This document discusses using the arts, such as music, drama, and visual arts, to teach young learners. It argues that the current educational system is not designed for today's students. Using the arts can help shift to a more complex, ecosystemic paradigm that is student-centered. The arts allow students to learn skills like collaboration, judgment, and networking. Music in particular can help break the cycle of poverty by providing spiritual wealth. Dramatic play is important for developing empathy and self-control. Teachers should provide clear instructions, allow time for practice, and give feedback when using arts-based activities. Overall, the document advocates for incorporating more arts into teaching to engage modern students.

2. The Arts and Teaching Teaching to
Young Learners

3. Warm up
enmot Monet
utvags tlimtk Gustav Klimt
ovugast eamddul Gustavo Dudamel
ralk fofr Karl Orff
nbo ivjo Bon Jovi
nbe eafclkf Ben Affleck

4. “Today’s students are no longer
the people our educational system
was designed to teach.”
Prensky, M. (2003) p. 30

6. 21st Century Learning
Paradigm shift in
language education
Complex or
Positivist Ecosystemic
Paradigm Paradigm
Objectivity Subjectivity
Linear Non-linear
dynamics dynamics
PPP TBL
T as manager T as facilitator

7. 21st Century Skills
1. Play
2. Performance
3. Simulation
4. Appropriation
5. Multi-tasking
6. Jugdgement
7. Transmedia navigation
8. Collective intelligence
9. Networking
10. Negotiation
Jenkins (2006)

8. We need a change!!

9. The Transformative Power of Music
“Poverty is not just a lack of a roof or bread, it is
also a spiritual lack – a loneliness and lack of
recognition. The vicious cycle of poverty can be
broken when a child poor in material possessions
acquires spiritual wealth through music.”
Abrue, Jose Antonio

13. A tour to the museum

14. Parts of the body
Amadeo Modigliani,
Portrait of a young woman

15. George Bellows, Lady Jean

16. Andy Warhol, Portraits

17. What about drama?

18. “Dramatic playing is essential for children’s
learning empathy and self-control. Children
learn to empathize as they view the world from
other people’s perspectives, including those of
peers, adults and people in stories”
Searls, B (2011)

19. Starting from experience
Aaron is sad…
Try to comfort Aaron
and cheer him up
Roleplay

20. Group feedback
Rate from 1 – 5 where 5 is the highest
1.- How involved were you in the task?
2.- How did you work as part of the team?
3.- How well did you complete the task.

21. Personal feedback
Rate from 1 – 5 where 5 is the highest
1. My performance
2. My English (fluency/accuracy, etc)
3. My contribution to the team
4. Complete these sentences
I need
I feel
Next time I will

22. Sarah is happy
Write a facebook
message
Synonyms for happy
What do you do when
you are happy?

23. Other performative activities
Games
Storydrama
TPR + I’m going to…
Readers’ theater /choral speaking
Simulations, improvisations
Theater forms: musicals, mime, dance
Etc, etc…

24. Ensuring success
•Warm up
•Give clear / sufficient instructions
•Allow for rehearsal time
•Monitor
•Give and receive feedback
•Those who feel up to it “perform” for an audience
•Blend in use of ICTs (anywhere)

25. What about the teacher?
“I can take an empty space and call it a bare stage.
A man walks across this empty space whilst
someone else is watching him, and this is all that is
needed for an act of theater to be engaged”
Peter Brook (1968)

26. How does this concern us?
The moment we stand in front of a group of
students or teachers they become the
“spectators” and we become the “performers”
(whether we like it or not!)

27. Take-away tricks
1. Get rid of the clutter

28. 2. Pump yourself with energy with a “hand clasp”
and no more “empty gestures”

29. 3. Switch on your “magnetic field” with
the tip of your tongue.

30. And...
…shine like a star!
Have a happy “back to school”!!

31. Thank
you
gabriela.martinez@pearson.com