MUSIC IS…LIFELONG LEARNING

SPANISH MEETING

20th-24th MARCH 2017

We have divided this ppt into 7 points:

1. Definition of the 3 Language Competences:Oral Expression, Active Listening andEmotional Intelligence.

2. Objectives of each Competence.

3. Initial Evaluation Rubric of each Competence.

4. Activities.

5. Personal (students) opinions.

6. Final Evaluation.

7. Final Product: WIX the website where fairytales are.

1.- DEFINITION OF THE 3 LANGUAGE COMPETENCES:

Oral Expression means: to express, expresum. To TAKEOUTExpression will be the act, the effect to take outsomething inside.

Active Listening: Is a communicative skill that consits ofmaking us aware of what another person is saying andwhat they are trying to communicate.

Emotional Intellince: Is the human capacity that allow usto have a positive attitude towards life. To detect andmange our own and the other persons feelings. Tounderstand these feelings with emathy.It allow us to adapt effectively our inner world: Self-control, self-motivation, self-steem, effort, tolerance,rectifacation of mistakes, problem solving, etc.

2.- Objectives:

Oral Expression:

• To know exactly what you want to say or communicate.•Say it and communicate it in an appropiate tone for the receiver.•Say the topic in a way that the receiver understands.

Active Listening:

•Give the clue to the interlocutor that we have understood themessage.•To encourage the speaker to give more information.• To establish bonds of affection and appreciation.

Emotional Intelligence:

•To know what emotions are and to know how to identify them,positive and negative emotions.•To identify our emotions and those of others.•To be able to detect how to express our emotions.•To develop certain skills to self-motivate, regulate our emotions,etc.•To provide knowledge techniques of emotional control,identification, confrontation of problems, problems solvings etc.

3.- Evaluation Rubric:

4.- Activities:

4.1.- Oral Expression:

Saying a message. Giving opinions and own ideas,discussingwith a good pronunciation, intonation, tone of voice,etc.

Students have to respect socio-communicative rules: silence,turn of speech.

This vocal development must be join to coprporal andinstrumental expression.Students have to think about the silence and and its value ina specific moment.

Expressing with Orff instruments, cotidaphones, or soundscreated with their body: mouth, different types of slaps,legs, chest, fingers, and so on.

Say a message. Give anopinion. Say your ownideas.

• Pronuntiation.

• Intonation.

• Tone of voice.

• Be able to speak in front of his classmates.

• Or he needs help.

• ORAL EXPRESSION

Different intonation

2ºEP

VOCABULARY AND

GESTURES

CHAINS

• What am I?

• Am I the rain?

• Do you know a song related with the rain?

• Que llueva, que llueva, la Virgen de la cueva…

• Can we change the original lyric? Some new related with our fairy tale?

• Body Expression.

BODY EXPRESSION

Haka Afrimaños

Contents related with mother tongue are:

•Enrichment of vocabulary.

•Onomatopeias.

•Make new words.

•Separate sylables.

•Synomims.

•Couple rhythmics words.

•Rhymes.

•Know different Literary genres.

•Refreins.

•Fairy tales, poems, narration, theatre.

Final Activities:

•To create songs: changing the lyrics, looking for differentmelodies.

•To use gestures to enrichment the expression of these songs.

•To create stories, fairy tales using all the expresive knowledgelearned in the process.

ONOMATOPEIAS

4.2.- Active Listening:

Pay attention, concetrate, understandthe message and the intetionality of theemisor ina verbal and non verbal way.

Answer to the message in a musical and averbal way: gestures, body attitude,using mimic, corporal and instrumentalanswers.

Rhythmics , musical and corporalchains.Repetition what their classmates want(be aware or not).

Listen to the silence

BODY EXPRESSION

Active Listening

Music

Concentrate. Understand themessage. Answer,etc.

Listen to their classmates

4.3.- Emotional Intelligence:

Share positive stories.

Make reflections in how music is an influence in our mood.

Analyze the feelings that different songs (instrumental andvocal) transmit us: Soundtracks, sounds effects incartoons,…

Sing, tell, interpretate with the body a text or song lookingfor express different feelings.

Overcome fears and shame in the development of oralspeech.

Enjoy with each activity.

Move your body in an appropiate space.

To know your feelings and the other classmates feelings.

To use the MUSIC to enjoy in your free time.

What do you feel if youlisten one Music piece oranother?

EMOTIONS-FEELINGS

6th EP

Listen to the instructions.

Enjoy with the activity.

Be respectful with the material and to know thename of the instruments.

ENJOY IT!!

Monsters:

To identify their own feelings and the classmates emotions.

Singing their feelings and emotions

Be respectful with the material and to know thename of the instruments.

5.- Personal (students) Opinion:

The development of this project has been veryinteresting for us. We made a musical fairy talein a collaborative work, looking for ideas instories, rhymes, legends, myths, fables, musicalfairy tales, and so on.

We were looking for some different songs andmusical pieces on youtube.

We were looking for different emotions throughmovement, active listenings, recorder videos, etc.

There were some negative aspects too. Languageactivities that required more effort and analysisfor example looking for adverbs, interjections,articles,… was a hard and bored work for thestudents.

The activities have been very funny and useful.

6.- Final Evaluation:

The impact of this project in the students has been positive.

All the students have participated in the activities of the Erasmus+program in the classroom environment and with the rest of theirclassmates.

For students with specific needs and social problems it has been agreat success because they have been integrated, considered.

We observed that students were motivated by participation andcurious to know everything about the erasmus countries.

Language activities through music have also made possible to break themonotony of the Curriculum, integrated them into the daily school life.

There was a permanent interest among teachers in providing ideas,finding solutions and sharing experiences.

We can´t forget the implication of the families in this project.

All of which has allowed us a good management of the emotions andcoexistence in the school because students perceive the relationshipsthat are established in the Educative Community of the school.

7.- Final product: The creation of Music Fairy Tales.

https://ka2646.wixsite.com/cuentosconmusica

Our WIX website: