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XIV Peru TESOL . Listening Interactively to US culture with music Karen Jogan, Ph.D. kjogan@alb.edu. 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 EFL?
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XIV Peru TESOL Listening Interactively to US culture with music Karen Jogan, Ph.D. kjogan@alb.edu
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 EFL? • What activities can be used? • What resources can be used? Where can teachers find suggestions for using music to teach US culture? M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
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? • What would you expect to hear about? M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
On Broadway M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
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 M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
Step 3 – Identify details M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
Introduce New Vocabulary M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
A) Broadway B) quit C) rubs off D) Greyhound D) dime F) gives me the blues G) shine your shoes stop disappears; wears away Ten cents (US) Bus company Polish footwear Makes me sad Street in New York City Match the phrase with its definition M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
Gonna ‘cause ya Dead wrong ‘til Ain’t Make time until Absolutely incorrect have not Going to Have success Because you Slang M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
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 M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
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 M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
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 M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
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. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
Summarize • Write a summary of the song in a paragraph. • Exchange paragraphs with your classmate. • What information do you both include? What information is different? M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
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? M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
Who/what is it about? What happened? Whendid it take place? Wheredid it happen? Whyis it important? How/ whydid it happen? M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
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 M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
Central point: main idea • Use a complete sentence. It must include the topic and the most important point about the subject. • Summary • 25 words. • Impact • Why is this information important? Be creative. This is your chance to state your opinion. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
Think critically • What do you think this line means: “They say I won’t last too long on Broadway…but they’re dead wrong, I know they are.” • What do you think will happen to the singer? M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
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. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
Step 6 – AnalyzeUS Music in Culture • What is jazz? • What instruments are in jazz? • What makes jazz unique? M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
Jazz America’s Classical Music • Originates in African American spirituals • Combines African and western music traditions • Improvisation • Typical instruments: • Guitar, drums, harmonica, base, vocals M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
Resources for US culture through song Voices Across Time (VAT) http://www.voicesacrosstime.org M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
VAT: 19th century exploration • http://www.npr.org/programs/morning/features/patc/homeontherange/ M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
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 work • And the skies are not cloudy all day • Home, home on the range…. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006
