Màs e en Ensenyamen de la Llengua Anglesa en Con ex os Mul ilingües
(MELACOM)
MUSIC AS A MOTIVATING
FACTOR IN THE TEACHING
OF ENGLISH AS A L2
P esen ed by: Anna Ga cia Ma ama
DNI: 53727600 Z
Cas elló, No embe 2014
Depa amen d'Es udis Anglesos
Uni e si a Jaume I
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TABLE OF CONTENTS
1 INTRODUCTION...................................................................5
1.1 The educa ional con ex .................................................5
1.1.1 CEIP La Mole a.......................................................5
1.1.2 The Pu pose...........................................................6-7
2 THEORETICAL FRAMEWORK.............................................8
2.1 Mo i a ion......................................................................8-11
2.2 Teaching English h ough music: a sociological
pe spec i e...................................................................11-15
2.3 In e cul u al communica ion and Mo i a ion.................15-17
3 PRACTICUM: Teaching p oposal..........................................18
3.1 Planning........................................................................18
3.1.1 The s uden s' needs...............................................18
3.1.2 Objec i es o accomplish.......................................19
3.1.2.1 English lea ning goals....................................19
3.1.2.2 Music lea ning goals......................................19-20
3.1.2.3 English lea ning con en s...............................20
3.1.2.4 Music lea ning con en s..................................21
3.1.3 The lesson plan ela ed o he LOE........................22
3.1.3.1 Gene al goals o p ima y s age- DECREE 111 o
Valencian Communi y......................................22
3.1.3.2 Music gene al goals o p ima y s age.............23
3.1.3.3 English language gene al goals o p ima y
s age...............................................................24
3.1.3.4 Music con en s o 3 d and 4 h g ade................24-25
3.1.3.5 English con en s o 3 d and 4 h g ade..............25-29
3.1.3.6 Basic compe ences de eloped du ing his lesson
plan...........................................................................29-30
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3.1.3.7 Music assessmen c i e ia o 3 d and 4 h
g ade................................................................31
3.1.3.8 English assessmen c i e ia o 3 d and 4 h
g ade.........................................................................31
3.1.4 Tasks and Ma e ials.................................................32
3.2. Teaching p oposal desc ip ion........................................33
3.2.1. S uden s...................................................................33
3.2.2. Me hodology.............................................................34
3.2.2.1. Teaching s yles.................................................35
3.2.3. Lesson Plans............................................................36
3.2.3.1. Session 1: Lesson Design................................37
3.2.3.2. Session 1: Lesson De elopmen ......................38
3.2.3.3. Session 2: Lesson Design................................39
3.2.3.4. Session 2: Lesson De elopmen ......................40
3.2.3.5. Session 3: Lesson Design................................41
3.2.3.6. Session 3: Lesson De elopmen ......................42
3.2.3.7. Session 4: Lesson Design................................43
3.2.3.8. Session 4: Lesson De elopmen ......................44
3.2.3.9. Session 5: Lesson Design................................45
3.2.3.10.Session 5: Lesson De elopmen ......................46
3.2.3.11. Session 6: Lesson Design...............................47
3.2.3.12. Session 6: Lesson De elopmen .....................48
3.2.3.13. Session 7: Lesson Design...............................49
3.2.3.14. Session 7: Lesson De elopmen .....................50
3.2.3.15. Session 8: Lesson Design...............................51
3.2.3.16. Session 8: Lesson De elopmen .....................52
3.2.3.17. Session 9: Lesson Design...............................53
3.2.3.18. Session 9: Lesson De elopmen .....................54
3.2.3.19. Session 10: Lesson Design.............................55
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3.2.3.20. Session 10: Lesson De elopmen ..................56
3.2.4. E alua ion................................................................57-58
3.3. P ac icum Assessmen ...................................................59
3.3.1. Teaching P ac ice E alua ion...................................59
3.3.2. P ac icum pe sonal app aisal...................................60
REFERENCES.......................................................................61-64
APPENDICES.........................................................................65
Appendix A.........................................................................66
Appendix B.........................................................................67
Appendix C.........................................................................68
Appendix D.........................................................................69
Appendix E.........................................................................70-75
Appendix F..........................................................................76
Appendix G.........................................................................77-82
Appendix H.........................................................................83
Appendix I..........................................................................84-85
Appendix J.........................................................................86-87
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TFM. Music as a mo i a ing ac o in he eaching o English as a L2 MELACOM 2013/2014
1 INTRODUCTION
1.1 The educa ional con ex
1.1.1 CEIP La Mole a
La Mole a is one o he wel e public schools in La Vall d'Uixó which was buil in
1983. This school comp ises nine uni s which a e h ee om p e-school educa ion and
six om p ima y educa ion conside ing ha he e is one line o each cou se. La Mole a
is a peculia school because i was he i s school in La Vall d'Uixó whose i s
language was Ca alan. Mo eo e , his school sha e he acili ies wi h he aining cen e
o adul s called “PFPA Jo di de San Jo di”.
Al hough i is no a ecen school, i is one o he newes schools in he own
conside ing i s comple e in as uc u e wi h many class ooms equipped wi h e e y hing
necessa y o he adequa e eaching and lea ning p ac ice o bo h p e-school and
p ima y educa ion. Fu he mo e, i has a labo a o y, some echnological ma e ial in
many class ooms, a la ge dinning oom, one compu e lab, a lib a y, h ee big
playg ounds and a psycho mo o class oom.
Rega ding he school con ex , his school is loca ed in he wes e n pa o he
own be ween “Sud-Oes ” a enue and “La Mole a” esiden ial a ea. The school is also
p o ided wi h a ca pa k and he e a e some ba s in on o he cen e. Nea he school
he e is a conse a o y and an a hle ics ield.
Rela ed o he s uden s, hey come om middle-low class amilies specially he
las en yea s because o he o eign people who had se led down in ha
neighbou hood. The numbe o s uden s in each class oom is abou 23 on a e age,
al hough in one class oom he e a e only 16 s uden s. In ela ion o he s uden s om
ab oad, i is impo an o say ha mos o hem ha e pe ec ly adap ed o he cen e
and i s ules. On his cen e, he language p og amme is called PEV in which Ca alan
is he common language. In addi ion, Spanish and English a e languages ha a e
augh in hei own subjec s. Howe e , his educa ional cen e has a p ojec in which
music and physical educa ion a e going o be augh in English. This p ojec was
p esen ed he las yea and was accep ed by he educa ion au ho i y. Thus, in wo
yea s hey will s a o ca y i ou in e e y p ima y educa ional le el. I is impo an o
explain ha his p ojec will s a wi h hose s uden s who we e on h ee yea s old p e-
school class oom because his yea hey ha e lea n English as a subjec .
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TFM. Music as a mo i a ing ac o in he eaching o English as a L2 MELACOM 2013/2014
1.1.2 The Pu pose
My eaching p ac ice ook place in he English subjec wi h p e-school child en
om h ee o i e yea s old. Howe e , my p oposal is abou he music subjec augh in
English. We would p opose a music p ojec whe eby s uden s could lea n he English
language using musical con en s. The school whe e I s ayed du ing my eaching
p ac ice is a public school in which he main language is Ca alan al hough as I
men ioned be o e, hey p oposed a e y in e es ing p ojec based on eaching music
and physical educa ion subjec s in English. Thus, my p oposal is aimed a ha school
because o he in e es ing idea hey had sugges ed. We wan o c ea e ha musical
p ojec o hose s uden s who a e on hei hi d and ou h g ade a p ima y school.
These child en a e able o unde s and wha he eache explains in English bu hey
ound mos di icul o speak almos e e y single wo d in English.
I did no ha e he oppo uni y o eaching music lessons in English because i is
a p ojec which was accep ed he las yea and i is going o be de eloped in wo yea s.
Fo his eason, my p oposal consis s o c ea ing en lessons in o de o each he
music subjec s owa ds he English language conside ing ha his is a new idea in
Spain and i could be in e es ing o ca y i ou in a nea u u e. My p oposal will
de elop hi d and ou h g ade lea ne s' mo i a ion and like o he use o English while
hey a e lea ning di e en concep s abou he music subjec . In o de o de elop all he
con en s we wan o each we ha e chosen he musical composi ion “In a Pe sian
Ma ke ” which is based in he A abic and Pe sian cul u e.
My inal p ojec 's ask will be o ep esen he musical composi ion “ In a Pe sian
Ma ke ” by he s uden s using he adequa e cus oms while he eache will eco d hem
wi h a ideo came a. The e o e, his p oposal will conduc ed h ough a musical
composi ion in o de o d i e he con en s o de elop mo i a ion and posi i e a i udes
owa ds he use o English. Apa om ep esen ing he musical composi ion I would o
wo k wi h di e en music concep s such as, hy hm, melody, o lose he s uden s
inhibi ion, and some heo e ical concep s abou he musical composi ion's au ho and
di e en musical his o ical con en s.
I planned a p ojec in which lea ne s will ca y ou di e en mo i a ional asks ela ed o
hy hm, melody and heo e ical musical concep s in which hey ha e o coope a e wi h
he use o English on eading, w i ing, asking and answe ing ques ions, singing and
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TFM. Music as a mo i a ing ac o in he eaching o English as a L2 MELACOM 2013/2014
lis ening a he same ime hey a e using English as a o eign language achie ing an
adequa e a mosphe e. Mo eo e , I would ge he s uden s o lea n he musical no es
and di e en musical ins umen 's amilies, he e o e hey ha e o wo k wi h di e en
English skills.
In his way, I would like o pu o wa d he ollowing gene al goals o my eaching
p oposal:
- To help s uden s become mo i a ed in o de o achie e an adequa e use o English.
- To in oduce di e en musical con en s using English as a o eign language.
- To p ac ice and lea n English h ough o al and w i ing language skills in music
lessons.
These goals a e aimed a achie ing s uden s mo i a ion and good a i udes
owa ds he English language and he music subjec . The e o e, we ha e combined
hese wo ac o s, music and English, and using he musical composi ion “In a Pe sian
Ma ke ” we ha e c ea ed asks in o de o de elop he s uden s knowledge.
