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Using Music For Visualisation

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Using Music For Visualisation

  1. 1. Presented by: Natalia Méndez Lugo Natalia Andrea Contreras
  2. 2. <ul><li>PHASES OF VISUALIZATION </li></ul><ul><li>ADVANTAGES </li></ul><ul><li>DISADVANTAGES </li></ul><ul><li>ACTIVITIES </li></ul><ul><li>CONSIDERATIONS </li></ul><ul><li>WAYS TO ACCESS </li></ul><ul><li>PEDAGOGICAL IMPLICATIONS </li></ul><ul><li>REFERENCES </li></ul>
  3. 3. PHASE ONE:GUIDED VISUALIzATION PHASE TWO: FREE VISUALIzATION
  4. 4. <ul><li>We can explore students` musical intelligence, as well as other intelligences </li></ul><ul><li>We can enhance students` imagination at the same time that they are interacting with the language </li></ul><ul><li>It is a different activity which is not commonly used in our classes, so it can increase motivation. </li></ul>
  5. 5. <ul><li>we can develop all the skills. </li></ul><ul><li>You can link what you are teaching to the story or the activity you are developing. </li></ul><ul><li>This type of activity promotes individual and group work. </li></ul>
  6. 6. <ul><li>Students don`t interact with native spoken language, just the teacher`s talk </li></ul><ul><li>In low levels this activity cannot be very productive because students might not understand what is being said. </li></ul>
  7. 7. <ul><li>This kind of activity must follow some stages to achieve its objectives in a succesful way. Otherwise, student will get lost. </li></ul><ul><li>If music is chosen in a wrong way, it can evoke negative feelings. Try to select music that evokes a positive, relaxed or happy mood. </li></ul>
  8. 8. <ul><li>Making a drawing according to what they are listening and then socialize it with other students </li></ul><ul><li>Creating a story </li></ul><ul><li>Answering questions about what they are experience when listening to the music </li></ul><ul><li>Descriptive writing. </li></ul><ul><li>Free speech </li></ul><ul><li>Full class discussion </li></ul>
  9. 9. Considerations for teaching settings <ul><li>The easy access to this type of resources makes the use of it suitable for any kind of setting. </li></ul>
  10. 10. Ways to access this type of resource <ul><li>It is an unlimitted resource because you can find any kind of music anywhere and you can download it easier from internet. </li></ul><ul><li>You only require: </li></ul><ul><li>The music </li></ul><ul><li>The students ´ imagination and creativity </li></ul><ul><li>The teachers´ creativity and motivation </li></ul><ul><li>Nice environment. </li></ul>
  11. 11. <ul><li>As it is created a relaxing and comfortable environment , the affective filter gets lower letting the learning process be easier and meaningful. </li></ul><ul><li>This kind of innovative activities can generate a bridge among reality, imagination and the learning-teaching process. </li></ul>
  12. 12. <ul><li>The oral production becomes more spontaneous and freer what represent real life situations. </li></ul><ul><li>Music activates different parts of the brain allowing students to concentrate better and store information in ameaningful way. </li></ul>
  13. 13. <ul><li>A study done by Nantais and colleagues in 1999 (as cited in Jensen & Dabney, 2000) report that music stimulates the right frontal lobe area of the brain, which is where verbal functioning, verbal skills, planning, social conduct take place. Jensen concludes, &quot;The overall, positive effects of music on learning, such as activation and stimulation of the brain's limbic system, stress reduction, and increased molecular energy--all of what affect cognition and creativity--are well documented.&quot; (Jensen & Dabney, 2000, p. 78). It seems that there is evidence that music activates procedural memory, which lasts longer than declarative memory. (Jensen, 1998, p. 38) </li></ul>
  14. 14. http://www.todoprogramas.com/musica/ ARES http://aneltnotebookusing music and visualization to promote discussion.mht/Sue Swift David Heathfield, Music for visualization. British Council traching English – resources- Music for visualization

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