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Peru TESOL 2011

Peru TESOL 2011. Cultural Excursions… using sights and sounds from the US Callao PERU. Promoting US cultural awareness in EFL through song. Jacqueline Benevento M. Karen Jogan. Karen Jogan Albright College kjogan@alb.edu. How can songs enrich lessons in US culture?

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Peru TESOL 2011

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  1. Peru TESOL 2011 Cultural Excursions… using sights and sounds from the US Callao PERU

  2. Promoting US cultural awareness in EFL through song Jacqueline Benevento M. Karen Jogan Karen Jogan Albright College kjogan@alb.edu

  3. How can songs enrich lessons in US culture? • How can song-based cultural lessons be organized for the classroom? • How can songs be used as culturally based interactive listening texts for ESL/EFL? • What resources can be tapped? Peru TESOL 2011 Karen Jogan

  4. Resources for music and culture Voices Across Time http://www.voicesacrosstime.org Peru TESOL 2011 Karen Jogan

  5. Peru TESOL 2011 Karen Jogan

  6. Moving Along Peru TESOL 2011 Karen Jogan

  7. VAT: Home on the Range http://www.npr.org/programs/morning/features/patc/homeontherange Peru TESOL 2011 Karen Jogan

  8. Peru TESOL 2011 Karen Jogan

  9. Home on the Range • Oh give me a home where the buffalo roam, • Where the deer and the antelope play • Where seldom is heard a discouraging word • And the skies are not cloudy all day. • Home, home on the range…..… Peru TESOL 2011 Karen Jogan

  10. On Broadway http://www.youtube.com/watch?v=voNjeUUcdSo Peru TESOL 2011 Karen Jogan

  11. Step 1 -- Preview • Before • Think about the title. • Let me tell you a little bit about the song. • What do you think this song is about? • What do you know about this subject? Peru TESOL 2011 Karen Jogan

  12. Step 2 –Listen to first stanza. Identify the main elements • What is one thing you heard about? • What information is in the first stanza? • When • Where • Who Peru TESOL 2011 Karen Jogan

  13. Step 3 – Identify details Peru TESOL 2011 Karen Jogan

  14. Introduce New Vocabulary • “the blues” Peru TESOL 2011 Karen Jogan

  15. greyhound Peru TESOL 2011 Karen Jogan

  16. Peru TESOL 2011 Karen Jogan

  17. One thin dime Peru TESOL 2011 Karen Jogan

  18. Shine your shoes Peru TESOL 2011 Karen Jogan

  19. A) Broadway B) quit C) rubs off D) Greyhound E) dime F) gives me the blues G) shine your shoes stop wears away Ten cents (US) Bus company Polish footwear Makes me sad Street in New York City Match the phrase with its definition Peru TESOL 2011 Karen Jogan

  20. Gonna ‘cause ya Dead wrong ‘til You ain’t had Make time until Absolutely incorrect You don’t have Going to Have success Because you Slang Peru TESOL 2011 Karen Jogan

  21. Step 4 -- Organize . • The glitter rubs right off and you’re nowhere • They say there’s always magic in the air • But when you’re walking down the street • They say the neon lights are bright on Broadway • And you ain’t had enough to eat Peru TESOL 2011 Karen Jogan

  22. Step 4 -- Organize . • ‘Cause how ya gonna make some time • But looking at them just gives me the blues • And one thin dime won’t even shine your shoes • When all you’ve got is one thin dime • They say the women treat you fine on Broadway Peru TESOL 2011 Karen Jogan

  23. Step 4 -- Organize . • I’ll catch a Greyhound bus for home they all say • And I won’t quit ‘til I’m a star on Broadway • ‘Cause I can play this here guitar. • But they’re dead wrong, I know they are • They say that I won’t last too long on Broadway Peru TESOL 2011 Karen Jogan

  24. Sing Along! . • They say the neon lights are bright on Broadway • They say there’s always magic in the air • But when you’re walking down the street • And you ain’t had enough to eat • The glitter rubs right off and you’re nowhere Peru TESOL 2011 Karen Jogan