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2 THEORETICAL FRAMEWORK
2.1. Mo i a ion
Nowadays, he e m mo i a ion has been s udied because i is conside ed ha
mo i a ion is c ucial in s uden s' second language acquisi ion. Fi s ly, i would be
in e es ing o desc ibe he e m mo i a ion. Al hough many de ini ions had been
p oposed h ough he yea s, he e is no ag eemen on he exac de ini ion o his e m.
Thus, as Dö nyei (1998) s a ed “Al hough mo i a ion is a e m equen ly used in bo h
educa ional and esea ch con ex s, i is a he su p ising how li le ag eemen he e is in
he li e a u e wi h ega d o he exac meaning o he concep ” (p. 117). Howe e ,
Julkunen (2001) claimed ha “in he class oom con ex , mo i a ion can be seen as a
con inuous in e ac ion p ocess be ween he lea ne and he en i onmen . I s main ole
is in con olling and di ec ing an ac i i y, coo dina ing a ious ope a ions owa ds an
objec o a goal, mo i a ion ans o ms a numbe o sepa a e eac ions in o signi ican
ac ion” (p. 29).
I can be in e es ing o men ion ha social psychologis s we e he i s who
ini ia ed se ious esea ch on mo i a ion in language lea ning because o hei
knowledge o he social and cul u al e ec s on L2 lea ning. None heless, he mos
in luen ial model o language lea ning mo i a ion in he ea ly six ies h ough he
eigh ies was de eloped by Ga dne (1985), known as he socioeduca ional model.
Ga dne (1985) de ined mo i a ion as “a combina ion o e o plus desi e o achie e a
goal o lea ning he language plus a ou able a i udes owa ds lea ning he language”
(p. 10). Conside ing his model, his au ho p oposed wo di e en kinds o mo i a ion.
These a e he in eg a i e and he ins umen al mo i a ion. The i s one e e s o
lea ne 's desi e o achie e a communica ion o an in eg a ion wi h he a ge language's
membe s. The second one e e s o mo e unc ional easons answe ing why a pe son
ies o lea n a language such as, ge ing a job, passing an exam, and ea ning a highe
sala y.
Taking in o accoun hese wo di e en kinds o mo i a ion, he in eg a i e
mo i a ion was conside ed as he backbone o his model (Ga dne , 1985). Thus, he
lea ning si ua ion, he ole o a i udes owa ds he a ge language and i s speake s a e
all componen s o his kind o mo i a ion. Howe e , his model had been c i icised by
many esea che s (e.g., Dö nyei, 1990,1994; Ox o d and Shea in, 1994; Ox o d, 1996;
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TFM. Music as a mo i a ing ac o in he eaching o English as a L2 MELACOM 2013/2014
and Belmech i and Hummel, 1998) despi e he ac ha hey acknowledge he ad ance
his model supposed in mo i a ion esea ch. The concep in eg a i e mo i a ion and i s
de ini ion we e he main easons why many esea che s c i icised he model. Acco ding
o Dö nyei (2003) “ he no ion o in eg a i e mo i a ion has no pa allel in mains eam
mo i a ional psychology” (p. 28). As Clemen and K uidenie (1983) explained “ he
in eg a i e mo i a ion has been de ined in a way in which almos e e y eason one can
hink o o s udying he language o he a ge communi y can all wi hin i s ange” (p.
282). These au ho s had been no ed ha he decision o a el was conside ed
ins umen al by some people bu i was in e p e ed as in eg a i e by o he s. Mo eo e ,
Shaw (1981) s a ed ha in hose places o he wo ld whe e English is conside ed and
lea ned as a o eign language, he in eg a i e mo i a ion had played only a mino ole
in he English popula i y because English is conside ed by many as “an in e na ional o
in a-na ional language which is no insepa ably connec ed o any pa icula coun y”
(p. 112).
Schunk, Pi ich, and Meece (2008) sugges ed a new concep called academic
mo i a ion, and hey de ined i as “a p ocess ha is in e e ed om ac ions (e.g., choice
o asks, e o , pe sis ence), and e baliza ions (e.g., “I like biology”), whe eby goal-
di ec ed physical o men al ac i i y is ins iga ed and sus ained” (p. 14). The e o e,
academic mo i a ion is e y impo an when we alk abou s uden s, aking in o accoun
ha mo i a ed s uden s end o be in ol ed in ac i i ies ha can help hem o lea n, and
achie e high academic esul s. Rela ed o ha concep we ha e jus explained, we
should p esen he MUSIC model (see Figu e 1. Jones, B.D., 2009) because by
implemen ing ha model we can c ea e he p ope condi ions ha lead o s uden s
becoming engaged in lea ning and hei a i udes owa ds he asks p oposed. The
MUSIC model is composed by i e componen s: (1) empowe men , (2) Use ulness, (3)
Success, (4) In e es , and (5) Ca ing. The i s componen e e s o he pe cei ed
con ol s uden s show o e hei lea ning. The second one is based on he ac ha
s uden s ha e o unde s and how use ul he ma e ial hey a e using on hei lea ning
p ocess is. The success' componen should be designed in o de o achie e ha
s uden s can succeed i he knowledge and skills equi ed a e ob ained, and i hey pu
he adequa e e o . The o h componen was summa ized by Hidi and Renninge
(2006) who exposed ha “ he po en ial o in e es is in he pe son bu he con en and
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TFM. Music as a mo i a ing ac o in he eaching o English as a L2 MELACOM 2013/2014
ou “ he mos impo an new de elopmen in mo i a ional psychology du ing he pas
decade has been an inc easing emphasis placed on he s udy o mo i a ion ha s ems
om he sociocul u al con ex ” (p. 30). Some yea s la e , in 2008 Csizé and Komos
in es iga ed he impo ance o he in e -cul u al con ac owa ds a second language
acquisi ion. They explained ha s uden s ha e o be able o communica e wi h o he
cul u e's membe s, and o c ea e oppo uni ies in o de o de elop L2 lea ne s'
language compe ence. Thus, hey sugges ed ha “s uden s wi h high le els o
mo i a ional in ensi y engage in a ious ypes o in e cul u al con ac mo e equen ly
han s uden s who in es less ene gy in o language lea ning” (Csizé and Komos,
2008: 43). Fo all hese easons, eaching o he cul u es in o he class oom could be a
e y in e es ing idea in which s uden s ha e o be in ol ed in o de o show good
a i udes owa ds o he s and owa ds hose aspec s ha a e di e en om hei cul u e.
I is impo an o add ha a cul u al eali y can be enhanced using many cul u al
aspec s in he eaching ma e ials which a e used o lea n a language.
Taking in o accoun his idea, i would be in e es ing o men ion ha one o he
mos impo an goals in FL class oom is he de elopmen o lea ne s' knowledge o
in e cul u al con en s and hei abili y o communica e in di e en si ua ions.
Fu he mo e, i is impo an o explain he impo ance o cul u e's ole in o eign
language eaching ma e ials (TM). The e o e, o eign language ex books a e c ea ed
o acili a e pupils' language lea ning aking in o accoun ha lea ning is no sepa able
om i s cul u al con ex . Fo ha eason, i is necessa y ha FL eaching ma e ials
should comp ise elemen s o he a ge language cul u e. In he class oom, eache s
should choose he adequa e ins uc ional ma e ials o ansmi he s uden s a o eign
cul u e knowledge accu a ely. Thus, i could be in e es ing o men ion ha Co azzi and
Jin (1999) es ablished h ee ypes o cul u al in o ma ion in FL eaching ma e ials:
- Sou ce cul u e ma e ials ha d aw on he lea ne s' own cul u e;
- Ta ge cul u e ma e ials ha e e o he cul u e o he coun y whe e a o eign
language is used as a i s language;
- In e na ional a ge cul u e ma e ials ha employ a a ie y o cul u es whe e he a ge
language is used as an in e na ional language, namely lingua anca.
(adop ed om Co azzi and Jin, 1999: 204).
Conside ing ha one o he goals o he FL class oom is he de elopmen o
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TFM. Music as a mo i a ing ac o in he eaching o English as a L2 MELACOM 2013/2014
lea ne s' knowledge o in e cul u al con en s and hei abili y o communica e in
di e en si ua ions and con ex s we ha e o choose he app op ia e ma e ials
depending on he ask we wan o ca y ou . Mo eo e , hose ma e ials should mo i a e
s uden s wi h he aim hey p esen good a i udes owa ds lea ning abou o he
cul u es.
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TFM. Music as a mo i a ing ac o in he eaching o English as a L2 MELACOM 2013/2014
3 PRACTICUM: Teaching p oposal
3.1 Planning
3.1.1 The s uden s' needs
Al hough I did no ha e he oppo uni y o s ay in music lessons as an obse e
wi h p ima y s uden s, I would c ea e a p oposal aimed a hose s uden s. Tha ac
could be possible because my eaching p ac ice ook place wi h he music eache bu
eaching English wi h p eschool s uden s. I could ask he abou he music subjec and
she old me he basic ideas ha I need o ca y ou his eaching p oposal. Mo eo e ,
she explained o me ha his is a p ojec she had p oposed a he beginning o he las
cou se and i was accep ed, so she is going o c ea e di e en eaching p ojec s like
his one in o de o de elop hem in wo yea s. The e o e, conside ing he s uden s his
p ojec is aimed o we ha e es ablished he ollowing needs:
▪To eel com o able wi h he use o English.
▪To app ecia e English mo e as a alid language in school and o di e en
pu poses in o de o communica e, lea n, sing, play, enjoy...
▪To eel quali ied o use he English language in di e en si ua ions on hei daily li e.
▪To eel mo i a ed in o de o lea n English owa ds he music subjec .
▪To lose hei inhibi ion in o de o in e p e a musical composi ion in on o hei
classma es
▪No o eel wo ied o ha ing ask a eache in English.
▪No o eel emba assed o make mis akes when hey use English as a language.
