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Piloting ELT Rap Workshops (as ECA) for Students in a Secondary School

This pilot project involved a series of 8 ELT Rap workshops aimed at promoting positive attitudes and self-confidence among students. The workshops featured artists-students dialogue sessions and focused on improving English language proficiency through rap music and hip hop dance. The objective was to inspire students to pursue their goals and establish artists as role models. The instructor's manual included research focus areas such as changes in students' self-esteem, motivation, and phonetic awareness.

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Piloting ELT Rap Workshops (as ECA) for Students in a Secondary School

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  1. Piloting ELT Rap Workshops (as ECA) for Students in a Secondary School • ELT Rap Workshop series (8 workshops spread over: Oct 2006 – Feb 2007) • Artists-Students Dialogue Sessions: • 14th December, 2006 - 2:00-3:30pm (Form 1-Form 3 Students) • 15th December, 2006 - 2:00-3:30pm (Form 4-Form 6 Students) Objectives: • To encourage students to pursue their goals inspired by artists’ personal stories. • To promote a positive outlook on life with a belief in “life influencing life”. • To establish the artists as teenagers’ role models in search of their dreams even in times of difficulties.

  2. Instructor’s Manual • Research Focus of the Project: • Change in students’ self-esteem, self-image and self-confidence through positive interactions with the artists/instructors. • Change in students’ motivation, interest and attitude in learning English through rap music and hip hop dance Acquisition of Positive English Speaker & Learner Identities • Change in students’ English language proficiency, and specifically some phonetic awareness (e.g., rhyming).

  3. ECA-Workshop Series: Typical Workshop Rundown

  4. Teaching Objectives

  5. Teaching Objectives

  6. Rapping Names My team name is: ________________________ • My name is: ___________________ My school name is: HKRSS Tai Po Secondary School

  7. How Are You? • Lyrics: MC Yan, Dr. Angel Lin • Music Arrangement: MC Yan How are you? I’m fine! Have a good day! Be on time! Have a good life! Nine to five! You wanna drive the vibes, You’d better ride on time. • Phonics Tips: Final E / Silent E / Magic E

  8. A told B and B told C, “I’ll meet you in the middle of Fu-Heng-Chuen.” “Whee,” said D to E, F, G, “I’ll beat you to the top of Fu-Heng-Chuen.” Bee-Lee-Blah-Lah Boom Boom! Will there be enough room? Here comes H to Fu-Heng-Chuen. And I and J and tag-along K – All on their way to Fu-Heng-Chuen. Bee-Lee-Blah-Lah Boom Boom! Will there be enough room? Look who’s coming – it’s L, M, N, O, P. And Q, R, S and T, U, V. Still more – W and X, Y, Z. The whole alphabet’s up the…Oh! No! Bee-Lee-Blah-Lah Boom Boom! Lyrics: Adapted from ‘Chicka Chicka Boom Boom’ by John Archambault & David Plummer Music Arrangement: MC Yan Bee-Lee-Blah-Lah Boom Boom

  9. Phonics Tips: 26 Letter Sounds

  10. B-A-Bay III B-A-bay R-A-ray B-E-bee R-E-ree B-I- biddee-bye R-I- riddee-rye B-O-bo R-O-ro B-U-boo R-U-roo Biddee-bay-bee Riddee-ray-ree Bye-bo-boo Rye-ro-roo It’s just a kooky rap. It’s just a kooky rap. You can do it, too. You can do it, too. Any consonant Any consonant will work with will work with A E I O U. A E I O U. • Lyrics: Adapted from ‘B-A Bay by John Archambault and David Plummer

  11. Phonics Tips: when 2 vowels (a, e, i, o, u, y, w) go walking, the first one does the talking

  12. Rap the Tense • Lyrics: Dr. Angel Lin, MC Yan, Prof. Dave Coniam • Music Arrangement: MC Yan • *Hook: Rap the tenses; clap your hands. Rap the tenses; rap with friends. III Go went gone Make made made Go went gone Make made made Take took taken Win won won Take took taken Win won won Rap the tenses Wow! Wow! Wow! Blast your senses So quickly done! So much fun!

  13. Rap the Tense • IIIIV • Lie lay lain Keep kept kept • Lie lay lain Keep kept kept • Steal stole stolen Sing sang sung • Steal stole stolen Sing sang sung • Oh, my head Sink sank sunk • Is so swollen! Sink sank sunk Rapping the tenses It’s so much fun!

