The document discusses using music and art in teaching English for academic purposes. It describes incorporating art topics into student presentations and assessments to practice language skills. Students presented on artists and artworks from their own cultures. Music was also used, such as having students rewrite song lyrics in a more academic style. Specific language areas that can be taught using music and art include vocabulary, grammar, writing skills such as reflection, and developing critical thinking. The purpose is to create a more engaging and motivating learning environment through multimodal techniques.

1. The 13th Annual CamTESOL
Conference
on English Language Teaching
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2. Music and Art in
English for Academic Purposes
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to build bridges for
the future

3. Music & Art in EAP
• Personal background and interests
• Theoretical background and 21st century skills
Language theories
Neuroscience
Psychology
Linguistic Creativity
 Communicative and Linguistic Competence
• Institutional context and needs
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4. Music & Art in EAP

5. 4 Reasons or more ?
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6. Context and needs
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• A 20-week course – direct entry into a degree course
• Not subject specific but skill-based
• Learning resources drawn from a range of disciplines
• Skills and conventions vital for tertiary studies
• Assessments designed to measure improvement,
competencies and proficiency

7. Assessments
•Presentations (some topics : Art and Music)
Art used for practice
•Reflective writing ( for personal experience part)
Lyrics and music to enhance practice
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8. Teaching and learning cycle
Deconstructing
Modeling
Joint
construction
Independent
construction
Setting the
context
Building the
filed
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9. Objectives
• To create a practice or task presentation with art
topic
• Teacher
– provides context,
– builds the field,
– provides the structure, language and a model,
– uses adequate resources
• Pre-teach and raise awareness about an artist
through reading or listening activities
• Research skills introduced
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10. Presentation : Phase 1
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• Over four weeks ( 8 days teaching about 16hrs
in total )
• Introduce the artist ( a reading passage or a
video clip to raise awareness and interest
• Set a research task ( Find something about …)
for homework on Friday
• Following week : students report on their
findings

11. Modelling
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12. Presentation : Phase 2
• Model presentation: Information on artist,
description and impression
• Presentation language, phrases as well as
specific language for discussing art
• Marking criteria used to give feedback to the
teacher
• Post presentation :discussion questions
( critical thinking skills)
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13. Discussion
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14. Presentation Phase 3
• Students choose an artist or an artwork
• Students prepare their presentations for Week 5
• Setting
• Each student has a handout/ a task to give feedback
to their partner – choose three components
• Insert student clip
• Peer and teacher feedback
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15. Independent Stage
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16. Classroom experience
• Highly motivated students
• Research done thoroughly
• Tried to impress the audience
• Proud of their own cultural background
• All well chosen and a good representation / range of
styles
• Personally, learned about artwork created in China,
Cambodia, Japan, Indonesia, Vietnam, China , Italy,
France, Russia and other countries
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17. Music
 Always been part of the human existence
 Songs – an integral part of our language experience
 Constant exposure
 Easier access now
 A growing body of literature (Engh,2010;Engh 2013)
 Practical application in the classroom (Klassen,2013)
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18. Music in EAP
 can enhance second language acquisition
 can improve learning environment
 can create a more relaxed and confident students
 can motivate students
 can reinforce learning in complex and comprehensive
ways
 can integrate language skills through communicative
and interactive experiences
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19. Specific language skills areas
• Use music to reflect upon ( writing and speaking)
summarising, writing reflective paragraphs, writing
narratives, free writing.
• Research and present findings on some composers.
• Teach critical thinking.
• Teach writing thesis by connecting song chorus to thesis (can
be done over a few lessons , see Riley, 2010).
• Lyrics for reading and pronunciation, vocabulary and
grammar forms.
• Rewriting lyrics to sound more academic ( Murphy,1992;
Klassen, 2010)
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20. Reflective writing
Songs – usually reflect personal experience or
reaction
Lyrics – can teach how to write essays – think
of chorus being thesis or how to reflect on
past experience
Life was a party to be thrown
But that was a million years ago
Can we party and learn from partying ?
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21. Assessment
• Instructions
• Marking guide
• Gibbs model
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22. Experience
Feelings
Evaluation
Analysis
Conclusion
Action plan
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Original
lyrics or
music
Or
Lyrics
rewritten
in formal
style/genre
Gibbs,G.,
1988.
Learning
by Doing:
A Guide to
Teaching
and
Learning
Methods.
A million years ago … Hello …
Starry Starry Night