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TFM. Music as a mo i a ing ac o in he eaching o English as a L2 MELACOM 2013/2014
3.1.2 Objec i es o accomplish
This eaching p oposal is aimed a eaching and lea ning English a he same ime
he s uden s a e wo king on he music subjec . The e o e, we would es ablish wo lines
in o de o each ou lea ne s. One o hem will con ain goals, con en s and c i e ia
e alua ion o English lea ning and he o he one will include hose sec ions o music
lea ning.
In his way, we wan o p opose he ollowing goals and con en s o bo h a eas
English and Music. A he same ime, hey a e di ided in o concep ual, p ocedu al and
a i udinal in o de o o ganize hem be e .
3.1.2.1. English lea ning goals
▪To lea n he name o he musical no es (C) (Appendix A)
▪To lea n musical ins umen s © (Appendix B)
▪To unde s and wha hy hm and melody a e (C)
▪To unde s and wha he sound di ec i i y is (C) (Appendix C)
▪To iden i y he di e en amilies o ins umen s (P) (Appendix D)
▪To iden i y he di e en scenes o a musical composi ion aking in o accoun he
hy hm and he melody (P)
▪To pa icipa e ac i ely and sui ably in o al asks and games (A)
▪To use he English language unabashedly and enjoy i (A)
3.1.2.2. Music lea ning goals
▪To lea n who Albe William Ke elbey is and his li e (C)
▪To lea n wha desc ip i e music is (C)
▪To lea n wha a “musicog am” is (C) (Appendix E)
▪To lea n he musical no es (C) (Appendix A)
▪To lea n abou di e en ins umen s and hei amilies (C) (Appendix B)
▪To unde s and wha he hy hm and melody a e (C)
▪To unde s and wha he sound di ec i i y is (C) (Appendix C)
▪To ollow di e en hy hms and melodies (P)
▪To iden i y di e en hy hms and melodies (P)
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TFM. Music as a mo i a ing ac o in he eaching o English as a L2 MELACOM 2013/2014
▪To enjoy ep esen ing a musical composi ion wi h hei classma es (A)
▪To espec and help hei classma es in o de o achie e he same goal oge he (A)
▪To espec and show good a i udes owa ds o he cul u es (A)
3.1.2.3. English lea ning Con en s
▪Lea ning he name o he no es (C) (Appendix A)
▪Lea ning he name o he ins umen s (C) (Appendix B)
▪Lea ning he di e en amilies ela ed o he ins umen s (C) (Appendix C)
▪Lea ning wha he desc ip i e music is (C)
▪Comp ehension o wha hy hm and melody concep s a e (C)
▪Comp ehension o eache 's ins uc ions and ca y ou wha he eache says (P)
▪Comp ehension o classma es' o al in o ma ion (P)
▪Comp ehension, lea ning and in e p e a ion a “Musicog am” (P) (Appendix E)
▪Ac i e and p ope pa icipa ion in speaking games and asks (P)
▪Iden i ica ion and w i ing he di e en no es and es s (P)
▪Making ques ions o classma es and o he eache wi h an adequa e s uc u e and
in ona ion (P)
▪Explaining in o ma ion abou a opic o he es o he classma es (P)
▪Sea ching in o ma ion abou a opic using di e en ools (Books, Ne , e c.) (P)
▪Desinhibi ion o he use o English in on o he class (P) (A)
▪P esen a ion o posi i e a i udes owa ds he use o English (A)
▪Use o English in an unabashedly way and he enjoymen o i (A)
▪App ecia ion o English as a alid language and he wide ange o possibili ies i
o e s us (A)
▪Respec o classma es' o al exp essions (A)
▪Respec owa ds o he cul u es (A)
▪Enjoymen o music and English as ways o en e ainmen (A)
▪Feel mo i a ed lea ning he music subjec in English (A)
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3.1.2.4. Music lea ning con en s
▪Lea ning he name o he musical no es (C) (Appendix A)
▪Lea ning wha he desc ip i e music is (C)
▪Lea ning wha a “Musicog ama” is (C) (Appendix E)
▪Lea ning abou Albe William Ke elbey (C)
▪Lea ning abou he Pe sian and A abic cul u e (C)
▪Lea ning he di e en ins umen s we wo k du ing he p ojec (C) (Appendix B)
▪Comp ehension o wha hy hm is (C)
▪Comp ehension o wha melody is (C)
▪Comp ehension o wha he sound di ec i i y is (C) (Appendix C)
▪Making and pe o ming cohe en mo emen s acco ding o he hy hm (P)
▪Iden i ica ion o di e en ins umen s in o hei amily (P) (Appendix D)
▪Following di e en hy hms and melodies wi h he body (P)
▪Iden i ica ion o he di e en hy hms o he musical composi ion called “In a Pe sian
Ma ke ” (P)
▪Lea ning and pe o ming in a musical composi ion's ep esen a ion (P)
▪Iden i ica ion o di e en scenes o a musical composi ion conside ing he di e en
hy hms and melodies ha appea on i (P)
▪F ee exp ession o he bea (P)
▪Explaining musical con en s using he English language (P)
▪Sea ching in o ma ion abou musical con en s using di e en ools (Books, jou nals,
on he Ne , e c. ) (P)
▪Losing s uden s inhibi ion ela ed o he use o English in on o he class (P) (A)
▪Respec o classma es' pe o mances (A)
▪Enjoymen and espec o di e ences be ween classma es (A)
▪Respec o o he cul u es (A)
▪App ecia ion o English as a alid language in o de o lea n musical con en s (A)
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3.1.3 The Lesson Plan ela ed o he LOE
Ha ing es ablished speci ic goals and con en s o his eaching p oposal lessons,
we conside p ope o con ex ualize his p ojec in o he p esen educa ional law.
As a consequence, aking in o accoun he p esen law we would show he p ima y
s age's gene al goals, he speci ic goals and con en s o he English and music a eas,
he basic compe ences which a e in ol ed in his p ojec , and he assessmen c i e ia
ou eaching p oposal con ains, ela ed o he idea o eaching English owa ds music
lessons.
3.1.3.1. Gene al goals o p ima y s age- DECREE 111 O Valencian
Communi y
A) To know and app ecia e he alues and no ms o coexis ence and p epa e o
ac i e ci izenship espec ing and de ending human igh s and plu alism in a
democ a ic socie y.
B) To de elop indi idual and eam wo k, e o and esponsibili y in he s udy, as well
as a i udes o sel -con idence, c i ical sense, pe sonal ini ia i e, cu iosi y, c ea i i y
and in e es in lea ning, o achie e success ully a well done job.
C) To de elop a esponsible a i ude and espec o o he s a ou ing an ideal
a mosphe e o pe sonal eedom, lea ning and li ing, and encou age a i udes ha
p omo e coexis ence in school, amily and social sphe es.
D) To know, comp ehend and espec ou ci iliza ion alues, he cul u al and
pe sonal di e ences, he equali y o igh s and oppo uni ies be ween men and
women, and he non- disc imina ion owa ds disabled pe sons.
F) To acqui e basic skills, in a leas one o eign language, o enable he s uden s o
exp ess and unde s and simple messages and ac in e e yday si ua ions.
J) To ini ia e on he new in o ma ion and communica ion echnologies, and o
de elop a c i ic spi i owa ds hose messages s uden s ecei e and make.
L) To communica e h ough e bal means, physical, isual, isual, musical and
ma hema ical exp ession, de elop aes he ic sensibili y, c ea i i y and he abili y o
enjoy hei wo k and a is ic exp ession.
O) To de elop all aspec s o pe sonali y and an a i ude agains iolence and
p ejudices o any kind.
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3.1.3.2. Music gene al goals o p ima y s age
Taking in o accoun he LOE, we ha e chosen some gene al music goals
aimed a he p ima y s a e ha we a e going o wo k wi h in ou p ojec . Thus, he
nine goals we ha e selec ed a e: 1, 3, 4, 7, 8, 9, 11,12 and 13; which a e explained
ollowing:
1. To in es iga e he possibili ies o he sound, image and mo emen as
ep esen a i e and communica i e elemen , and o use hem in o de o exp ess
expe iences, ideas and eeling, con ibu ing wi h i o he a ec i e balance and o
he ela ionship wi h he o he s.
3. To lea n o exp ess and communica e wi h au onomy and ini ia i e emo ions and
expe iences h oughou he a is ic c ea i e p ocesses in i s plas ic and musical
dimension.
4. To explo e and o know di e en ins umen s and ma e ials, aking in o accoun he
adi ional ones o he Valencian Communi y, as well as o acqui e codes and
speci ic echniques o he di e en a is ic languages in o de o use hem wi h
exp essi e and communica i e pu poses.
7. To lea n o pu in si ua ion o li e h ough he music: o sing, o lis en, o in en , o
dance, and o in e p e , being based on he composi ion o hei pe sonal c ea i e
expe iences by mani es a ions o di e en s yles, imes and cul u es.
8. To begin playing and ins umen .
9. To know some possibili ies o he audio isual means and he new echnologies o
he in o ma ion and communica ion in which i con ols he image and he sound.
11. To de elop an au o-con idence ela ionship wi h he a is ic pe sonal p oduc ion,
espec ing he own c ea ions and hose o he o he s beside being able o ecei e
and exp ess c i iques and opinions.
12. To plan and o make a is ic p oduc ions, o own p oduc ion o al eady exis ing,
indi idually and o coope a i e o m, o assume di e en unc ions and o
collabo a e in he esolu ion o hose p oblems ha hey p esen o ob ain a inal
sa is ac o y p oduc .
13. To know some o he p o essions o he a is ic a eas, music and plas ic a s,
being in e es ed o he cha ac e is ics o he a is s' wo k and o enjoy, as
spec a o s, hei p oduc ions. To be p esen a museums and conce s.
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3.1.3.3.English language gene al goals o p ima y s age
Rela ed o he English gene al goals he LOE p esen s, we ha e chosen six o hem
conside ing he goals p oposed in ou p ojec . The e o e, hese goals ha a e
p oposed below a e: 1, 2, 5, 6, 7, 8 and 11.
