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Our groups ICT resource addresses literacy learning for English as an Additional Language or
Dialect (EALD) students, and is based on an English lesson plan that involves analysis of popular
music lyrics for values. Use of music in EALD literacy learning has much support. Students may
connect with popular music in a way that creates more meaningful experiences in the classroom and
results in better academic and personal outcomes (Cheong-Clinch, 2009). Furthermore, various
studies have found positive correlations between music-related activities and reading, listening and
language skills (Cheong-Clinch, 1999, 2006; Standley & Hughes, 1997; Bygrave, 1995; Wolfe &
Hom, 1993). These skills are essential for supporting EALD students literacy learning. Thus we
Our ICT resource facilitates literacy learning by having students read the lyrics whilst listening to
the song, then reading the lyrics out loud in pairs, as paired reading and echo reading are effective
teaching strategies for EALD students (Paquette & Rieg, 2008, p. 229). Then, as a class, the song is
analysed for metaphor, simile, and values. Teaching EALD students about figurative language may
help them to grasp some of the idiosyncrasies of the English language. Additionally, learning to
distinguish between the truths and untruths present in figurative language may help them to be
more effective and independent learners (Lynn, 2007, p. 180). Next, students will analyse another
song in pairs, and share their findings in class discussion. Lastly, confident students are invited to
translate song lyrics back into their own language, which will help them to strengthen the
connections between that and English. At the beginning of the ICT resource, a class discussion
requests students to share any prior knowledge of figurative language, which enables the teacher to
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Group: Zoe-Lee Fuller 16343229, Tess Verrier 18316634, Sibel Katirci
conduct a diagnostic assessment. Thus the teacher will learn of students understandings, and their
expectations for the lessons outcomes will be informed (Clarke and Pittaway, 2014, p.
312). Additionally, the activities in the powerpoint, and the class discussions before and after the
activities, will allow the teacher to assess students through direct observation and performance
assessment. Direct observation allows the teacher to observe participation amongst working groups
or pairs, attitudes towards the lessons subject matter, and competency and skill level of students
spoken and written literacy level (Clarke and Pittaway, 2014, p. 318). Through performance
assessment the teacher will be able to assess both their verbal literacy and their understanding and
analysis of the texts. Assessing the students in this way will give their teacher a more thorough idea
of the students literacy abilities (Clarke and Pittaway, 2014, p. 321). Lastly, these assessments
would be informal, recorded as anecdotal notes, and conducted during the class discussions, and
whilst the students complete the activities, as the students performance and behaviour may be
There are, however, limitations to our approach. As the songs the resource examines are
representative of Western music, non-Western students may lack the prior knowledge needed for the
critical analysis of such texts (Alford, 2001, p. 239). This has been taken into account, and we
believe that the lesson the ICT resource has been designed for will help to initiate the students into a
beginners understanding of these kinds of background knowledge. We propose that analysing lyrics
for meaning will empower EALD students with the ability to participate in schoolyard discussion of
popular music, and thus provide them opportunities to practice their spoken English.
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Group: Zoe-Lee Fuller 16343229, Tess Verrier 18316634, Sibel Katirci 17474883
References
Alford, J. (2001). Learning language and critical literacy: Adolescent ESL students. Journal of
Bygrave, P.L. (1995). Development of receptive vocabulary skills through exposure to music.
Cheong-Clinch, C. (1999). Relationship between textual literacy and music literacy in young
Strategies.
Cheong-Clinch, C. (2009). Music for engaging young people in education. Youth studies Australia,
28(2), 50-57.
Clarke, M. & Pittaway, S. (2014). Marshs becoming a teacher, 6th ed., Australia: Pearson.
Paquette, K.R. & Rieg, S.A. (2008). Using music to support the literacy development of young
English language learners. Early Childhood Education Journal, 36, 227-232. doi:10.1007/
s10643-008-0277-9
Standley, J. & Hughes, J. (1997). Evaluation of an early intervention music curriculum for
enhancing prereading skills/ writing skills. Music Therapy Perspectives, 15(2), 79-85.
