The 13th Annual CamTESOL Conference

on English Language Teaching

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Music and Art in English for Academic Purposes

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to build linguistic creativity, communicative competence and

to build bridges for the future

Music & Art in EAP

• Personal background and interests• Theoretical background and 21st century skills

Language theoriesNeurosciencePsychology

Linguistic Creativity Communicative and Linguistic Competence

• Institutional context and needs

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Music & Art in EAP

4 Reasons or more ?

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Context and needs

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• A 20-week course – direct entry into a degree course• Not subject specific but skill-based• Learning resources drawn from a range of disciplines• Skills and conventions vital for tertiary studies• Assessments designed to measure improvement,

competencies and proficiency

Assessments

•Presentations (some topics : Art and Music) Art used for practice

•Reflective writing ( for personal experience part)Lyrics and music to enhance practice

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Teaching and learning cycle

Objectives

• To create a practice or task presentation with art topic

• Teacher – provides context,– builds the field, – provides the structure, language and a model, – uses adequate resources

• Pre-teach and raise awareness about an artist through reading or listening activities

• Research skills introduced

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Presentation : Phase 1

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• Over four weeks ( 8 days teaching about 16hrs in total )

• Introduce the artist ( a reading passage or a video clip to raise awareness and interest

• Set a research task ( Find something about …) for homework on Friday

• Following week : students report on their findings

Modelling

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Presentation : Phase 2

• Model presentation: Information on artist, description and impression

• Presentation language, phrases as well as specific language for discussing art

• Marking criteria used to give feedback to the teacher

• Post presentation :discussion questions( critical

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Discussion

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Presentation Phase 3

• Students choose an artist or an artwork• Students prepare their presentations for Week 5• Setting• Each student has a handout/ a task to give feedback

to their partner – choose three components • Insert student clip• Peer and teacher feedback

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Independent Stage

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Classroom experience

• Highly motivated students • Research done thoroughly• Tried to impress the audience • Proud of their own cultural background• All well chosen and a good representation / range of

styles• Personally, learned about artwork created in China,

Cambodia, Japan, Indonesia, Vietnam, China , Italy, France, Russia and other countries

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Music

Always been part of the human existenceSongs – an integral part of our language experienceConstant exposureEasier access nowA growing body of literature (Engh,2010;Engh 2013)Practical application in the classroom (Klassen,2013)

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Music in EAP

can enhance second language acquisition can improve learning environment can create a more relaxed and confident students can motivate students can reinforce learning in complex and comprehensive

ways can integrate language skills through communicative

and interactive experiences

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Specific language skills areas

• Use music to reflect upon ( writing and speaking) summarising, writing reflective paragraphs, writing narratives, free writing.• Research and present findings on some composers. • Teach critical thinking. • Teach writing thesis by connecting song chorus to thesis (can

be done over a few lessons , see Riley, 2010).• Lyrics for reading and pronunciation, vocabulary and

grammar forms.• Rewriting lyrics to sound more academic ( Murphy,1992;

Klassen, 2010)

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Reflective writing

Songs – usually reflect personal experience or reaction

Lyrics – can teach how to write essays – thinkof chorus being thesis or how to reflect on past experience

Life was a party to be thrown

But that was a million years ago

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Assessment

• Instructions• Marking guide• Gibbs model

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Original lyrics or music

Or

Lyrics rewritten in formal style/genre

Gibbs,G., 1988. Learning by Doing: A Guide to Teaching and Learning Methods.

A million years ago … Hello …Starry Starry Night

Imagine these were your words

• WorditOut /Visual Thesaurus handout• Guess what happened• Discuss the event and/ or experience• What happened? How did you feel?• Discuss language – formality • Hand out the original lyrics

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Where do they come from?

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A million years ago

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The collaboration principleCombine, create and shareStep 1

In pairs create/ make new words using the word “reflection” You can only use the letters that this word contains. The rules are not to use pronouns, prepositions, abbreviations, acronyms, articles and proper names. You can make nouns, verbs, adjectives and adverbs only. You need to write them down and you have 3 mins to finish.