1. To lis en and unde s and messages, using he in o ma ion p o ided o asks
ela ed o hei expe ience.
2. To exp ess hemsel es o ally in simple, e e yday si ua ions, using e bal and
non e bal p ocedu es and adop ing a espec ul and coope a i e a i ude.
5. To lea n o use p og essi e au onomy all he means ha a e o hei disposal,
including he new echnologies, o ob ain in o ma ion and o communica e wi h he
o eign language.
6. To use language p og essi ely o a i m and ex end con en om no linguis ic
cou ses al eady lea ned and o lea n new ones.
7. To alue he o eign language and languages in gene al, as means o
communica ion and unde s anding be ween people om di e en cul u es and as a
ool o lea ning di e en con en s.
8. To show a ecep i e, mo i a ing and con iden a i ude in hei own abili y o lea n
and use a o eign language.
11. To iden i y he phone ic aspec s o hy hm, s ess and in ona ion, and linguis ic
s uc u es and lexical aspec s o he o eign language and use hem as basic
elemen s o communica ion.
3.1.3.4. Music con en s o 3 d and 4 h g ade
Block 3. Lis en
- Audi o y disc imina ion, denomina ion and g aphical ep esen a ion o he sound
quali ies.
- Ac i e hea ing o musical pieces o di e en s yles and cul u es, o he pas and
p esen , and ecogni ion o some cha ac e is ics.
- Visual and audi o y ecogni ion and denomina ion o some ins umen s o he
o ches a, o he popula u ban music and o o he cul u es.
- Classi ica ion o he musical ins umen s o amilies (S ings, B ass, Woodwinds,
and pe cussion).
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- In e es o he disco e y o musical wo ks o di e en cha ac e is ics.
- A en i e and silen a i ude and espec o he p ocedu e o beha iou du ing he
musical composi ions.
Block 4. In e p e a ion and Musical c ea ion.
In e p e a ion
- P ac ice o games o he de elopmen o he ocal and ins umen al echnology.
Vib a o y sensa ions acco ding o he di e en exp essed sounds.
- Explo a ion o he sono ous and exp essi e possibili ies o he oice, body, objec s,
and ins umen s.
- Memo iza ion and in e p e a ion o dances epe oi e and sequences ixed and
in en ed mo emen s.
- Reading and in e p e a ion o songs and ins umen al simple pieces wi h di e en
di e en ypes o symbols.
- In e es and esponsibili y in he ac i i ies o in e p e a ion and espec o he
p ocedu e.
- The musical sense ac oss he co po al con ol.
Musical c ea ion
- Imp o isa ion o hy hmic and melodic schemes on musical bases which a e
eco ded o in e p e ed by he eache .
- In en ion o cho eog aphies o songs and musical b ie pieces.
- In e es o i he p ocess o musical c ea ion o he ini ially in en ions.
- Reco ding in he class oom like c ea i e esou ce.
- U iliza ion o he dance like way o exp ession o di e en eelings and emo ions.
3.1.3.5. English Con en s o 3 d and 4 h g ade
Block 1. Lis ening, speaking and con e sa ion. These h ee skills a e e y impo an
in o de o lea n English as a o eign language conside ing ha i s o all s uden s
should wo k he o al skill. Thus, acco ding o he con en s we wan o each o ou
s uden s and ela ed o hose English con en s he LOE p esen s, we ha e selec ed
nine o hem: 1, 2, 3, 4, 5, 6, 8, 10, and 11.
1. Pa icipa ion in di e en linguis ic o al exchanges ela ed o i ualized ac s o
speech, in oyal o simula ed si ua ions, in ha hey gi e hemsel es e bal and no
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3.1.4 Tasks and ma e ials
Conside ing he goals we would achie e wi h his p ojec , he con en s and
c i e ia e alua ion we ha e exposed be o e, we would p opose some lessons in o de
o each English h oughou he music subjec . Ou p oposal is composed by en
lessons (see Table 1. Lesson Plan) which include con en s o bo h a eas English and
Music, and we would emphasise on he English language and he de elopmen o he
language skills.
We would wo k all he con en s ela ed o he music subjec along en sessions
which a e going o ollow a logical and adequa e p og ession o di icul y in o de o
bene i s uden s English skills lea ning. Mo eo e , o achie e a mo i a ional
a mosphe e, we would de elop all he con en s conside ing a musical composi ion
called “In a Pe sian Ma ke ”. Since hen, we wan o each bo h music and English
con en s ollowing ha musical s o y wi h he aim o achie e s uden s can show good
a i ude owa ds lea ning a o eign language and musical con en s.
Table 1. Lesson Plan
LESSON PLAN: “IN A PERSIAN MARKET”
SESSION 1 In oduc ion. Albe William Ke elbey
SESSION 2 Desc ip i e Music
SESSION 3 The Cha ac e s
SESSION 4 The Cha ac e s and Musical No es
SESSION 5 In a Pe sian Ma ke scenes
SESSION 6 The ins umen s
SESSION 7 Musicog am
SESSION 8 P epa ing he ep esen a ion
SESSION 9 Final Assessmen
SESSION 10 Final Pe o mance “In a Pe sian Ma ke ”
Wi h he aim o achie e a be e unde s anding o hose asks and ma e ials we
will use o ca y ou ou eaching p oposal, we a e going o expose hem in sec ion
3.2.3. Lesson Plans. In ha sec ion we will explain wi h u he de ail wha each lesson
consis s on and wha do we need o de elop i . We canno explain he s uden s' esul s
and a i udes because we did no ca y ou his p ojec du ing ou eaching p ac ice.
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3.2 Teaching p oposal desc ip ion
3.2.1 S uden s
This eaching p oposal is aimed a s uden s who a e on hei 3 d and 4 h g ade a
p ima y school, speci ically om La Mole a public school. They use English as a
o eign language, howe e he school had p oposed a p ojec which consis s on
in eg a e he English language in some subjec s like music and physical educa ion
since he s uden s a e h ee o ou .
The e is one class pe each g ade which mean one class o 3 d g ade con aining
26 child en and one class o 4 h g ade including 25 child en.
Mos o hem a e child en who show a s anda d le el owa ds he English language,
al hough he e a e six o hem who could p esen some di icul ies a doing he same
asks as hei classma es. In hose cases, he eache has o adap some ac i i ies o
hose s uden s' needs, bedsides he ac ha in some cases eache as much as hei
classma es could help hem in o de o achie e he goals p oposed. Mo eo e , hose
s uden s ha e some ein o cemen hou s o di e en subjec s like Ma hs and Ca alan.
Thus, i a classma e can help hem o ca y ou some asks hey can eel mo e
in eg a ed and con iden o comple ing hose asks han i a eache has o help hem.
I is impo an o men ion ha he e a e some s uden s who a e om o eign
coun ies, bu mos o hem a e comple ely in eg a ed in ou cul u e and in ou school.
This ac could be bene icial o in oduce di e en cul u es in o he class oom because
hose s uden s can p o ide us in e es ing in o ma ion abou hei cul u es. As we will
obse e in sec ion 3.2.3. Lesson Plans we a e going o ake ad an age o hose
o eign s uden s in o de o de elop a ask in which hey can explain hei pe sonal
expe iences wi h hei cul u e. As some o hose s uden s a e om A abic coun ies,
hey can con ibu e some hing in e es ing o imp o e ou musical p ojec and hei
classma es knowledge abou ha cul u e.
Fu he mo e, he classes a e mixed, and boys and gi ls p esen a e y good
ela ionship among hemsel es, including hose o eign s uden s who a e no new a
he school.
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3.2.2 Me hodology
This eaching p oposal is aimed o be ca ied ou in he music a ea whose
me hodology is a bi di e en om hose subjec s in which i is only used he book,
whe e he heo e ical con en s a e he mos impo an , and in which s uden s do no
eel e y mo i a ed. To de elop he goals we ha e p oposed we should hink in
lea ne s' bene i and we will use a me hodology based on he idea ha child en can
eel com o able and willing o lea n as much as possible. Fu he mo e, we will include
he eaching s yles we a e going o use o de elop ou p ojec . The e o e, he
me hodology we p opose includes he ollowing aspec s:
- Ac i e lea ning in which lea ne s ha e o apply wha hey a e lea ning in o de o
achie e he goals p oposed. Thus, s uden s can imp o e as a pe son when hey
become ac i ely in ol ed in he lea ning p ocess because hey can de elop and
s imula e hei c i ical hinking and hei awa eness in a p ope way (Black, n.d.).
- Coope a i e lea ning which gi e s uden s he oppo uni y o wo k in g oups, wi h
o he classma es, o he achie emen o a common goal. Thus, s uden s can lea n ha
hey ha e o espec hei classma es' ideas and opinions and hey can eel as pa o a
g oup which need o ge he same objec i e. F om his pe spec i e i could be
impo an o c ea e a pleasan a mosphe e, in o de o encou age communica ion and
p ope ela ionships be ween child en and child en and eache (Quinoez, 2014).
- In eg a ing Technology could be e y impo an and in e es ing in s uden s'
educa ion because nowadays ou socie y uses and needs he new echnologies in
e e y daily si ua ion. In eg a ing echnology in o his lessons plans may p o ide
s uden s he app op ia e ool o be aluable o enhancing and ex ending he lea ning
expe ience o hei acul y (Geo ge Mason Uni e si y, 2010).
- Ludic lea ning can mo i a e s uden s because i includes many games as
class ooms asks in which hey ha e o apply wha hey a e lea ning while hey a e
playing, and no only eading and doing book's ac i i ies (Kolb, A. & Kolb, D., 2010).
- A ec i e lea ning is use ul in o de o a end o he s uden s' indi idual needs. The
eache has o p omo e he sel -es eem and he au onomy in he class oom and
lea ne s ha e o espec hei classma es ( Rose, D. & Meye , A., 2002).