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Group: Zoe-Lee Fuller 16343229, Tess Verrier 18316634, Sibel Katirci
Wolfe, D. & Hom, C. (1993). Use of melodies as structural prompts for learning and retention of
100-118.
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Understanding+values+and+
gura0ve+language+in+
popular+music
ICT$Resource$for$English$as$an$Addi6onal$Language$or$Dialect$(EALD)$
students
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Lesson+Overview
What$is$gura6ve$language?$(Metaphor,$simile,$etc.)
How$do$these$gure$in$contemporary$popular$music?
How$is$language$used$in$contemporary$popular$music$to$express$
morals$and$values?
Do$these$morals$and$values$expressed$reect$your$own$morals$and$
values$from$your$culture?
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Figura0ve+Language
What$is$gura6ve$language?$Discuss.
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Figura0ve+Language
Figura6ve$language$has$meaning$other$than$what$it$says.$Literal$
language$means$exactly$what$it$says.$For$example:
Figura6ve:
I'm$so$hungry$I$could$eat$a$horse.
I$told$you$a$million$6mes$to$clean$your$room.
I$won't$let$you$down.$
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Figura0ve+Language
Simile$ Metaphor
A$phrase$that$compares$two$ A$phrase$that$compares$two$
things$by$saying$they$are$similar,$ things$by$saying$they$are$the$
and$uses$the$words$'as'$or$'like'. same,$but$does$not$use$the$
Examples: words$'as'$or$'like'.
She$sings$like$an$angel. Examples:$
I$was$so$nervous$it$was$like$I$had$ She$is$an$angel$when$she$sings.
buTeries$in$my$tummy.$ I$was$so$nervous,$I$had$buTeries$
He$was$as$strong$as$an$ox. in$my$tummy.$
He$was$a$strong$ox.
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Figura0ve+Language
Iden6fy$3$examples$of$gura6ve$language$to$discuss$with$the$class.
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Katy+Perry+<+Fireworks
hTp://youtu.be/QGJuMBdaqIw
Read$along$with$the$lyrics$on$your$handout$as$we$watch$the$music$
video.$
Then,$partner$up$with$another$person,$and$take$turns$reading$the$
lyrics$to$each$other.
Try$reading$with$dierent$tones$and$phrasing.$
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Katy+Perry+<+Fireworks
$$$$$$$$$$$$$$$$$$$$$$$Lyrics $$$$$$$$$$Analysis/Meanings
Do$you$ever$feel$like$a$plas6c$bag Simile$$comparing$oneself$to$a$
Dri_ing$through$the$wind,$wan6ng$ plas6c$bag$in$terms$of$being$light,$
to$start$again? weightless,$having$no$control$
over$where$life$takes$you
Do$you$ever$feel,$feel$so$paper$thin
'Paper$thin'$gura6vely$refers$to$
Like$a$house$of$cards,$one$blow$ feeling$fragile$or$delicate
from$caving$in?
Simile$$again$referring$to$being$
fragile,$easily$broken.
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Katy+Perry+<+Fireworks
Lyrics Analysis
Do$you$ever$feel$already$buried$ Figura6ve$$refers$to$death,$being$
deep$six$feet$under? buried$in$the$grave,$so$singer$is$
Screams$but$no$one$seems$to$hear$ ques6oning$life,$whether$she$is$
a$thing living$life$to$poten6al,$or$feeling$
buried$by$life
Do$you$know$that$there's$s6ll$a$
chance$for$you Metaphor$$spark$refers$to$re$or$
embers,$which$suggests$the$spirit$
'Cause$there's$a$spark$in$you? or$life$force$of$a$person
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Values,+Morals+&+Themes+in+Katy+Perry+<+Fireworks
Inclusion:$addresses$the$reader$as$'you',$but$does$not$specify$who$
'you'$is,$therefore$is$inclusive,$equal$to$all$listeners.
Care$and$compassion:$throws$a$lot$of$ques6ons$to$the$listener$and$
addresses$the$listener$directly$('you'),$therefore$the$song$is$about$the$
audience$not$the$singer,$thus$one$could$say$the$song$contains$the$
value$of$$compassion.$
Respect:$acknowledges$individual$hardships$and$adversity,$and$does$
not$lessen$the$individual.$
Doing$Your$Best:$by$referring$to$the$spark$in$'you'$the$song$
acknowledges$an$individuals'$poten6al$and$strength.$
Class$Discussion$about$whether$these$reect$your$own$cultural$values$
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Your+Turn!
