MUSIK IM UNTERRICHT

1. MUSIK IM UNTERRICHT NILA, October 13th , 2012 Marissa Wanamaker/Yulia Evans

2. OBJECTIVES • to show how music videos can be used in the foreign language classroom • to demonstrate why music is one of the best tools in the foreign language classroom

3. WHY? THE STUDENTS THINK….. • “I like watching the music videos. I think it teaches you about the culture and it helps me to understand words when I understand the situation” • “Music helps us to learn in a different way” • “… They (music videos) help us know the words that the public in Germany uses. However, sometimes it is hard to understand, but other than that I think it is very helpful”

4. ‘I enjoy watching the music videos. The music and the songs help reinforce the definition. Also they give breaks in the monotony” • “I like the music and the music videos, because I think kids today learn better with songs, since we are surrounded by music in our world today” • “Ich denke, dass es toll ist. I think it is very helpful. It allows me personally to learn words better. Also it acts as a listening activity in a different, more entertaining manner. I think music should be used in the classroom and other German media as well” • “I think the music is helpful when we know the majority of vocabulary used it can help with how we can pronounce words we aren’t sure of what to say. The only downside is when sometimes they go a little too quick”

5. 1. STIMULATES BRAIN FOR RECALL • Physically music and language stimulate virtually the same parts of the brain for recall. Music is often used to help people after traumatic brain injuries create new neurological connections necessary for speech. The processing patterns for both stimuli simulate each other.

6. 2. PATTERNS • Our brains like patterns. It’s comforting to hear/know them. When something happened before, we expect the same to happen next time- patterns.

7. 3. MOTIVATION • Isn’t present a song intrinsically more motivating than presenting a new grammar term?

8. 4. CULTURE AUTHENTICITY • Many songs touch on perspectives, thoughts, relevant terms or ideas on topics that wouldn’t otherwise be as known.

9. 5. ACCESS TO MULTIPLE LEARNING STYLES • Music is a valid learning method for more than just auditory learners. Youtube often offers music videos with the lyrics for visual learners, the rhythms help connect the lyrics for the kinesthetic learners.

10. 6. MUSIC AFFECTS OUR MOODS. • Ever been in that mood to listen to certain types of moods? Maybe because of movement, but definitely rhythm. That’s why people change channels on the radio so much. Either in or not in the mood.

11. 7. VALIDATION • Sometimes the lyrics in music is exactly as you feel. Humans naturally feel isolated (even though we shouldn’t) and music can privately speak to us and make us feel validated.

12. 8. TIED TO MEMORIES • Why do some songs “ sound like the 80”? We associate songs with time periods and time periods with certain songs. (it stimulates the hippocampus more- where long term memories are stored)

13. 9. ENJOYMENT/ENGAGEMENT • If music is motivating and seen as enjoyable, engagement goes up. Engaged students process and retain the highest amount of information.

14. 10. UMGANGSPRACHE • When using synonyms, slang is a great way to give students many ways to same approx the same thing. zB: (hau’n statt machen).

15. 11. REPETITION • Music is a great to have repetition; one of the most helpful qualities of learning language.

16. 12. REPETITION • Music is a great to have repetition; one of the most helpful qualities of learning language.

17. 13. REPETITION • Music is a great to have repetition; one of the most helpful qualities of learning language.

18. WIE KANN MAN MUSIK IM UNTERRICHT AM BESTEN INTEGRIEREN? • Now let’s analyze how we do it. • Website: Step into German (Goethe institute) • Example: Wise guys “das Radio” • http://www.goethe.de/ins/us/saf/prj/sig/mus/mcv/en7118076.htm

19. DAS RADIO • Monday- new vocabulary, explain the words in German, find the synonyms • Tuesday- match the words, listen and fill in blanks, translate the song (work in groups) and listen/watch • Wednesday- create a situation with a new word, write down verbs in Imperfekt/Perfekt • Thursday- news on the radio (reports (sport, current event, advertisement using new vocabulary) • Friday- quiz over the vocabulary

20. OTHER IDEAS :) • Why not let the Prinzen (Millionär) or Barenaked Ladies (if I had a million dollars) introduce Konjunktiv II? I would. Some have context already and if not, it’s easily recognizable. • http://www.goethe.de/ins/us/saf/prj/sig/mus/mcv/en7114671.htm

21. PERFECT PRONUNCIATION • If Heuchelei looks daunting, let Annett Louisan help you out by listening to her song many times. Idea: Give kids a copy of the text, circle 5-10 difficult words, have them guess pronunciation and then listen to 2-3 times. • http://www.goethe.de/ins/us/saf/prj/sig/mus/mcv/en7164940.htm

22. RELEVANT CULTURE • Look at Culcha Candela’s video, lyrics and melodie to see what’s happening. Von Allein! • http://www.youtube.com/watch?v=bu38a9_Fz-k

23. WORTSCHATZ • through repetition, you can pre-teach; then do Lückentext, use lyric videos or do cloze-text. Easy sites: quia.com, puzzlemaker.com, studyblue.com, theteacherscorner.net. Also good: focus on context clues and have them figure out meanings from songs, videos. Finally: hand out the English lyrics, let them see/listen to the song and figure out the German.

24. MORE IDEAS! ONE SONG-DIFFERENT LEVEL-DIFFERENT STUDENTS • Die Drogen: conjugation, sein • Drück die Eins- Imperative, modal verbs • Wise guys- using “man”, discussion about free time, favorite city/town • Sportfreunde- Sport/ favorite sport ( discussion) • Luxuslärm- wo/da compounds, discussion about dreams/ goals in life, friends • Prinzen- subjunctive, slang