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Group: Zoe-Lee Fuller 16343229, Tess Verrier 18316634, Sibel Katirci 17474883

Designing Teaching and Learning 102086

Assignment 2 - Group Report

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

have chosen to incorporate music into our literacy learning powerpoint.

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

hindered by formal assessment (Clarke and Pittaway, 2014, p. 313).

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

adolescent & adult literacy, 45(3), 238-242.

Bygrave, P.L. (1995). Development of receptive vocabulary skills through exposure to music.

Bulletin of the Council for Research in Music Education, 127, 28-34.

Cheong-Clinch, C. (1999). Relationship between textual literacy and music literacy in young

children. Queensland Journal of Music Education, 6(1), 57-63.

Cheong-Clinch, C. (2006). An alternative approach to early childhood learning and literacy

development for Indigenous children, conference presentation, 4th QEC National

Conference Early Childhood: Evidence and Practice, Rethinking Current Intervention

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

sequential verbal information by preschool students. Journal of Music Therapy, 30(2),

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&not&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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