Now$in$groups$of$2$or$3$choose$one$of$the$two$following$songs$to$
analyse$together:
Beginners:$Avicii$$'Hey$Brother'
Intermediate:$Lana$Del$Rey$$'Summer6me$Sadness'
1. Read$through$song$lyrics$while$listening$to$the$song$on$your$iPad.
2. Take$turns,$reading$the$lyrics$out$loud$to$each$other,$as$you$did$
before.
3. Highlight$any$similes$in$the$lyrics,$underline$metaphors.
4. Circle$any$other$words$or$phrases$the$seem$like$they$may$have$a$
hidden$meaning.$Make$note$of$phrases$you$do$not$understand.$
5. Iden6fy$values,$morals,$or$themes$within$the$song's$lyrics.
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If+you+nish+early
Please$feel$free$to$analyse$the$other$song.
If$you$feel$really$comfortable,$have$a$try$at$transla6ng$one$of$the$
songs$into$your$rst$language.$
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Class+Discussion
How$did$you$interpret$the$song$lyrics?$What$did$you$nd?
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Examples+for+Avicii++'Hey+Brother'
$Endless$mean$that$it$goes$on$
Hey$brother,$theres$an$endless$ forever,$never$ends.$Rediscover$
road$to$rehdiscover. suggests$that$it$has$already$been$
discovered$before.$Might$the$road$
mean$life?$Given$the$next$three$
lines,$perhaps$means$making$
mistakes$that$have$already$been$
made?$And$that$the$singer$will$sDll$
help$his$family$out,$even$if$they$
are$making$the$same$mistakes$
they$have$already$made$(and$
should$have$learned$from).
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Example+for+Avicii++'Hey+Brother'+con0nued
Hey$sister,$know$the$water's$sweet$ Refers$to$the$phrase$blood$is$
but$blood$is$thicker. thicker$than$water,$blood$
symbolising$family,$because$family$
shares$blood,$and$water$
symbolising$Friends$or$other$people$
who$are$not$family.$Use$of$the$word$
thicker$is$to$say$that$family$is$closer$
and$more$important$than$other$
people.$Thus$this$phrase$in$the$song$
is$saying$that$friends$are$good,$but$
reminds$us$that$family$is$more$
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Examples+for+Avicii++'Hey+Brother'+con0nued
Oh,$if$the$sky$comes$falling$down$ Phrase$means$that$if$things$in$
for$you, your$life$go$wrong,$if$bad$things$
Theres$nothing$in$this$world$I$ happen,$I$(the$singer)$will$do$
wouldnt$do. anything$I$can$to$help.
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Examples+for+Avicii++'Hey+Brother'+con0nued
Hey$brother,$do$you$s6ll$believe$in$ Refers$to$the$noDon$that$someDmes$when$
people$are$let$down$by$others,$not$helped$
one$another? when$they$need$it,$they$lose$faith$in$
others.$They$do$not$trust$other$people,$or$
believe$in$the$good$of$others.$The$singer$
asking$his$brother$if$he$sDll$believes$in$one$
another$is$asking$whether$his$brother$sDll$
Hey$sister,$do$you$s6ll$believe$in$ has$faith$in$the$good$of$people,$whether$
love,$I$wonder? he$sDll$trusts$them,$whether$he$sDll$trusts$
the$singer.
Similar$meaning$to$previous$line,$singer$is$
asking$if$his$sister$sDll$believes$that$people$
are$good$enough$to$love$and$be$loved,$
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Examples+for+Avicii++'Hey+Brother'+con0nued
What$if$I'm$far$from$home? Singer$is$saying$that$no$maTer$
Oh,$brother$I$will$hear$you$call. how$far$apart$they$are,$he$will$
come$to$help.$The$naTure$of$the$
song$suggests$that$this$is$meant$
both$literally$(as$in$physical$
What$if$I$lose$it$all? distance)$and$gura6vely$(as$in$
emo6onal$or$psychological$
Oh,$sister$I$will$help$you$out! distance).