  25. Sing Along! • They say the women treat you fine on Broadway • But looking at them just gives me the blues • But how you gonna make some time • When all you’ve got is one thin dime • And one thin dime won’t even shine your shoes Peru TESOL 2011 Karen Jogan

  26. Sing Along! . • They say that I won’t last too long on Broadway • I’ll catch a Greyhound bus for home they all say • But they’re dead wrong, I know they are • ‘Cause I can play this here guitar • And I won’t quit ‘til I’m a star on Broadway • . Peru TESOL 2011 Karen Jogan

  27. Step 5 – Recreate text • Summarize • Using the song map, fill in key elements about the song. • Use the song map to tell your classmate about the song. • Describe the drawing you made about an idea in the song. Peru TESOL 2011 Karen Jogan

  28. Peru TESOL 2011 Karen Jogan

  29. Summary Pyramid • Listen to the whole song. List important points and terms that you want to remember. • Complete the 5W pyramid. • Write the main idea. • Write a SHORT summary. • State the impact. Why is this information interesting/ important? Peru TESOL 2011 Karen Jogan

  30. Who/what is it about? What happened? When did it take place? Where did it happen? Why is it important? How/ why did it happen? Peru TESOL 2011 Karen Jogan

  31. Music and Culture • List 3 things you learned about the USA. • What kind of person is the singer? Write 5 adjectives that describe him. • Describe the music. How is this music similar to/ different from Peruvian music? • Instruments • Rhythm • Other impressions Peru TESOL 2011 Karen Jogan

  32. React or Create • Imagine that you want to travel to the big city. What do you want to do there? • You meet the singer. What will you tell him? • You are the singer. You arrived in the city 6 months ago. Write a personal letter to your family, telling them what you are doing. Peru TESOL 2011 Karen Jogan

  33. Step 6 – AnalyzeUS Music in Culture • What is jazz? • What instruments are in jazz? • What makes jazz unique? Peru TESOL 2011 Karen Jogan

  34. Jazz America’s Classical Music • Originates in African American spirituals • Combines African and western music traditions • Improvisation • Typical instruments: • Guitar, drums, harmonica, base, vocals Peru TESOL 2011 Karen Jogan

  35. In conclusion… • For curriculum integration, identify resources in Voices Across Time • Consider popular songs that infuse US culture Promote US culture through song! Peru TESOL 2011 Karen Jogan

  36. Another view of CULTURE…. Community art in the elementary EFL classroom

  37. Using community art, we will… Identify works of community artistic creativity Design “looking questions” Design classroom activities Create subject matter connections based on art from US cities Peru TESOL 2011 Karen Jogan

  38. Development of the city Foundations of the city Planning the city The rise of technology Connecting city to nation The Arts in the city Ethnicity Peru TESOL 2011 Karen Jogan

  39. Where is art in the community? Historical monuments and artifacts Use of public space and city planning Evidence of progression of growth and modernization Fine art (paintings, sculpture) Folkart in ethnic neighborhoods Peru TESOL 2011 Karen Jogan

  40. With art in the city, we can… Use new vocabulary and structures Narrate in past and present Compare/contrast Hypothesize Support student creative thought and activity Peru TESOL 2011 Karen Jogan

  41. Why Philadelphia? Long and distinctive history Monuments that reflect past and present culture Next year’s TESOL International Meeting! Peru TESOL 2011 Karen Jogan

  42. Peru TESOL 2011 Karen Jogan

  43. Looking Questions What do you notice about this building? Is this building old or new? What is it made of? What is the most striking aspect of the building? Peru TESOL 2011 Karen Jogan

  44. Looking Questions What do you notice about this building? Is this building old or new? What is it made of? What is the most striking aspect of the building? Peru TESOL 2011 Karen Jogan

  45. Peru TESOL 2011 Karen Jogan

  46. Planning the City Peru TESOL 2011 Karen Jogan

  47. City Plan 1683 Peru TESOL 2011 Karen Jogan

  48. What does this map look like? • What else looks like this? Peru TESOL 2011 Karen Jogan

  49. Peru TESOL 2011 Karen Jogan

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