After you have finished , a team/pair member writes on the board and the team/ pair with the highest number of correct words wins. Teachers, have prizes ready.

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Collaboration principle

Step 2• In pairs, decide which words belong to academic words list

and write a sentence for each.• Give students 5 – 7 minutes to complete sentences.• Next, students write them on the mini white boards, A3 paper

or an empty Padlet wall. Whichever you use, do a class review, or ask the pairs/ teams to review the sentences written by other teams.

• The aim is to have correct sentences and the correct use of prepositions.

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Visual Thesaurus

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Starry , starry night

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Where to …? This is my way…

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Reference ListAllison, D. (2004). Creativity, students’ academic writing, and EAP: Exploring comments on writing in an English

language degree programme. Journal of English for Academic Purposes, 3(3), 191-209.

Amabile, T. M. (1998). How to Kill Creativity. Harvard Business Review, 76(5), 76-87.

Bowen, T. (1997, October ). Effective vocabulary learning and teaching . Workshop, Novi Sad, Serbia

Engh, D. (2013) Effective use of music in language learning: a need analysis. Humanising Language Teaching

15 (5). Retrieved from http://www.hltmag.co.uk/oct13/mart03.htmEngh, D (2013). Why Use Music in English Language Learning? A Survey of the Literature. English Language Teaching

6(2). doi:10.5539/elt.v6n2p113

Franken, R. (1994). Human Motivation (3rd ed). Pacific Grove, Calif. : Brooks/Cole Pub. Co.

Gibbs, G., 1988. Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further Educational Unit, Oxford

PolytechnicGibbons, P. (2002). Scaffolding language scaffolding learning: Teaching second language learners in the mainstream classroom.

Portsmouth: Heinemann.Gibbons, P. (2009). English learners academic literacy and thinking: Learning in the challenge zone. Portsmouth: Heinemann.Hyland, K. (2014). Genre and second language writing. Michigan: University of Michigan Press.

James, M. (2015). Managing the Classroom for Creativity. Creative Education, 6(10), 1032-1043.

doi: 10.4236/ce.2015.610102

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Reference List

Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four C model of creativity. Review of General

Psychology, 13, 1-12.

Klassen, M.A ( 2013). Using song to enhance learning in the EAP classroom. Pathways and promises; English for

Academic Purposes Conference. Manitoba: The University of Manitoba

Retrieved from

https://umanitoba.ca/student/elc/media/Music-as-an-Enhancement-for-Second-Language-Learning

Maley, A. (2015). Overview: Creativity – that what, they why and the how. In A. Maley and N. Peachey (Eds).

Creativity in the English language classroom. Retrieved from https://www.teachingenglish.org.uk

Martin, J.R., & Rose, D. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney

school. Bristol: Equinox.

McMeans, A. (2015). Incorporating social media in the classroom. Education, 135 (3). 289-290.

Murphy, T. (1992). Music & Song. Oxford: Oxford University Press.Patel, A. (2003). Language, music, syntax and the brain. Nature Neuroscience, 6 (7), 674-681.

http://dx.doi.org/10.1038/nn1082

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Reference List

Riley, K. (2010). Teaching conceptual frameworks, critical thinking, and academic writing by connecting

song chorus to thesis statement. Retrieved from

http://www.corndancer.com/tunes/tunes_main.html

Tomlinson, B. (2015). Challenging teaches to use their course book creatively. In A. Maley and N. Peachey

(Eds). Creativity in the English language classroom. Retrieved from

https://www.teachingenglish.org.ukWoodward, T.(2015). A framework for learning creativity. In A. Maley and N. Peachey

(Eds). Creativity in the English language classroom. Retrieved from https://www.teachingenglish.org.uk

Wright , A. (2015). Medium : companion or slave ?.In A. Maley and N. Peachey (Eds). Creativity in the

English language classroom. Retrieved from https://www.teachingenglish.org.uk

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