Similar$to$previous$line,$singer$is$
saying$that$whatever$happens,$
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Examples+for+Avicii++'Hey+Brother'+con0nued
Values,+Morals+&+Themes
The$importance$of$Family:$the$singer$is$addressing$his$brother$and$
sister.$He$values$his$family$of$the$utmost$importance$and$would$do$
anything$for$them.
Care$and$compassion:$a$big$aspect$of$this$song$is$about$caring$for$your$
loved$ones,$looking$a?er$them$and$looking$out$for$them,$no$ma@er$
what.$
Equality,$understanding,$and$inclusion:$Another$way$of$reading$this$is$
in$terms$of$calling$your$fellow$mankind$your$brothers$and$sisters,$which$
changes$the$meaning$and$values$of$the$song.$In$this$sense,$the$singer$is$
far$more$a$humanitarian,$giving$each$individual$person$equal$value$and$
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Examples)for)Lana)Del)Rey))'Summer6me)Sadness'
Oh,$my$God,$I$feel$it$in$the$air SIMILE&&Old&fashioned&telephone&
Telephone$wires$above$are$ wires&hiss&when&wet,&thus&this&
sizzling$like$a$snare$$ reference&suggests&the&era&of&
se;ng.&The&reference&of&the&
snare&in&this&line&is&gura?ve,&in&
terms&of&the&simile,&yet&literal&in&
the&song&as&the&snare&can&be&
head&in&the&background.
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Examples)for)Lana)Del)Rey))'Summer6me)Sadness'
Honey,$I'm$on$re,$ &METAPHOR&&Singer&says&she&is&
I$feel$it$everywhere$ on&re,&but&is¬&actually.&
Rather,&it&refers&to&high&energy.&
Nothing$scares$me$anymore$ Fast&burning.&On&a&roll.&
Unstoppable.&Fierce.&
Ex?nguishable.&Enveloped.&
I'm$feelin'$electric$tonight METAPHOR&&electricity&suggests&
energy,&so&by&saying&she&feels&
electric&means&she&feels&
energe?c.
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Examples)for)Lana)Del)Rey))'Summer6me)Sadness'
Cruising$down$the$coast$goin'$ METAPHOR&&refers&to&driving&
'bout$99$I$ fast,&gura?vely&refers&to&fast&
lifestyle.&Lana's&legacy&of&"live&
fast,&die&young".&Loves&the&fast&
paced&lifestyle.
Got$my$bad$baby$by$my$heavenly$ **REFERENCE&TO&RELIGION**&R&
side$ METAPHOR&&suggests&sense&of&
lover's&presence&in&spirit.&Or&her&
'bad&boy'&brings&out&her&good&
I$know$if$I$go,$I'll$die$happy$tonight$ side.
METAPHOR&R&Sa?sfac?on
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Examples)for)Lana)Del)Rey))'Summer6me)Sadness'
Values,)Morals)&)Themes
Freedom:$references$to$living$a$fast$paced$life,$life$choices$such$as$
having$a$'bad$boy',$feeling$energe6c,$and$the$knowledge$of$dying$
happy,$all$suggest$a$certain$sense$of$autonomy.$The$singer$has$the$
freedom$to$make$these$choices$for$herself,$and$about$her$llife,$and$
she$has$the$freedom$to$put$her$decisions$into$ac6on.$
Religious$references$suggest$possible$religious$values,$however$these$
are$inadequately$referred$to,$to$gain$a$proper$religious$reading$from$
the$lyrics.
Selfhempowerment:$suggested$by$the$lines$that$refer$to$nothing$
scaring$her$and$dying$happy.$$
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For+next+class
Find$a$song$to$bring$to$our$next$class$from$your$own$cultural$
background.
Have$a$try$at$analysing$your$chosen$song$for$simile,$metaphor$and$
values$at$home$and$bring$your$ndings$with$you$to$our$next$class.
If$you$are$feeling$super$condent,$why$not$have$a$try$at$transla6ng$
your$chosen$song$into$English,$or$if$it$is$already$in$English,$translate$
back$into$your$rst$language.$$
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