- Mul icul u al lea ning can in eg a e di e en cul u es conside ing ha in ou
class oom he e a e child en om di e en places and e e y one could be has a
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TFM. Music as a mo i a ing ac o in he eaching o English as a L2 MELACOM 2013/2014
di e en cul u e. Mo eo e in his lesson plans we a e going o wo k he A abic and
Pe sian cul u e aking ad an age o he musical composi ion ou p ojec is based on
(Uni e si y o Mineso a, 2012).
3.2.2.1. Teaching s yles
As we know, wo di e en eache s do no each using he same way, jus as no
wo s uden s lea n some hing in he same way o p esen he same needs. The e o e,
a eache s yle could be based on he /his educa ional philosophy, inal aims, class oom
needs, he subjec s/he has o each and he school's gene al s a emen s.
To de elop his lesson plans we ha e decided o use he ollowing eaching s yles:
inqui y-based lea ning, p oblem sol ing, pee eaching, and ask assignmen .
The i s eaching s yle is he Inqui y - Based lea ning which ocuses on gi ing
he s uden s he oppo uni y o explo ing and achie ing ac i ely pa icipa ion in hei
lea ning p ocess. Thus, he eache is a guide who gi es he s uden s ad ice, and
suppo ing hei e o s. S uden s ha e o pa icipa e showing good a i udes owa ds
wha hey a e doing, conside ing ha hey play an impo an an ac i e ole on hei own
lea ning (Quinoez, 2014). The second one is called P oblem Sol ing, and using i
s uden s can disco e hei lea ning mos no ably because hey ha e o sol e si ua ions
whe e hey as lea ne s ha e o d aw on he /his own expe ience and p io knowledge,
in o de o disco e he u hs ha a e o be lea ned. Those asks ocus on obse a ion,
collec ing and e alua ing e idence, and iden i ying essen ial in o ma ion. Mo eo e , i
may help s uden s o make hei pe sonal judgemen s (Quinoez, 2014). The hi d s yle
we a e going o use is he Pee Teaching which encou ages child en o help each
o he and wo k oge he . Thus, conside ing s uden s' di e ences, we can obse e ha
each lea ne is excelling in an a ea whe e ano he child is ha ing di icul y. In hose
cases his eaching s yle could be e y use ul and bene icial o he s uden s lea ning
p ocess (Lipo , n.d.) . Finally, he las s yle is he Task Assignmen in which he
eache has o explain which asks s uden s a e going o do o achie e a inal esul .
We conside ha i hey a e de ined asks he con ol and he o ganiza ion o he class
could be be e . They a e mo i a ing asks in which s uden s ha e o wo k in g oups
c ea ing a coope a i e a mosphe e. Mo eo e , we can p omo e he communica ion
be ween s uden s and hei ela ionships imp o emen (Lipo , n.d.).
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TFM. Music as a mo i a ing ac o in he eaching o English as a L2 MELACOM 2013/2014
3.2.3 Lessons Plans
The eaching p oposal is composed by en lessons which a e designed
conside ing he s uden s needs and he objec i es we will wan o achie e ca ying ou
his p ojec . The e o e, he lessons design and he de elopmen 's explana ion we will
ollow a e exposed in o de o show ou eal in en ion when i comes ime o pe o m
his p ojec .
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3.2.3.1 SESSION 1: LESSON DESIGN
LESSON 1: INTRODUCTION. Albe William Ke elbey
LESSON PLAN: “In a Pe sian ma ke ”
NUM. SESSION: 1
GRADE:3 d/ 4 h
MATERIAL:
- CD - “T easu e”
- Au ho 's ca d - Ribbon
- Shee s
- Rubbe s and pencils
GOALS
- To know who he au ho o “In a Pe sian
Ma ke ” is (C)
- To iden i y he di e en scenes which appea
on he musical composi ion (P)
- To sea ch in o ma ion abou he au ho on he
Ne (P)
- To enjoy espec ing di e ences among
classma es (A)
ROUTINES TIME
The lea ne s will wo k he sound's di ec i i y using a game (Appendix C).
The eache has o make di e en sounds wi h he /his oice and s uden s
ha e o ill a able wi h di e en squa es d awing an a ow up, down o la
depending on he sound he eache makes.
10 '- 15'
INSTRUCTION/PARTICIPATION
- Who is he au ho ?. The s uden s ha e o in es iga e abou who he
au ho o he musical composi ion is. The eache gi es hem a wo kshee in
which hey should comple e he p incipal aspec s o his li e. The eache
show some impo an in o ma ion on he digi al whi eboa d. Then, in g oups
and using di e en compu e s hey can comple e he es o he wo kshee .
- In a Pe sian Ma ke . The eache pu s on he musical composi ion hey
a e going o wo k wi h du ing 10 lessons. The s uden s ha e o di e en ia e
he scenes he musical composi ion is composed aking in o accoun he
di e en melody , hy hm and ins umen s hey will hea .
20' – 25'
GAMES/ROUTINES TO FINISH THE LESSON
- The silen Queen/ king. Wi h his game we will inish he lesson
conside ing ha is a elaxing game. One o he s uden s is he Queen/king
who co e s he /his eyes wi h a ibbon and who has a easu e. The es o
he s uden s ha e o y o ake he easu e om he Queen/king noiselessly.
10'
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3.2.3.2 SESSION 1: LESSON DEVELOPMENT
In his i s session s uden s a e going o lea n who Albe William Ke elbey was
aking in o accoun ha hey should know in e es ing and impo an hings abou he
au ho o he musical composi ion “In a Pe sian Ma ke ”, om which we a e going yo
de elop ou musical p ojec .
Fi s o all, as in e e y lesson, we will p opose a game o an ac i i y which is
conside ed a ou ine we will ca y ou du ing he i s en o i een minu es wi h he
aim o e iew and wo k di e en musical concep s. Thus, in his i s lesson lea ne s
a e going o wo k he sound's di ec i i y using a game in which he eache has o
make di e en sounds wi h he /his oice and he s uden s ha e o comple e a able
(Appendix C) , made by squa es d awing an a ow up, down o la depending on he
sound he eache makes.
A ow up = high pi ched oice
A ow down = deep oice
A ow la = lineal oice
Then, he eache pu s on he musical composi ion “In a Pe sian Ma ke ” because
hey ha e o amilia ize wi h he music hey a e going o wo k wi h du ing en lessons.
When he music inishes, he eache alks abou he musical composi ion's au ho
called Albe William Ke elbey. Using he digi al whi eboa d he eache shows
impo an in o ma ion and images abou ha pe son, and s uden s ha e o comple e
a wo kshee he eache ga e p e iously. Mo eo e , s uden s can ask wha e e hey
wan abou he au ho and using he eache 's compu e hey can sea ch ha
in o ma ion, and hey may explain in on o he class. Mo eo e , in g oups, s uden s
will use wo compu e s which a e in he music class and can comple e he wo kshee
wi h he co ec in o ma ion i hey did no w i e be o e. Thus, we can in eg a e he
new echnologies in o he class oom and s uden s can lea n how o use i in o de o
sea ch and ind e e y in o ma ion hey need. While some s uden s a e doing ha , he
eache pu s he music on again and hey will s a o ecognize he di e ence scenes
he musical composi ion is composed by.
To inish he lesson, we p opose a game called he silen queen/king. Wi h his
game s uden s can elax hemsel es because i consis s on being in silence wi h he
aim o ake he easu e om he queen/king who is one o he classma es.
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3.2.3.3 SESSION 2: LESSON DESIGN
LESSON 2: Desc ip i e Music
LESSON PLAN: “In a Pe sian ma ke ”
NUM. SESSION: 2
GRADE:3 d/ 4 h
MATERIAL:
- CD
- Desc ip i e Music Wo kshee
- Rubbe s and pencils
- In e ac i e Whi eboa d
- Shee s
GOALS
- To lea n wha he desc ip i e music is (C)
- To e iew he musical no es (C)
- To iden i y he di e en scenes which appea on
he musical composi ion (P)
- To ollow di e en hy hms (P)
- To show posi i e a i udes owa ds he use o
English (A)
ROUTINES TIME
In o de o e iew he musical no es we will use he game “Oh Yeah!”
(Appendix F). The e is a wheel wi h he musical no es a ound i om Do o SI
and in he middle appea s he exp ession Oh Yeah!. The eache has o poin a
one o he no es and he s uden s should say he co ec name o he no es o
he exp ession depending on wha he eache poin s a . The oles can change.
8'
INSTRUCTION/PARTICIPATION
- Desc ip i e Music. S uden s a e going o lea n wha he desc ip i e music is.
Thus we will lis en he musical Composi ion “In a Pe sian Ma ke ” and on a
shee hey ha e o explain and d aw wha do hey hink abou wha hey a e
hea ing. Thus, he eache can explain wha he desc ip i e music is while he
s uden s a e comple ing a wo kshee abou ha concep . Finally, he eache
pu s on “In a Pe sian Ma ke ” ideo and he s uden s can wa ch i hei
in e p e a ion o he musical composi ion has been simila o no .
35'
GAMES/ROUTINES TO FINISH THE LESSON
- The s a ue game. Lea ne s may wo k wi h he hy hms using his game. The
music is sounding and s uden s ha e o mo e ollowing he hy hm. When he
eache s ops he music hey ha e o become in o s a ues and hey may show
a igu e. The music is going o change om mo e ac i e music o mo e elaxing
one.
8'
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TFM. Music as a mo i a ing ac o in he eaching o English as a L2 MELACOM 2013/2014
3.2.3.4 SESSION 2: LESSON DEVELOPMENT
This second session ocuses on he desc ip i e music which is a new concep
s uden s ha e o lea n. This session combines bo h heo e ical and p ac ical asks in
o de o mo i a e he s uden s, and ying hey do no eel bo ed while hey a e
lea ning new concep s.
The game we will use as a ou ine is called “Oh Yeah!” (Appendix F). I consis s
o a wheel in which he musical no es om DO o SI a e w i en a ound i , and in he
middle i appea s he exp ession Oh Yeah!. The eache has o poin a he no es one
by one inc easing he speed. Thus s uden s should say he co ec name o he no es,
bu i he eache poin s a he middle o he wheel hey ha e o say “Oh Yeah!” aloud.
