Music

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Music
A Borderless Language
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About Me

• BA - Experimental Psychology
• Focus in Multiple Intelligence
• EFL Instructor
• NOVA Group, Japan
• Boston

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The Principles of Music and language

• Music and Memory
• Music and Multiple Intelligence

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Music Memory

• Music has a strong connection with verbal memory
  (Chan, A. S., Ho, Y., Cheung, M., 2001)
• Music increases memory (Larkin, 2001)
• Music, Memory and Emotion share the same neural
  hub (Janata, 2009)

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Music and Multiple Intelligence

• Gardner proposes there are 8
• Different kinds of intelligence
• Structural parallel between musical and
  linguistic intelligences
• Eight different pathways to learning

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• Slowly sung
• Steady rhythm
• Repetitive lyrics
• Correct grammar usage
• Incorrect grammar usage
• Specific pronunciation point

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Case Study Julia

• Language Point - S sounds
• Meaningless, seashell eyes, oceanchild, says,
  shimmering, speak
• Why Julia?
• Pronunciation point
• Slowly sung, steady rhythm and repetitive lyrics
• For example, listen to this line

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Case Study Julia

• How to Use Julia
• Begin with Gap-fills
• Singing Contest

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Case Study I Feel Good

• Language Point - Good vs Well
• Why use I Feel Good
• Specific grammar point
• Steady rhythm and repetitive lyrics

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Case Study I Feel Good

• How to Use I Feel Good
• Pre-teach good as an adjective and well as an
  adverb.
• Have students debate whether good is used
  correctly
• Have students re-write the lyrics

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Case Study Wishlist

• Language point - Wish clauses
• Why use Wishlist
• Slowly sung, steady rhythm and somewhat
  repetitive lyrics
• Correct grammar usage
• For example, Listen to this line

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Case Study Wishlist

• How to Use Wishlist
• Magical genie
• Multiple choice gap-fills
• In groups, have students incorporate their wishes
  into the song lyrics.

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Case Study One of Us

• Language Point - If clauses 2nd/unreal
  conditional
• Why One of Us
• Slowly song, steady rhythm and repetitive lyrics
• Correct grammar usage
• Listen

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Case Study One of Use

• How to Use One of Us
• Separate the students into groups. Have each
  group be responsible for one verse as a dictation
• Have students identify the if clauses
• In groups, have students answer the questions
  poised in the if clauses

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Case Study If I Fell

• Language Point - If clauses - First and Second
  Conditionals
• Why If I Fell
• Slowly sung, steady rhythm
• Correct grammar usage
• Listen

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Case Study If I Fell

• How to Use If I Fell
• Have lyrics printed on multiple strips of paper
  and in groups have to students reconstruct them
• Have student identify the first and second
  conditionals
• Have students write their own love songs using if
  clauses

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Case Study Because

• Language Point - Connecting idea with because
• Why Because
• Slowly sung, steady rhythm, repetitive lyrics
• Correct grammar usage

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Case Study Because

• How to use Because
• Pre-teach Main clause, reason clause and why
  questions.
• Have students follow along with the lyrics
• Have students rearrange the reason and main
  clauses
• Have students create why questions

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Potential Problems

• Choosing a song that is too difficult
• Cultural can of worms
• They dont want to sing!!!