1. ROMANIAN LANGUAGE THROUGH MUSIC
Music is… Life Long Learning
Liceul de Arte “Regina Maria” Alba Iulia
SPAIN – 20th-25th March, 2017
2. PRIMARY SCHOOL: 2nd grade
PERIOD: 27 February – 10 March 2017
Number of students: 30
SUBJECT: Romanian language
LEARNING UNIT: Spring is here!
LESSONS: teaching, learning and consolidating linguistic
knowledge through music
Spring is here: flowers, bees, gardens
3.
4. LINGUISTIC COMPETENCES
from the Romanian National Syllabus:
Reception of oral messages in familiar communicative contexts
Reception of written messages in familiar communicative
contexts
Production of oral/written messages in various communicative
situations
5. OBJECTIVES / AIMS OF THE LESSONS
identify words with similar meanings using the lyrics of the
song Spring is here
discover the antonyms of various words in the songs The
Bee and the flowers and Gardens are blooming
respect the rules of division of syllables
spot/determine the message of a text
6.
7. ORGANISATION
Individual
Pair work
Whole class
interaction
RESOURCES
➢Handouts with the lyrics of songs: Spring is
here, The Bee and the flowers, The Gardens
are Blooming, Flower Lady
➢Musical Scores for all songs
➢Antonio Vivaldi: Spring
➢Pictures illustrating spring
➢Piano, flute, cello
➢Handouts with division of words into syllabes
8.
9. METHODS
Song interpretations (voice, piano, flute, cello, violin)
Performing various songs according to the scores given
Division of words into syllables using the lyrics of the songs with piano/violin accompaniment
Solving tasks having in the background A. Vivaldi: Spring
Singing rhyming songs accompanied by the piano, the flute and the violin and then solving
song-related tasks
Interpreting songs with piano and cello accompaniment
Using rhythmic verses/ words by making hands percussion on desks and body
Promotion of musical Romanian words/ expressions
Singing songs and writing specific words: for each musical instrument were chosen specific
words and expressions to be consolidated
10.
11. EVALUATION of Romanian language competences
Systematic observation of students
Song interpretation
Associations of learnt words with specific musical instruments
Word meaning identification through music performed by various instruments
(memory anchorage through sounds/music)
Short tasks of division of words into syllables with piano accompaniment
Dictation starting from the songs listened, while listening cello
Identification of the message of short texts / lyrics, while listening flute
Completion of evaluation worksheets while listening to Spring by Vivaldi
12. IMPACT EVALUATION: BEFORE AND AFTER
0
5
10
15
20
25
30
BEFORE AFTER
CHRT 1: MOTIVATION - II A (30 students)
I like language and communication classes I do not like language and communication classes
13. IMPACT EVALUATION: BEFORE AND AFTER
0
0,5
1
1,5
2
2,5
3
3,5
4
4,5
5
BEFORE AFTER
CHRT 2: ATTENTION/CONCENTRATION - II A (30 stds)
From a scale 1-5 (1=not at all, 5=totally), how would you evaluate
your students attention and concentration during language and
communication classes?
14. IMPACT EVALUATION: BEFORE AND AFTER
0
5
10
15
20
25
30
BEFORE AFTER
CHRT 3: EMOTIONS/AFFECTIVITY - II A (30 students)
I am happy during language and communication classes
I am not happy during language and communication classes
15. SECONDARY SCHOOL: 6th grade
PERIOD: 27 February – 10 March 2017
Number of students: 25
SUBJECT: Romanian language and literature
LEARNING UNIT: Lyric Poetry
LESSONS: reception and understanding of lyrical texts,
identification of types of lyrical literary compositions
DOINA (traditional Romanian folkloric song)
16. LINGUISTIC COMPETENCES
Participation in communicative interactions, in different
situations, through reception and production of oral texts
Reception of written texts of various types and musical
pieces
Production of oral messages and musical compositions
Expressing the linguistic identity in (inter)national
context
17.
18. OBJECTIVES / AIMS OF THE LESSONS
Improving students’ attention and responsiveness
Acknowledging the artistic value of the text and the melodic line
Identification of the artistic value of combining text and music
Increasing students motivation for learning the Romanian folklore
Identification of the artistic message, the expressive value of the artistic language
Noticing the musicality of the folkloric text through specific elements
Defining folkloric ‘doina’ / other folkloric types of literary compositions
Interpretation of ‘doina’ accompanied by musical instruments (clarinet, piano, violin,
cello)
19.
20. ORGANISATION
Individual
Pair work
Group work
Whole class
interaction
RESOURCES
o Musical instruments: piano, cello, clarinet,
violin, triangle, tambourine
o Handouts with the text of lyric literary
compositions
o Books with folkloric literary texts
o Posters, paintings, collage on the topic of ‘doina’
o Handouts with text related tasks
o Exhibition of Romanian traditional folkloric
costumes
21.