  14. Phonics Tips: Rhyming Words 26 letters: (a) bcd (e) fgh (i) jklmn (o) pqrst (u) vwxyz b at / _____at / _____at / _____at take / _____________ tenses / _____________ won / _____________ / _____________ stolen / _____________ Grammar Tips: Irregular Verbs Present TensePast TensePast Participle ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________

  15. Rap Lyrics Written by Workshop Students Hey! Listen! My team name is C-A-N Carrie, Apple and Nadia Tang Double T is our friend He collects aluminium cans ADV acts as – Peter Pan Always does something making no sense. Yo! We all meet at ELT Rap Hey – raise your hands And follow us to RAP!!!

  16. Students Works My team name is Five D. D. Five D. D. is 快 D D We study to learn A.B.C. And A. B. C is not so easy! We all like hip-hop Always go to the CD-shop When I go back home The door is tightly locked.

  17. Students’ Works Double Carmen are friendly Sherry, Winnie are funny We are all crazy, you know? HKRSS’ girls are pretty! Teachers are sexy! HKRSS Tai Po Secondary School We study in this school Our teachers are really cool There is no swimming pool Let’s find out the truth!

  18. ELT Rap—Workshop Evaluation Informal Focus Group Interviews • The programme includes 10 workshops, a dress rehearsal and a finale performance • Mid-workshop-series interview: • at Workshop 5 after learning 3 raps (How are you? / Bee Lee Blah Lah Boom Boom / B-A-Bay); • and at Workshop 6 for the dance control group (since the interviewer cannot meet with two groups on the same date). • Post-workshop-series interview: • scheduled in early March ’07 after the performance on Feb 9’07 and the Chinese New Year school holiday.

  19. Targets of Focus Group Interviews • Nine small groups of students are selected from each workshop for focus group interviews. Same students will be invited for the interviews.

  20. Context of Focus Group Interviews • Each group of students will be invited to go to a quiet area/corner during the workshop for an informal chat • No taping or photography will be used to create a more relaxed environment • The purpose of collecting their personal opinion without disclosing to the school will be stated upfront to encourage sharing of thoughts.

  21. Method of Data Collection • Face to face mini focus group interviews with students • Some guiding questions will be asked, followed by some follow-up, open-ended questions • The interviewer (also one of the instructors) will keep a small notebook to jot down notes • Immediately after the interview, the researcher will review the notes and add more details to the notes based on her observations in the interviews

  22. Interview Questions • Did the workshops meet your expectations (so far / at the end)? • What do you think of /feel about the instructors (artists / tutor)? • What do you think about the raps learnt? • Did your interest in English increase after joining the workshops? • Did your English skills or knowledge (e.g. phonics, grammar, vocabulary) increase after joining the workshops? • Are you confident in performing the raps? Why and Why not? • Why do you think some students have dropped out? • In you opinion, how to sustain students’ interest in ELT rap after this programme? • Any other things you want to share with us about this programme?

  23. Initial Findings • 3 x S7 girls highly motivated to learn rap and started to write their own lyrics for artists to comment • 2 x S4 boys not very good in English are eager to rap in their daily conversation (though Cantonese is used), and even expressed interest in joining an ELT Rap Society at school, if any • When asked to freestyle, the output varies from: • using the raps taught at the workshop • rewriting the raps introduced, e.g. substitue "Chinese Poems Can We Rap“ with a paragraph from their textbook • writing original Chinese or English raps of their own choice • applying the style to reciting poems from the Speech Festivaletc.

  24. Proposed Format for the Artists-Students Dialogue Sessions • 2:00 – 2:30pm: BASKETBALL/FOOTBALL/TABLE-TENNIS • Artists to engage in different sports activities with the students at the school court with hip hop music in the background (30-min) • 2:30 – 3:10pm: PERSONAL STORIES • Artists sharing personal stories on their road to becoming artists (30-min) • 3:10 – 3:30pm: QUESTIONS & ANSWERS • prompt current workshop participants to prepare some questions beforehand. (20-min)

  25. Selected References • Perry, I. (2004). Prophets of the hood: Politics and poetics in hip hop. Durham & London: Duke University Press. • Spina, S. U. (1995). Worlds together...words apart: Bridging cognition and communication for second language learners through an authentic arts-based curriculum. Language, Culture and Curriculum, 8(3), 231-247. • Tharp, R. G., Jordan, C., Speidel, G. E., Au, K. H., Klein, T. W., Calkins, R. P., Sloat, K. C. M., & Gallimore, R. (1983). Product and process in applied developmental research: Education and the children of a minority. In M. E. Lamb, A. L. Brown, & B. Rogoff (Eds.), Advances in developmental psychology (vol. III, pp. 91-141). Hillsdale, New Jersey: Lawrence Erlbaum.

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