The oles can change and he s uden s could ca y ou he eache 's ole.
Du ing he ins uc ion pa , we a e going o lea n wha he desc ip i e Music is.
“I is ha ype o music which is able o con ex ualize, o place he lis ene in a
conc e e en i onmen (epoch, coun y, egion, na u e, in e io s ...). I is aimed a
gi ing a sono ous cold image, de oid o eeling”. (Exp esión sono a. (n.d.) In
Wikipedia. Re ie ed sep embe 18, 2014, om h p://
es.wikipedia.o g/wiki/Exp esión_sono a),
Howe e , o lea n ha new con en he eache , i s ly, will pu s “In a Pe sian
Ma ke ” music on, and child en ha e o explain o d aw on a shee wha hey a e
unde s anding while hey a e hea ing ha music. The s uden s show in on o he
classma es wha hey ha e done in o de o compa e wi h he o he s. When hey
inish, he eache s explains wha he desc ip i e music is while s uden s a e
comple ing a wo kshee ela ed o ha con en . Finally, he eache s pu s “In a
Pe sian Ma ke ” ideo on he whi eboa d and hus, s uden s can wa ch and con i m i
hei in e p e a ion is simila o no .
The game we will use o inish he lesson is called “The s a ue”. Child en may
wo k wi h he hy hms using his game. The e o e, while he music is sounding hey
ha e o mo e hei bodies ollowing he hy hm hey a e hea ing. When he eache
s ops he music hey ha e o become in o s a ues showing a igu e. They music is
going o change om mo e ac i e o mo e elaxing music.
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3.2.3.5 SESSION 3: LESSON DESIGN
LESSON 3: The Cha ac e s
LESSON PLAN: “In a Pe sian ma ke ”
NUM. SESSION: 3
GRADE:3 d/ 4 h
MATERIAL:
- CD
- Desc ip i e Music Wo kshee
- Cha ac e s wo kshee s
- In e ac i e Whi eboa d
- Tambou ine
GOALS
- To know he di e en cha ac e s ha appea on
he musical composi ion(C)
- To e iew wha he desc ip i e music is (C)
- To in e p e di e en si ua ions in on o he
class. (P)
- To ollow di e en hy hms o ambou ine (P)
- To coope a e in o de o compile in o ma ion
abou a con en (A)
ROUTINES TIME
- In a hea e is a game we will use he lose s uden s' inhibi ion. S uden s in
pai s will si ua e in on o he class. One o hem has o mo e he /his body in
o de o in e p e a si ua ion. The o he s uden has o speak acco ding o
he /his classma e mo emen s. The oles ha e o change. 10'
INSTRUCTION/PARTICIPATION
- Desc ip i e Music. S uden s a e going o e iew wha he desc ip i e music
is pu ing oge he he in o ma ion hey ound a home. We should men ion
o he kind o music which a e objec i e and subjec i e.
- The Cha ac e s. (Appendix G). The eache p esen s some cha ac e s
which appea on he musical composi ion using a ideo on he digi al
whi eboa d. The eache gi es di e en wo kshee s abou hese cha ac e s.
The cha ac e s a e: Me chan s, Begga , P incess and he e inue, Mins el,
and snake cha me s. We may sha e each cha ac e wi h he melody, hy hm
and he ins umen s hey a e ep esen ed by.
33'
GAMES/ROUTINES TO FINISH THE LESSON
- Follow he hy hm. The eache make di e en hy hms and di e en
in ensi y using a ambou ine. Thus, s uden s ha e o ollow hem wi h hei
body making di e en mo emen s acco ding o hese hy hms and in ensi y.
The hy hm and he in ensi y a y om mo e ac i e o mo e elaxing.
7'- 8'
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3.2.3.12 SESSION 6: LESSON DEVELOPMENT
The i s game o his session “The chai s” is hough o s a he class wo king
wi h di e en hy hms. Fu he mo e, we wan o use “In a Pe sian Ma ke ” music due
o achie e s uden s could ge amilia wi h ha music. When he music is sounding
s uden s ha e o mo e o he hy hm o he music and when he music s ops hey
ha e o si down on one o he chai s. One o he s uden s do no ha e a chai and will
be elimina ed.
Using he musical composi ion we a e s udying on his p ojec , we a e going o
lea n he ins umen s ha appea on i and he amilies hey belong. Conside ing
s uden s had lea n he ins umen s' amilies in p e ious p ojec s we should emind
hem on he digi al whi eboa d and using he able abou hese concep s s uden s
ha e. Mo eo e we ha e a mu al (Appendix B) abou he musical ins umen s amilies
in he class and we may pu he new ins umen s on he co ec place. Thus, he
ins umen s we will add o ou mu al a e he ollowing:
- S ings amily: Violin, iola, cello, bass and ha p
- Woodwinds: lu e and oboe
- B ass: umpe
- Pe cussion: d ums and jungle
The nex ask is a wo kshee (Appendix D) abou he ins umen s' amilies and
hei p incipal ea u es. Thus, he e is a able wi h he ou amilies s uden s ha e
known, and hey ha e o include he new in o ma ion and ins umen s hey ha e
lea n du ing hese lessons.
When hey ha e inished, we p opose he idea o he inal ep esen a ion. Fo his
eason, he las pa o he session consis s o gi ing s uden s he oles hey a e
going o ca y ou on he inal ep esen a ion. Fu he mo e, di ided in g oups which
a e ela ed o he cha ac e s hey will ep esen , hey ha e o alk in o de o sugges
and decide wha each cha ac e is going o do and wha hey wan o wea .
48

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3.2.3.13 SESSION 7: LESSON DESIGN
LESSON 7: Musicog am
LESSON PLAN: “In a Pe sian ma ke ”
NUM. SESSION: 7
GRADE:3 d/ 4 h
MATERIAL:
- Pencils and ubbe s
-Musicog am
- In e ac i e Whi eboa d
- Pe sian cul u e wo kshee
GOALS
- To e iew he new ins umen s and hei
amilies (C)
- To lea n wha a Musicog am is (C)
- To know he p ojec Musicog am (C)
- To dis inguish he musical no es . (P)
- To sea ch in o ma ion abou o he cul u es (P)
- To espec and show good a i udes owa ds
o he cul u es (A)
ROUTINES TIME
We a e going o use he ou ine “Oh Yeah!” (Appendix F). The e is a wheel wi h
he musical no es a ound i om C o A and in he middle appea s he
exp ession Oh Yeah!. The eache has o poin a one o he no es and he
s uden s should say he co ec name o he no es o he exp ession depending
on wha he eache poin s a . The ole o he eache could be made by a
s uden .
5'
INSTRUCTION/PARTICIPATION
- The ins umen s. We will e iew he ins umen s and he di e en amilies.
- The Musicog am (Appendix E). The eache makes a b ains o ming on he
blackboa d abou wha a musicog am is. Then, he s uden s ha e o comple e a
wo kshee abou i . Finally, he eache gi es o each s uden “In a Pe sian
Ma ke ” Musicog ama in o de o acili a e he inal ep esen a ion.
- The Pe sian Cul u e. S uden s in g oups ha e o con inue sea ching some
ea u es abou he Pe sian Cul u e and, hen each g oup has o explain o he
es o he class wha ha e hey ound.
30'
GAMES/ROUTINES TO FINISH THE LESSON
- Rep esen a ion. S uden s a e di ided in g oups depending on he cha ac e
hey a e going o ep esen . Thus, each g oup ha e o wo k oge he in o de o
decide hei cus oms and he mo emen s hey a e going o do.
15
49
TFM. Music as a mo i a ing ac o in he eaching o English as a L2 MELACOM 2013/2014
3.2.3.14 SESSION 7: LESSON DEVELOPMENT
Taking in o accoun ha he musical no es a e essen ial o de elop he music
subjec , he i s ac i i y we wan o do is he “Oh, Yeah!” game (Appendix C). I
consis s o a wheel which con ains he musical no es om C o A w i en a ound i . In
addi ion, on he middle o he wheel appea s he exp ession “Oh, Yeah!” w i en,
because i can makes he game mo e en e aining. The e o e, he eache has o poin
a one o he no es and he s uden s should say he co ec name o he no es o he
exp ession depending on wha he eache poin s a . The ole o he eache could be
made by a s uden .
In he second pa o he session, we will need he able whe e he ins umen s
and hei amilies a e exposed. Thus, he eache asks some ques ions abou hose
concep s aloud and s uden s ha e o answe hem in o de o e iew hese con en s.
Then, a new concep is going o be in oduced, “The Musicog am”. Fi s o all
he eache makes a b ains o ming on he blackboa d abou wha a musicog am is.
Then, he s uden s ha e o comple e a wo kshee abou i . Finally, he eache gi es o
each s uden “In a Pe sian Ma ke ” Musicog am (Appendix E) in o de o acili a e he
inal ep esen a ion due o s uden s can see ha shee i hey need o know when hey
ha e o appea du ing he inal ep esen a ion.
Res a ing he Pe sian cul u e and he in e es ing idea o sea ching abou i ,
s uden s in g oups ha e o con inue he sea ch abou he cul u al aspec he eache
ga e hem on a p e ious lesson. Thus, when hey ha e inished and using a
wo kshee hey ha e had o comple e du ing he esea ch, hey should explain in on
o he class wha hey ha e ound and lea n.
Finally, conside ing wha he inal ask o his p ojec is, s uden s in di ided in
g oups depending on he cha ac e hey a e going o ep esen ha e o wo k oge he
in o de o decide hei cus oms and he mo emen s hey a e going o do. The
eache will help all he g oups when hey need.