22.
23. METHODS
Presentation of ‘doina’ using different instruments: cello, violin, clarinet and voice
Interpretation of ‘doina’ using musical instruments
Group performance of ‘doina’ accompanied by the piano
Presentation of the text of ‘doina’ and identification of the theme, motifs, figures of
speech, versification
Analysis of the connection between the musicality of the written text and the
versification
Performance of ‘doina’ in groups/ with the whole class accompanied by musical
instruments
Combining written notes with musical interpretations and oral presentations
24.
25.
26. EVALUATION of Romanian language competences:
Systematic observation of students
‘Doina’ interpretations (voice, various
instruments)
Associations of musicality of the text and the
versification
Analysis of versification and message of the text
Short tasks of definition and classification of
lyric poetry
Handouts with tasks related to lyric poetry
Completion of evaluation worksheets
27.
28. 0
2
4
6
8
10
12
14
16
18
1=not at all 2 3 4 5=very much
CHRT 1: MOTIVATION VI A (25 students)
I like Romanian language lessons
number students before number students after
IMPACT EVALUATION: BEFORE AND AFTER
29. 0
1
2
3
4
5
6
7
8
9
10
1=not at all 2 3 4 5=very much
CHRT 1: MOTIVATION VI A (25 students)
I like to actively participate in Romanian language lessons
number students before number students after
30. 0
1
2
3
4
5
6
7
8
9
1=not at all 2 3 4 5=very much
CHRT 1: MOTIVATION VI A (25 students)
Romanian language lessons are easy for me
number students before number students after
31. 0
2
4
6
8
10
12
1=not at all boring 2 3 4 5=very much boring
CHRT 2: ATTENTION/CONCENTRATION VI A (25 students)
Romanian language lessons are boring
number students before number students after
32. 0
2
4
6
8
10
12
14
16
18
20
I cannot be attentive and concentrated If something interesting happens outside, I can
no longer be attentive and concentrated
I can be attentive and concentrated no matter
what happens
CHRT 2: ATTENTION/CONCENTRATION VI A (25 students)
number students before number students after
33. 0
1
2
3
4
5
6
before (1=lack of attn/conc, 5=very much attn/conc) after (1=lack of attn/conc, 5=very much attn/conc)
CHRT 2: ATTENTION/CONCENTRATION
Teacher's observation: How would you evaluate your students' attention and
concentration during class
34. 0
2
4
6
8
10
12
1=not at all 2 3 4 5=very much
CHRT 3: EMOTIONS/AFFECTIVITY VI A (25 students)
I feel happy and content during Romanian language classes
number students before number students after
35. 0
5
10
15
20
25
1=not at all 2 3 4 5=very much
CHRT 3: EMOTIONS/AFFECTIVITY VI A (25 students)
Sometimes I am afraid during Romanian language classes
number students before number students after
36. SECONDARY SCHOOL: 7th grade
PERIOD: 30 January – 3 February 2017
Number of students: 12
SUBJECT: Foreign language
LEARNING UNIT: Glorious Food
LESSONS: revising and learning vocabulary connected to food, distinguishing
between facts and opinions, revising the uses of comparative and superlative
GLORIOUS FOOD
37. LINGUISTIC COMPETENCES
Strengthening the vocabulary connected to
food issues through musical tunes
Gaining phonological awareness of certain
linguistic words/expressions through
linguistic musicality
38.
39. OBJECTIVES / AIMS OF THE LESSONS
to restate and compare different snacks using pictures and rhythmic
formulas
to recall the proper pronunciation of words through their repetition in
a musical tune
to classify adjectives describing food according to the category they
belong to
to distinguish between facts and opinions in the given contexts
to revise the comparative and superlative of adjectives through
musical tunes
40. ORGANISATION
Individual
Pair work
Group work
Whole class
interaction
RESOURCES
o Musical instruments: piano, blockflute, maracas,
tambourine, percussion instruments
o Handouts with snacks arranged on a musical scale for
rhythmic pronunciation
o Musical scores for the tune composed by the music
teachers for the comparative/superlative
o Pictures with snacks; food advertisements
o Handouts with text related tasks
o Exhibition of Romanian traditional folkloric
costumes
41.
42. METHODS
Discussion, explanation
Rhythmic pronunciation of the vocabulary using a tambourine and maracas
(Rumba shakers)
Singing short tunes accompanied by the blockflute and the piano with
adjectives to complete in a diagram
Singing Opinion/ Fact accompanied by the piano and bockflute so as to reflect
the meaning of the two words
Singing comparatives and superlatives divided into three groups (unequal
comparative, equal comparative, superlative) having the same melody but
slightly altered so that it fits the words to be sung
43.
