs to dance to.

4. Introduce a new topic or help explain a difficult topic

When introducing a new or difficult topic, students need to feel that the topic will be interesting and is one that they can understand. Music is a great way of breaking down barriers and fears in learning, and is easily incorporated into individualized learning modules.

Tip: As a class, read the lyrics to get familiar with terms and ideas. Answer questions students have and ask them for keywords, concepts, or ideas presented. Play the song (or the verses being used) only after students are comfortable with lyrics. Use the Downtempo Track (slightly slower version) if the lyrics have new information, and the Recall Track (missing word version) once students become more familiar. Ask students to sing or say the missing word or phrase. Volume isn’t important, the words are. Allow a couple of tries to get everyone comfortable.

Tip: Using the Instrumental Track; ask students or volunteers to write their own verse on the topic. This is a good extra credit project. Form small groups or buddies, and give students a few rhyming words or a subject-related theme to start with.

Details: This activity can take up an entire class period, particularly if you are using the songs from the RRR Science or Social Studies Albums. Use other materials or resources from our song pages to accompany the song lyrics. Let students determine which resources or activities they will use to assist them in learning more about the subject. Share the various approaches to learning within the class.

5. Use as an interactive activity

Most students will be familiar with hip hop music, and though a bit shy in front of their peers, will enjoy the interactive possibilities of RRR music.

Tip: Have students incorporate lyrics, backup singing, rapping, or dancing into special projects or reports. Students less proficient at writing and organizing their thoughts on paper may be able to create a dance, music, or art project that successfully demonstrates their understanding of the subject. The Instrumental Track is especially useful to writers and dancers. This is a good activity for small groups, “buddies”, and even individuals.

Details: Spend 15-20 minutes during several successive class periods to let students work on their special projects. This allows time away from the classroom to think, plan, review, and internalize the music and the subject being studied. Allow at least 3-4 hours total time (including out-of-class time) to develop meaningful projects students will be proud of.

6. Perform for their peers

RRR music is a culturally relevant art form that students can easily learn and enjoy together.

Tip: Because rap and hip hop require minimal vocal range and technique, most students are able to sing or say the lyrics rhythmically. Use the Downtempo Track initially, then use the Recall Track, and finally the Instrumental Track. Let some students do the backup vocals or create their own hype track to add using sounds or words that relate to the song topic. Suggest topics for additional verse writing and help with the rhyme scheme.

Details: Students will take this activity seriously. Give them enough time to discuss the topic or subject matter thoroughly so that their writing and rapping really show their understanding of the topic. At least 15-20 minutes of two or three class periods will be necessary to develop satisfying results.

7. Collaborate with other group or class

RRR Music lends itself well to collaboration with other disciplines, especially physical education, art, technology, music, writing, or theatre. Using video and other expressive forms, the music takes on additional meaning and reinforces the learning experience.

Tip: Find another teacher in another discipline area and double up on creative projects. Support student efforts to combine talents. Science Fairs, Open Houses, etc. are great places to exhibit such works. The Science and Social Studies Albums are full of songs that lend themselves to such projects.

Details: Since projects of this nature take planning ahead, find a collaborator early on before schedules get too full. Allow plenty of time for students to discuss ideas (have some of your own too) and all participants to agree on a project to get maximum participation and enthusiasm.

8. Perform at a School Assembly or Parents’ Night

RRR music is natural for performance or presentation venues both formal and informal.

Tip: With the assistance of the music or drama teacher, allow students to create simple costumes, backdrops, or other stage props that enhance the lyrics. This can be done with math and science concepts as well as social studies. This type of activity allows for additional learning opportunities and reinforces principles and important concepts.

Details: Plan ahead with another teacher or department, coordinating performance schedules with your interest area. Suggest themes or special celebrations be included in the performance such as Celebration of Pi Day (March 14) and perform the 3 RRR songs from the Math Album that use pi in the lyrics. The same could be done for Earth Day using the songs from the RRR Science album, or any of the American holidays, using RRR Social Studies American history or government songs.

Provide a change of pace in class or a new approach to a challenging subject

RRR Music offers many opportunities to restructure a lesson plan or class period yet allows you to keep the focus on learning.

Tip: Surprise students with a song and printed lyrics. Let them use the Lyric Word Scramble (see resources on each song page) to increase familiarity and use the Recall Track to assess progress.

Details: Time needed for this activity can vary. To do the Original or Downtempo Track, the Recall Track, and have students work on the Lyric Word Scramble, allow 20 minutes. 8-10 minutes to hear the song twice, and 10 minutes for the Word Scramble (Word Scrambles usually have about 20-25 words to unscramble. If time is short, divide the class and assign each verse and chorus to a different group. This will take only about 5-8 minutes for them to complete.

9. Assessment and evaluation of the project:

In order to assess and evaluate the project the following information will be collated and analyzed:

Students could write reactions about different kinds of music, especially about traditional Ecuadorian music and other different new English song styles music after they have experienced it with pop music. I would also give listening tests on the material covered, to see if students could identify the correct classical theme in any kind of music, or to see if they could identify the presence of classical, traditional, new music elements. Students would also be given a written test and /or listening test to identify the musical elements of Pasillos (Ecuadorian music), disco, funk, “Art-Rock” and rap music.

10. Rubrics:

Listening Skills


General Rubric of Listening/Viewing and Discussion Activities
Student's Name: ________________ Date of Assessment:__________
4 Exemplary 

• The student listened with excellent attentiveness; face forward, eyes on the speaker or item being viewed.
• The student participated in class discussion by framing excellently thought out questions to gain more information.
•  The student participated in class discussion by stating thoughts and understandings in a very articulate manner.
•  The student demonstrated an excellent understanding of the information presented as reflected by his/her comments.

3 Accomplished

• The student listened with good attentiveness; face forward, eyes on the speaker or item being viewed.
• The student participated in class discussion by framing well thought out questions to gain more information. 
• The student participated in class discussion by stating thoughts and understandings in a fairly articulate manner. 
• The student demonstrated a good understanding of the information presented as reflected in his/her comments. 

2 Developing

• The student listened with fair attentiveness; face forward, eyes on the speaker, or item being viewed.
• The student participated in class discussion by framing fairly well thought out questions to gain more information. 
• The student participated in class discussion by stating thoughts and understandings in a somewhat articulate manner. The student demonstrated somewhat of an understanding of the information presented as reflected in his/her comments.

1 Beginning 

• The student listened with little attentiveness, was frequently distracted, and did not, often, pay attention to the speaker or item being viewed.
• The student participated in a little in-class discussion. 
• The student participated rarely in-class discussion and did not state thoughts and understandings in an understandable manner. 
• The student demonstrated poor or no understanding of the information presented as reflected in his/her comments. 

0 Not Able to be Assessed:

• The student did not listen with any attentiveness, was frequently distracted, and did not pay attention to the speaker or item being viewed.
• The student did not participate in class discussions. 
• Teacher's/Media Coordinator's Comments and Observations

10 Links:

Song lyrics and strategies, used in the ESL classroom:

• http://www.esl-lounge.com/songstop.shtml
• http://www.educationalrap.com/answers/teacher-tips
• http://www.teach-nology.com/ideas/technology/
• http://www.funmusicco.com/musicteachersblog/2009/07/15-free-music-activities-and-lesson-plans-for-the-classroom/
• http://musicinmotion.com/

Thanks for reading

Best Regards

Wilson P. Chiluiza Vásquez