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3.2.3.15 SESSION 8: LESSON DESIGN
LESSON 8: P epa ing he pe o mance
LESSON PLAN: “In a Pe sian
ma ke ”
NUM. SESSION: 8
GRADE:3 d/ 4 h
MATERIAL:
-Musicog ama
- In e ac i e Whi eboa d
- Pe sian cul u e wo kshee
-Ma e ials o make he cus oms
- CD
GOALS
- To e iew wha hey know abou he Pe sian Cul u e
(C)
- To e iew he kinds o music hey ha e s udied (C)
- To use “In a Pe sian Ma ke ” Musicog am (P)
- To make he cus oms o he inal ep esen a ion . (P)
- To ehea se he inal ep esen a ion (P)
- To wo k in g oups in o de o achie e he same
objec i e ( he inal ep esen a ion) (A)
ROUTINES TIME
In a hea e is a ou ine we will use o in oduce he s uden s in an in e p e a i e
a mosphe e. Thus, hey can lose hei inhibi ion. S uden s in pai s will si ua e in
on o he class. One o hem has o mo e he /his body in o de o in e p e a
si ua ion. The o he s uden has o speak acco ding o he /his classma e
mo emen s. The ole can change.
5'
INSTRUCTION/PARTICIPATION
- The Rehea sals. The eache and he s uden s will ehea se “In a Pe sian
Ma ke ” inal ep esen a ion. Taking in o accoun wha we ha e done in p e ious
lessons (dis ibu e he oles, decide he cus oms and he mo emen s) du ing his
lesson he eache and he s uden s a e going o in e p e each scene many
imes.
- The Cus oms and he cul u e. Each s uden has o ake di e en ma e ials in
o de o make he /his cus om. The eache also gi es many ma e ial hey could
need. While one g oup is ehea sing one scene he o he g oups a e making
hei cus oms and a e alking abou his cul u e ea u es.
30'
GAMES/ROUTINES TO FINISH THE LESSON
- Du ing his las minu es s uden s a e going o be elaxed, lying on he loo and
hea ing some elaxing music. 15'
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TFM. Music as a mo i a ing ac o in he eaching o English as a L2 MELACOM 2013/2014
3.2.3.16 SESSION 8: LESSON DEVELOPMENT
Conside ing he inal ask o he p ojec and aking in o accoun he impo ance
ha s uden s can lose hei inhibi ion, we sugges he ou ine “In a hea e” . We will
use his game o in oduce he s uden s in an in e p e a i e a mosphe e. S uden s in
pai s will si ua e in on o he class. One o hem has o mo e he /his body in o de o
in e p e a si ua ion. The o he s uden has o speak acco ding o he /his classma e
mo emen s. The ole ha e o change when he wo s uden s ha e inished.
As only h ee lessons s ay o ca y ou he inal ep esen a ion, we conside ha i
could be he momen o s a wi h he ehea sals. Taking in o accoun wha we ha e
done in p e ious lessons (dis ibu e he oles, decide he cus oms and he
mo emen s) du ing his lesson he eache and he s uden s a e going o in e p e
each scene many imes.
In addi ion, Each s uden has ake di e en ma e ials in o de o make he /his
cus om. The eache also gi es many ma e ial hey could need. While one g oup is
ehea sing one scene he o he g oups a e making hei cus oms and a e alking
abou his cul u e in o de o lea n as much as possible abou i .
To inish he class, ying o achie e he s uden s can eel elaxed, we will pu
some elaxing music on, while he s uden s a e lying on he loo imagining wha he
music hey a e hea ing ansmi s o hem.
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3.2.3.17 SESSION 9: LESSON DESIGN
LESSON 9: Final E alua ion
LESSON PLAN: “In a Pe sian
ma ke ”
NUM. SESSION: 9
GRADE:3 d/ 4 h
MATERIAL:
- W i en exam (Appendix)
- In e ac i e Whi eboa d
- Theo e ical exam
- Rhy hm and melody exam
(Appendix)
- CD
E alua ion C i e ia
- Do hey know wha he desc ip i e music is?
- Do hey know he di e en ins umen s and hei
amilies?
- Do hey di e en ia e he di e en hy hms?
- Do hey know he musical no es?
ROUTINES TIME
Du ing i e minu es s uden s can e iew hei no es abou he heo e ical
con en s hey s udied o ca y ou he w i en exam. 5'
INSTRUCTION/PARTICIPATION
1s Pa . This is he heo e ical exam (Appendix I) in which s uden s ha e o
answe hose ques ions he eache ha e p opose on he exam.
2nd Pa . This second pa (Appendix J) consis s o doing a hy hmic dic a ion, a
musical no es' ac i i y, and a ask ela ed o he di e en scenes we can ind in
he musical composi ion “In a Pe sian ma ke ”.
25'
10'-15'
GAMES/ROUTINES TO FINISH THE LESSON
I he e a e minu es le o e , s uden s can ehea se and make wha hey need o
he inal ep esen a ion. 5'
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TFM. Music as a mo i a ing ac o in he eaching o English as a L2 MELACOM 2013/2014
3.2.3.18 SESSION 9: LESSON DEVELOPMENT
This session ocuses on one o he s uden s inal assessmen . We wan o
analyse wha ou s uden ha e lea n on he p e ious lessons.
Du ing he i s i e minu es, s uden s can e iew hei no es abou all he
con en s hey ha e s udied in he class oom and a home. This exam is he heo e ical
pa , because he comple e exam consis s o wo di e en pa s.
The i s one is a wo kshee (Appendix I) in which s uden s ha e o answe he
ques ions p oposed ha a e ela ed o hose heo e ical con en s we had wo ked
and had lea n along all he p ojec . This i s pa should las 25 minu es.
The second pa is a hy hm and musical no es assessmen (Appendix J) in
which s uden s can demons a e hey know he musical no es' alue and hei posi ion
on he s a e. In addi ion hey ha e o do a ask ela ed o he musical composi ion “In
a Pe sian Ma ke ”. This ac i i y consis s o one wo kshee in which he e a e di e en
cha ac e s o he musical composi ion and nex o hose cha ac e s he e is a squa e.
The s uden s a e going o lis en di e en melodies which a e ela ed o each cha ac e
and hey ha e o pu he co ec o de in which hey will appea .
Finally, o hose s uden s who ha e inished he assessmen , he las i e minu es
can be aimed a ehea sing a scene o a e iewing i hey need some hing o hei
cus oms.
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TFM. Music as a mo i a ing ac o in he eaching o English as a L2 MELACOM 2013/2014
3.2.3.19 SESSION 10: LESSON DESIGN
LESSON 10: Final Rep esen a ion
LESSON PLAN: “In a Pe sian
ma ke ”
NUM. SESSION: 10
GRADE:3 d/ 4 h
MATERIAL:
- In e ac i e Whi eboa d
- Cus oms (Appendix)
- Video Came a
- CD
E alua ion C i e ia
- To ep esen he musical composi ion “In a Pe sian
Ma ke ” (P)
- To lose hei inhibi ion (P)
- To wo k wi h hei classma es in o de o achie e he
same goal (A)
- To espec hei classma es momen (A)
FINAL REHEARSAL TIME
Du ing his minu es we will pu on he cus oms, p epa e he scene y and
ehea se he scene hey need (i is necessa y). 15'
FINAL REPRESENTATION
The eache pu s on he music and he s uden s ha e o ep esen hei
cha ac e and hei ole as hey ha e ehea ed p e iously. While hey a e
ep esen ing “In a Pe sian Ma ke ” musical composi ion, he eache has o
eco d he s uden s wi h a ideo came a.
20'
AFTER FINAL REPRESENTATION
When he pe o mance inishes, he eache and he s uden s alk abou hei
eelings du ing i and hey make sugges ions o imp o emen . Then, he eache
gi es hem he exams' ma ks in o de o show he s uden s he mis akes hey
ha e done.
10-15'
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TFM. Music as a mo i a ing ac o in he eaching o English as a L2 MELACOM 2013/2014
3.2.3.20 SESSION 10: LESSON DEVELOPMENT
This inal session could be a y impo an because s uden s can show wha hey
ha e p epa ed abou “In a Pe sian Ma ke ” p ojec . This could be one o he mos
mo i a ing ac i i y o he s uden s because hey can eel hey a e he ocus o his
session.
Apa om showing wha hey ha e p epa ed, his ask is he las pa o he
s uden s' inal assessmen because ep esen ing some hing is one o he inal goals
we ha e p oposed. The e o e, du ing he i s i een minu es s uden s ha e o pu
hei cus oms on, p epa e he scene y , and i i is necessa y hey can ehea se
some scenes. While s uden s a e doing ha , he eache p epa es he ideo came a,
he music, and he able (Appendix I) s/he is going o use o assessing his pa .
Along he ollow wen y minu es s uden s will ep esen each scene using he
cus oms and applying wha hey ha e ehea sed be o e. “In a Pe sian Ma ke ” is a
musical composi ion which is composed by en scenes:
1.The me chan s a i e o he own's plaza wi h hei camels.
2.I appea s he begga s (we hea hei oices asking o alms).
3.The p incess and he e inue appea on he scene.
4.The ac oba s a e enjoying he people ( un music)
5.i is hea d he snakes' cha me music.
6.The caliph and his gua ds appea on he scene.
7.The begga s come back asking o alms.
8.The p incess and he caliph lea e he scene.
9.The me chan s ake hei me chandise and hey lea e he scene wi h hei camels.
10.The p incess obse es he own's plaza om he balcony.
When he ep esen a ion will inish, he eache and s uden s should alk abou
hei eelings du ing ha inal ep esen a ion, and hey ha e o make sugges ions o
imp o emen . Then, he eache gi es hem he exams' ma ks in o de show he
mis akes hey ha e done. In addi ion, be o e hey will lea e he class, hey ha e o
ake hei p ojec s because hey ha e o ake hem a home.
We would men ion ha his ep esen a ion is going o be shown du ing Sain
Geo ge week, because he school p epa e di e en ac i i ies and wo kshops in o de
o wo k di e en aspec s o he li e a u e.
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TFM. Music as a mo i a ing ac o in he eaching o English as a L2 MELACOM 2013/2014
3.2.4 E alua ion
We would expose ha he e alua ion is a p ocess which is no based only on he
inal exams o specially on heo e ical exams. The e alua ion is a long p ocess ha
las s all he sessions a p ojec includes.
