TEMA EMA 17. 17. LA CANCIÓ NCIÓN N COMO OMO VEHI VEHICCULO ULO POÉ OÉTI TICCO Y COMO OMO CREACIÓN LITERARIA EN LA CLASSE DE INGLÉS. TIPOLOGÍA DE CANCIO NCIONE NES S. TÉCNI ÉCNICCAS DEL DEL US USO O DE LA CANC ANCIÓN IÓN PARA PARA EL APRENDIZAJE FONÉTICO, LEXICAL I CULTURAL. Un! 17. S"n#$ %$ L!&'%'( %n) P"&!* *'&%!"n$. 1. In In!' !'") ")+* +*! !"n "n.. As way of introduction we can say that children enjoy singing very much. Songs and rhymes provide an enjoyable change of the routine in the classroom. Songs and Rhymes provide relaxation and variety, but we have to be careful because an excessive use of them can make children to get bored. Taking this fact into account, we can say that songs are a good reso resour urce ce to teac teach h voca vocabu bula lary ry,, prac practi tise se the the lang langua uage ge oral orally ly,, impr improv ove e pronunciation and intonation and also help children to know the culture of the foreign language.
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any of us know how !uick students are at learning songs. "or a variety of reasons, songs stick in our minds and become part of us. #. $t is easier easier to sing sing a langu language age than than to to speak speak it. it. %. usic usic is around around us& us& radio, radio, televis television, ion, theatr theatre, e, etc. '. Songs Songs work work in our our short short and long(term long(term memory. memory. ). Songs Songs use simple, simple, conversati conversational onal languag language e and repetitions repetitions.. *. +hildren +hildren enjoy hearing hearing themselves themselves -iaget& -iaget& egocentri egocentricc language. language. /. Songs Songs are are relax relaxing ing,, fun, fun, etc. etc. 0. $n prac practi tica call term terms, s, for for lang langua uage ge teac teache hers rs,, song songss are are sh shor ort, t, repetitive, and easily to handle in a lesson.
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Their main characteristics are& #. They provide provide a link link with with home and school school life. life. %. 1elp 1elp chil childr dren en to deve develo lopp po posi siti tive ve atti attitu tude de towa toward rdss lang langua uage ge learning. '. They They prov provid ide e an enjo enjoya yabl ble e alte altern rnat ativ ive e in pres presen enta tati tion on of the the language. ). They reinforce reinforce lexica lexicall items and struct structures ures.. *. They They play play an impo import rtan antt role role in pron pronun unci ciat atio ion, n, into intona nati tion on and and rhythm. /. They They are are used used to rein reinfo forc rce e list listen enin ingg that that lead leadss to spea speaki king ng,, reading and writing tasks. 0. They are used used to to reinfor reinforce ce other other subje subjects. cts.
2. They reflect customs and traditions associated with Anglo(Saxon culture.
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The main reasons to use songs are& #. otivation& songs easily motivate children to use the foreign language. %. +hange in the routine. '. +ultural importance& they reflect the foreign culture. ). Reinforcement& they provide a meaningful way to repeat different items in order to reinforce the learning pronunciation, grammar, vocabulary, etc..
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$t is essential to select carefully the songs we are going to work with in class. 3hat we must bear in mind are the features of the students we are working with at that specific moment& their age, interests, likes and dislikes, and of course, their knowledge of the foreign language. 3e already know that the foreign language is introduced in the second cycle of -rimary 4ducation, that is, children from 2 years to #%.
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$t is the first time the foreign language is introduced in class. $t is one of the best didactic moments because children are very receptive and interested in everything.
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At this age their interests begin to change. So that, teachers have to take these changes into account and adjust the teaching practice to the new needs and interests of the students. The majority of the students think that songs are childish5 they feel shy singing and so that, it is difficult to make them sing aloud in class. 1owever, they enjoy music very much but their interests are different. So that, we have to find songs that they enjoy and are suitable for our purposes too. 3e as teachers must select the most suitable songs depending on the level of our students, on their interests and their needs. The following are some examples of types of songs we can use in class at these stages.
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Songs that make reference to anything that happens to them in daily life& 8H%//( 9'!-)%(: or 8A+) L%n# S(n&: 6ew 7ear8s 4ve.
2.. T"/* $"n#$. Songs that deal with a specific topic. 3e must bear in mind that the topic the song deals with must be interesting for the children. "or example& +olours( 8T-& *""+'$: or animals( 8O) M* D"n%):
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Songs that are related to the old techni!ue of representing what we are saying& 9total physical response: ;ames Asher& 8I0 ("+<'& -%//( : or
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A round is a circular song.
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This type of songs is very useful. They are very easy to sing and at the same time they re!uire more attention on the part of the children. "or example& 8I $/(: or 8I % % +$* %n: .
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These songs will not probably known by the students, but they must learn them because they belong to the new culture they are studying. "or example& 8O-, S+$%nn%:, 8L"n)"n @')#&: or 8Y%n&& D"")&:. "urthermore, there are songs that we sing at a specific time of the year like C-'$!%$ C%'"$B 8M&''( C-'$!%$: or 8Jn#& @&$: .
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There are other songs for children which are more difficult but which are also good to work with them in class. "or example songs in all 3alt =isney8s films. A good idea to develop them is to watch the film at the same time we sing the song. "or example& 8H%+n% M%!%!%: or 9F(, 0(: -eter -ann.
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Rhymes can be used in the same way as songs. This could be easier for those students that are a bit shy. Some traditional rhymes to be mentioned are& 8On& P"!%!": or 8S/'n#, S+&', A+!+n, n!&': .
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There are many different activities that we can do working with songs, depending on what we want the students to practise and to learn. These can be summari>ed as follows& - Activities to communicate new information. - Activities to understand the social meaning of a song.
Activities to learn the way language works without paying attention to the meaning. As we have mentioned before, the activities with songs we can do in class are very varied. The following are some examples of these activities, which may be done with different songs, according to the interests and needs of our students& % In&n!"nB the children invent a new song with some music they all know and with some vocabulary that we may give to them. 9 S!"'&$B the students tell the story of the song. * D$*+$$"n$B use songs to introduced a topic that may be discussed afterwards. ) F n !-& G%/$B fill in the gaps they find in the lyrics of a song with the words previously given. & '!& n O')&'B write in the correct order the sentences of a song as they listen to it. 0 Sn#n# C"/&!!"n$B divide the class into groups. 4ach group chooses a song or rhyme from the songs worked in previous lessons and perform it to the rest. After all the performances, the class votes their favourite. # -%!<$ !-& $$n# ;"')B divide the class into groups. 4ach group chooses a song and performs it for the rest of the class. 1owever they miss out the last word in each line. The rest of the class has to call out the missing word. - R"+n)$B point '.) V)&"$B to watch musical videos. The images help the students to understand what the song is about. S"n# )*!%!"nB to do what the song says. +olour, write, etc. T-& P*!+'& $"n#B the children try to make up a new song, taking some pictures as the basis. F %n) )'%;B two different sheets of paper.
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There are many activities that we can do in class with songs. 1owever, it is going to depend on our students8 interests, needs and, of course, linguistic level. $t is up to us to select the work and ht songs we are going to work with. The possibilities of the songs are directed to develop the four linguistic skills& oral and written comprehension and oral and written expression. ?ut, we may say that the most basic ability to use songs in class is oral comprehension.