44. EVALUATION of Language Competences:
Systematic observation of students
Associations of musicality of the words and their meaning
Analysis of the adjectives used in the advertisements
Distinguishing between facts and opinions through singing
Creating new rhythmic structures for other words
Completion of comparatives/superlatives by relating to the
given musical tunes
45.
46. IMPACT EVALUATION: BEFORE AND AFTER
0
2
4
6
8
10
12
14
1=not at all 2 3 4 5=very much
CHRT 1: MOTIVATION - VII A (19 students)
I like language classes
number students before number students after
47. IMPACT EVALUATION: BEFORE AND AFTER
0
2
4
6
8
10
12
1=not at all 2 3 4 5=very much
CHRT 1: MOTIVATION - VII A (19 students)
I like to participate actively in language classes
number students before number students after
48. IMPACT EVALUATION: BEFORE AND AFTER
0
1
2
3
4
5
6
7
8
9
10
1=not at all 2 3 4 5=very much
CHRT 1: MOTIVATION - VII A (19 students)
Language classes are easy for me
number students before number students after
49. IMPACT EVALUATION: BEFORE AND AFTER
0
1
2
3
4
5
6
7
8
9
10
1=not at all 2 3 4 5=very much
CHRT 2: ATTENTION/CONCENTARTION - VII A (19 stds)
Language classes are boring
number students before number students after
50. IMPACT EVALUATION: BEFORE AND AFTER
0
1
2
3
4
5
before (1=lack of
attn/conc, 5=very much
attn/conc)
after (1=lack of attn/conc,
5=very much attn/conc)
CHRT 2: ATTENTION/CONCENTRATION - VII A (19
stds)
Teacher's observation: How would you evaluate
your students' attention and concentration during
class
51. IMPACT EVALUATION: BEFORE AND AFTER
0
2
4
6
8
10
12
14
16
I cannot be attentive and
concentrated
If something interesting
happens outside, I can no
longer be attentive and
concentrated
I can be attentive and
concentrated no matter what
happens
CHRT 2: ATTENTION/CONCENTRATION VII A (19 stds)
number students before number students after
52. IMPACT EVALUATION: BEFORE AND AFTER
0
2
4
6
8
10
12
14
1=not at all 2 3 4 5=very much
CHRT 3: EMOTIONS/AFFECTIVITY VII A (19 students)
I feel happy and content during language classes
number students before number students after
53. IMPACT EVALUATION: BEFORE AND AFTER
0
2
4
6
8
10
12
14
16
18
1=not at all 2 3 4 5=very much
CHRT 3: EMOTIONS/AFFECTIVITY VII A (19 students)
Sometimes I am afraid during language classes
number students before number students after
54. PRIMARY SCHOOL: 2nd grade
PERIOD: 25 January 2017
Number of students: 16
SUBJECT: Music
WORKSHOP: learning and consolidating musical terms in
Romanian through musical games and employment of
musical characters, stories and image-sound connections
Wonderland of Musical Characters
55.
56. LINGUISTIC/MUSICAL COMPETENCES
Reception of oral messages in familiar communicative
contexts
Reception of musical terms in musical settings
Recognition and Production of musical language in play-
related contexts
57. OBJECTIVES / AIMS
Setting basic piano knowledge
Identify musical notes through several games
Recognising musical durations and rests
Consolidating the keyboard
Imitating an orchestra
Learning in the setting created by characters - musical
notes, their stories, visual representations of tunes
58. ORGANISATION
Individual
Pair work
Team work
Whole class
interaction
RESOURCES
➢Musical games: Listen carefully!, Guess the
key!, Darts, Hot-Cold, Little mouse steals the
cheese, Champion Squirrels, Small orchestra
➢Musical notes- character-dolls, houses G and F
➢Posters, pictures, stories written by pupils
➢Piano, violin, cello, guitar, viola
➢Cards for musical notes, for alterations
➢Dice, with durations, board games, polystyrene
cheese, little magnet squirrels
59.
60. METHODS
Games of discovery through audition with the pupils’ eyes covered
Games of consolidating the keyboard, white and black
Games for setting durations and rests: Darts, Little mouse steals the cheese
Games for setting basic piano knowledge: Hot-Cold
Games for setting the alterations: Champion Squirrels
Small Orchestra: a game of imitating an orchestra while a pupil is performing
a musical piece and the other children are trying to achieve a rhythm or a
melodic line using another instrument and having a child – conductor in front
who tries to beat the measure.
61. EVALUATION of competences
Systematic observation of pupils
Musical Team competitions involving the games mentioned and a series of
musical instruments: piano, violin, cello, viola, guitar
The ‘golden coins’ collected by pupils during the games as they reflect the numbe
rof correct answers they gave
“Small Orchestra” – assesses pupils’ musical competences, their creativity and
imagination, their ability to adapt to the group, their interactive skills in the
musical field
Pupils’ work: musical compositions, stories, dolls- musical notes, pictures,
houses G and F, image-word-sound associations