Thus, be o e we s a each session we will check wha ou s uden s knowledge
abou he con en s we a e going o each is. We can con i m ha asking ques ions
aloud o making a b ains o ming. Mo eo e , we will use he di ec obse a ion in o de
o imp o e he in o ma ion we ob ain abou ou s uden s knowledge in e e y lesson.
Fu he mo e, a con inuous assessmen will be conduc ed du ing en sessions
ou p ojec includes aking in o accoun all he esul s we will ge using he class oom's
asks pe o med by he lea ne s (wo kshee s, g oup ac i i ies, games as a ou ines,
e c.), he di ec obse a ion and s uden 's answe s owa ds hose ques ions he
eache asks abou he con en s.
Finally, in sessions 9 and 10 will ake place he inal assessmen conside ing
ha we would e alua e he heo e ical knowledge, he hy hm and musical no es, and
he p ac ical pa ( he inal pe o mance). In addi ion, we conside essen ial o assess
English con en s and English skills owa ds he music subjec , a he ime we also
e alua e he musical skills.
In session 9 s uden s ha e o answe di e en ques ions w i en on a wo kshee
(Appendix I) ela ed o he heo e ical con en s hey ha e lea n and s udied. The e o e,
we can es i ou s uden s ha e unde s ood and ha e acqui ed he new heo e ical
knowledge abou music a he ime we will obse e hei w i ing and exp ession as
English con en s.
The second pa o his assessmen (Appendix J) consis s o a hy hm dic a ion, a
musical no es ac i i y and a ask ela ed o he musical composi ion “In a Pe sian
Ma ke ”. The eache using a ambou ine se di e en bea s and s uden s ha e o w i e
he co ec no es' du a ion. The o he ask is aimed a pu he musical no es he eache
says on he co ec place on he s a e. Finally, he las ask consis s o a wo kshee in
which he cha ac e s a e p esen wi h a squa e nex o each one. Thus, s uden s a e
going o lis en he di e en melodies and hy hms which appea on he musical
composi ion and which a e ela ed o each cha ac e , and hey ha e o w i e he co ec
o de hese cha ac e s will appea .
57
TFM. Music as a mo i a ing ac o in he eaching o English as a L2 MELACOM 2013/2014
s uden s [web log pos ]. Re ie ed om h p://www.udemy.com/blog/ eachings yles/
Radocy, R.E., & Boyle, J.D. (2003). Psychological ounda ions o musical beha iou (4 h
ed.). Sp ing ield, IL: Cha les C. Thomas.
Rose, D. & Meye , A. (2002). Using UDL o suppo e e y s uden 's lea ning. In Rose,
D. & Meye , A. (Eds) Teaching e e y s uden in he digi al age: Unusual design o
lea ning. Re ie ed om h p:// www.cas .o g/ eachinge e ys uden / ideas / es/
chap e 6_6. c m
Roso á, V (2007). The use o music in eaching English: diploma hesis. B no: Masa yk
Uni e si y. Facul y o Educa ion, Depa men o English language and li e a u e
Schunk, D.H., Pin ich, P. R., & Mecee, J.L. (2008). Mo i a ion in Educa ion: heo y,
esea ch, and applica ions. Uppe Saddle Ri e . NJ: Pea son.
Shaw, M. (1981). G oup Dynamics. New Yo k: Mc G aw-Hill (3 d ed.).
Shehan, P. (2004). Teaching Music Globally. Expe iencing music, exp essing cul u e.
New Yo k, Ox o d: Ox o d Uni e si y P ess.
Singe , M.R. (1987). In e cul u al Communica ion: A pe cep ual app oach. Englewood
Cli s, NJ: P en ince Hall.
Small, C. (1998). Musicking: A i ual in social space. In R. Rideou (Ed.), On he
sociology o music educa ion (pp. 1-12). No man, OK: Uni e si y o Oklahoma.
Smi h, C. (2002). The e ec s o songs in he o eign language class oom on ex ecall
and in olun a y men al ehea sal. G adua e acul y o he Louisiana s a e
uni e si y and ag icul u al and mechanical college.
Uni e si y o Mineso a (2012). Resou ces o Mul icul u al Teaching and Lea ning.
Re ie ed om h p://www1.Umn.edu/oh / eachlea n/ esou ces/mul icul u al/ esou ces/
U , P. (1991). Lea ne mo i a ion and in e es . In: A cou se in language eaching.
Camb idge: Camb idge Uni e si y P ess, 19: 274-285.
Wallin, N.L., Me ke , B., & B own, S. (Eds.) (2000). The o igins o music. Camb idge,
MA: MIT P ess.
Wa d, S. (1991). Using songs. In: Ma heus, A. ; Sp a , M.; Dange ield, L. A he
chalk ace: p ac ical echniques in language eaching. Wal on-on- Thomas
Nelson and sons L da, 42: 189-192.
Williams, M. (1994). Mo i a ion in o eign and second language lea ning: An in e ac i e
pe spec i e. Educa ional and child psychology, 11: 77-84.
64

65
APPENDIX A:
MUSICAL NOTES AND RESTS
NOTE NAME REST
CROTCHET
QUAVER
MINIM
SEMI-BREVE
SEMIQUAVERS
BEAMED NOTE:
Beams connec eigh h no es (qua e s) and no es o sho e
alue, and a e equi alen in alue o lags.
DOTTED NOTE:
Placing a do o he igh o a no e-head leng hens he no e's
du a ion by one-hal . Addi ional do s leng hen he p e ious do
ins ead o he o iginal no e, hus a no e wi h one do is one and
one hal i s o iginal alue, a no e wi h wo do s is one and h ee
qua e s, a no e wi h h ee do s is one and se en eigh hs, and so
on. Res s can be do ed in he same manne as no es.
66
APPENDIX B
MURAL: MUSICAL INSTRUMENTS AND FAMILIES
STRINGS WOODWINDS
BRASS
PERCUSSION
67
VIOLIN VIOLA
BASS
HARP CELLO
FLUTE OBOE
DRUMS
TRUMPET
JINGLE
APPENDIX C:
SOUND'S DIRECTIVITY
A ow up = high pi ched oice
A ow down = deep oice
A ow la = lineal oice
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APPENDIX D:
INSTRUMENS AND FAMILIES:
CHARACTERISTICS
FAMILY INSTRUMENTS CHARACTERISTICS
STRINGS
VIOLIN CELLO
VIOLA HARP
BASS
•They p oduce sound om ib a ing s ings.
•In mos s ings ins umen s, he ib a ions a e ansmi ed o he body o
he ins umen , which also ib a es, along wi h he ai inside i .
WOODWINDS FLUTE
OBOE
•The e a e wo main ypes o woodwind ins umen s: lu es and eed
ins umen s.
•They p oduce hei sound ( his ea u e di e en ia es hese ins umen s
om o he wind ins umen s.
BRASS TRUMPET
•They p oduce he sound by sympa he ic ib a ion o ai in a ubula
esona o in sympa hy wi h he ib a ion o he playe 's lip.
•They a e also called
lab osones
, li e ally meaning "lip- ib a ed
ins umen s".
PERCUSSION DRUMS
JINGLE
•The pe cussion amily is belie ed o include he oldes musical
ins umen s, ollowing he human oice.
•They a e sounded by being s uck o sc aped by a bea e ; s uck, sc aped
o ubbed by hand; o s uck agains ano he simila ins umen .
•Pe cussion ins umen s a e di ided in o wo classes:
Pi ched pe cussion
ins umen s
(p oduce no es wi h an iden i iable pi ch), and
unpi ched
pe cussion ins umen s
(p oduce no es wi hou an iden i iable pi ch).
h p://en.wikipedia.o g/wiki/Family_(musical_ins umen s)
69

APPENDIX E.
MUSICOGRAM: “IN A PERSIAN MARKET”
•
Wha is a Musicog am?
The Musicog am is a d awing o a g aphic which can help us o
comp ehend he music, o see i and o lis en o i in ac i e way. I
is a g aphical ep esen a ion abou wha does i happen in a musical
composi ion. Tha ool could be e y in e es ing because i can allow
he eache o each and o emphasise on hose aspec s s/he
conside s mo e in e es ing. The impo ance o ha ool is ha he
images help s uden s o comp ehend be e and allow s uden s o
be in ol ed in he audi ion.
•
Which a e i s o igins?
The musicog am is a concep which has been c ea ed by he Belgium
pedagogue Jos Wy ack in 1970. His objec i e was o acili a e he
comp ehension o hose s uden s who we e no musicians.
h p://www.educacon ic.es/ca/blog/mi ando-la-musica-los-
musicog amas
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MUSICOGRAM. IN A PERSIAN MARKET
71
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: (3 Replays)
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:
73
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APPENDICE H:
THE CHARACTERS AND THE MUSICAL NOTES
1. Find he co ec way ollowing he eache 's indica ions.
•Teache says: “You ha e o guide he p incess d awing semi-b e es in o de o achie e he c own”
83
APPENDIX I:
EXAM. PART 1
Name: _____________________ Da e: _______________________
1. Which is he name o he musical composi ion we ha e s udied his
imes e ?
____________________________________________________________
____________________________________________________________
___________________________________________________
2. Who is he au ho o his musical composi ion? W i e wha you know
abou he /him.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. Which cha ac e s do appea in his musical composi ion?
1.
2.
3.
4.
5.
6.
4. Explain he musical composi ion's s o y line.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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____________________________________________________________
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____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
5. This musical composi ion shows ha ...
a) is a compa a i e music
b) is an o ien a i e music
c) is a desc ip i e music
6. Wha is he Desc ip i e Music?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
85

APPENDIX J:
EXAM: PART 2
1. Rhy hmic Dic a ion.
1.
2.
3.
4.
5.
2. W i e he ollowing musical no es in he co ec place.
86
C / B / A/ G/ E/ D/ F
3. Now he eache is going o pu he music on abou “In a Pe sian
Ma ke ”, and you ha e o pu he co ec numbe nex o each cha ac e
depending on i s appea ance.
87