23. Imagine these were your words
• WorditOut /Visual Thesaurus handout
• Guess what happened
• Discuss the event and/ or experience
• What happened? How did you feel?
• Discuss language – formality
• Hand out the original lyrics
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24. Where do they come from?
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25. A million years ago
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26. The collaboration principle
Combine, create and share
Step 1
In pairs create/ make new words using the word “reflection”
You can only use the letters that this word contains. The
rules are not to use pronouns, prepositions, abbreviations,
acronyms, articles and proper names. You can make nouns,
verbs, adjectives and adverbs only. You need to write them
down and you have 3 mins to finish.
After you have finished , a team/pair member writes on the
board and the team/ pair with the highest number of correct
words wins. Teachers, have prizes ready.
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27. Collaboration principle
Step 2
• In pairs, decide which words belong to academic words list
and write a sentence for each.
• Give students 5 – 7 minutes to complete sentences.
• Next, students write them on the mini white boards, A3 paper
or an empty Padlet wall. Whichever you use, do a class
review, or ask the pairs/ teams to review the sentences
written by other teams.
• The aim is to have correct sentences and the correct use of
prepositions.
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28. Visual Thesaurus
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29. Starry , starry night
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30. Where to …? This is my way…
Creative
Teachers
Creative
Students
Improved
language
competence
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31. Reference List
Allison, D. (2004). Creativity, students’ academic writing, and EAP: Exploring comments on writing in an English
language degree programme. Journal of English for Academic Purposes, 3(3), 191-209.
Amabile, T. M. (1998). How to Kill Creativity. Harvard Business Review, 76(5), 76-87.
Bowen, T. (1997, October ). Effective vocabulary learning and teaching . Workshop, Novi Sad, Serbia
Engh, D. (2013) Effective use of music in language learning: a need analysis. Humanising Language Teaching
15 (5). Retrieved from http://www.hltmag.co.uk/oct13/mart03.htm
Engh, D (2013). Why Use Music in English Language Learning? A Survey of the Literature. English Language Teaching
6(2). doi:10.5539/elt.v6n2p113
Franken, R. (1994). Human Motivation (3rd ed). Pacific Grove, Calif. : Brooks/Cole Pub. Co.
Gibbs, G., 1988. Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further Educational Unit, Oxford
Polytechnic
Gibbons, P. (2002). Scaffolding language scaffolding learning: Teaching second language learners in the mainstream classroom
Portsmouth: Heinemann.
Gibbons, P. (2009). English learners academic literacy and thinking: Learning in the challenge zone. Portsmouth: Heinemann.
Hyland, K. (2014). Genre and second language writing. Michigan: University of Michigan Press.
James, M. (2015). Managing the Classroom for Creativity. Creative Education, 6(10), 1032-1043.
doi: 10.4236/ce.2015.61010225/02/2017 31Svetlana Lukovic

32. Reference List
Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four C model of creativity. Review of General
Psychology, 13, 1-12.
Klassen, M.A ( 2013). Using song to enhance learning in the EAP classroom. Pathways and promises; English for
Academic Purposes Conference. Manitoba: The University of Manitoba
Retrieved from https://umanitoba.ca/student/elc/media/Music-as-an-
Enhancement-for-Second-Language-Learning
Maley, A. (2015). Overview: Creativity – that what, they why and the how. In A. Maley and N. Peachey (Eds).
Creativity in the English language classroom. Retrieved from https://www.teachingenglish.org.uk
Martin, J.R., & Rose, D. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney
school. Bristol: Equinox.
McMeans, A. (2015). Incorporating social media in the classroom. Education, 135 (3). 289-290.
Murphy, T. (1992). Music & Song. Oxford: Oxford University Press.
Patel, A. (2003). Language, music, syntax and the brain. Nature Neuroscience, 6 (7), 674-681.
http://dx.doi.org/10.1038/nn1082
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33. Reference List
Riley, K. (2010). Teaching conceptual frameworks, critical thinking, and academic writing by connecting
song chorus to thesis statement. Retrieved from http://www.corndancer.com/tunes/tunes_main.html
Tomlinson, B. (2015). Challenging teaches to use their course book creatively. In A. Maley and N. Peachey
(Eds). Creativity in the English language classroom. Retrieved from https://www.teachingenglish.org.uk
Woodward, T.(2015). A framework for learning creativity. In A. Maley and N. Peachey
(Eds). Creativity in the English language classroom. Retrieved from https://www.teachingenglish.org.uk
Wright , A. (2015). Medium : companion or slave ?.In A. Maley and N. Peachey (Eds). Creativity in the
English language classroom. Retrieved from https://www.teachingenglish.org.uk
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