Music touches all of us in fundamental ways. It awakens interest, evokes
emotion, and stimulates the imagination. Music stirs memories, banishes
boredom, and creates a harmonious atmosphere in the classroom. With all
of that going for it, imagine how useful it can be for a class that is studying
English as a foreign language. In this article I give a brief overview of
music in the classroom, then discuss the fruitful pairing of folk music
and holidays in some detail. Finally I discuss ways of presenting songs
for learning, and as an appendix offer an annotated list of some useful
resources for teaching language through song.
Music in the Classroom
Music and rhythm help with memorization. Isn't it easy to remember the
alphabet song or B-I-N-G-O from your own childhood or English study? Probably
everyone who has ever studied a foreign language, if they remember nothing
else, can still sing the first song they learned in that language. Music
and rhythm are effective techniques for vocabulary acquisition and phonological
learning. (Medina, 1990; Karimer, 1984)
Songs naturally introduce pronunciation, grammatical structures and idiomatic
expressions of the language. With proper selection, songs can be used at
any level of language skill. B-I-N-G-O works well with the smallest children,
whereas Starving to Death on a Government Claim might be best held
in reserve for more advanced students who have had some work experience
so they can empathize with the farmer in the song. Children, especially,
sing while working or playing, but the prevalence of sea chanteys in the
American Northeast and farmers' songs in Japan show that this practice is
not restricted to the young. Even such simple things as nursery rhymes help
language and speech development because of pitch awareness, dynamics, tempo
and meter (McCarthy, 1985). Since they are often highly repetitive and melodically
simple, action songs help to build good listening and speaking (or singing)
skills which, in turn, aid clear and effective reading ability.
Teenagers are of course attracted to music, as well. They spend a lot
of time listening to popular music, on TV or with personal cassette or disc
players. Capitalizing on this interest, Murphey (1987) has developed a number
of music related activities for an international sports and language camp
in Switzerland. He includes the study of music appreciation, group and individual
reports about musicians, and reports about the music industry.
The teacher who uses music can also take advantage of the affective aspects
of group singing. It lowers the walls between people, subdues competitive
instincts, and builds camaraderie in their place. Even students who are
very shy, who may never sing above a whisper, are still participating in
the class activity, still belong to the group and contribute to its song.
One variation of singing is choral reading. A chant, a poem or a song
without music can be used. McCauley and McCauley (1992) note four factors
affecting children's language acquisition that are enhanced by choral reading:
(1) a low-anxiety environment, (2) repeated practice, (3) comprehensible
input, and (4) drama.
Interest and motivation are enhanced through the use of music in the
classroom. A well-prepared lesson with a novel approach can be much more
vivid, thereby more memorable, for the learner. Many different kinds of
music have been used in language classes, including classical, pop, rock,
rap and jazz. One especially suitable musical form for language teaching
is folk song.
Students who sing are involved in enjoyable exercises in pronunciation,
vocabulary, language structure, and rhythm. Students who sing folks songs
are also connecting with cultural messages: the hopes and frustrations,
joys and sorrows, history and values, even geography of the people and land
they sing about.
Teachers who want to include a multicultural dimension to their classrooms
will find that using American folk songs, for example, in their lessons
can convey a sense of the many cultures which American culture comprises
while teaching the English language.
(In this paper I discuss the holidays and songs most familiar to me--those
of the United States and North America. But readers no doubt will find it
easy to substitute comparable themes, holidays, and songs from other countries.
A topic for another paper could be "Throughout the year, throughout
the world: Thematically linked folk songs and holidays of many nations.")
Folk music, in particular, accommodates the dimensions of history and
culture that holidays introduce. It provides many opportunities for discussion
and cultural awareness. And it is usually easy to sing or play.
Folk music has been defined as music, instrumental and vocal, which has
become so much a part of the heritage of a group or nation that there is
a feeling of common ownership, whether or not the composers are known (Daly,
1987). As a carrier of a group's culture, folk music is an ideal medium
for introducing cultural referents into the EFL classroom. Additional characteristics
of folk music are that it is (1) representative of a group, (2) functional:
recording history, expressing emotion, helping people work or play, and
telling a story, (3) orally transmitted, (4) simply constructed, and (5)
prone to change and variation. These are all traits that make it suitable
for the classroom, especially the last.
American folk songs have not just originated on the North American continent,
but come from all over the world. The goals, motives, outlooks, and traditions
of a people are mirrored in their music, and immigrants brought their music
with them to America. Some of these have then become characteristic of regions
where they settled: French Acadian influences in the South, English ballads
are common in the Northeast and Appalachia, and Latin influences in the
music of the Southwest. African rhythms and music forms have spread across
the continent in spirituals, jazz, and the blues.
While folk songs carry these general impressions of a people, they also
focus on common men and women. When students sing these songs they "step
into the shoes of the people they sing about." (Seidman, 1985). The
songs provide insight into the values of the people who sang them, whether
long ago or more recently.
Folk songs are also historical documents, they preserve a memory of working
conditions, the trials and triumphs, the hopes and hardships of their originators.
As Ames (1960) observes, however, songs may contain a mix of humor, bitterness
and pessimism that hide heartache behind the laughter. That's a rich field
of discussion ready for plowing by the enterprising language teacher.
Every section of the country has its own songs that can be used to introduce
regional differences to learners. Geography, history or occupations can
be addressed through regional music. Other songs take in the entire country
and express the love and pride that Americans have for their nation. America
the Beautiful and the more popular verses of This Land is Your Land
(originally a protest song) are two that voice these emotions particularly
well. Let your students take one of these and rewrite it for Japan. How
about "This land is your land, this land is my land, from Fujiyama
to Okinawa, from Nagano's forests to Sakurajima , this land was made for
you and me"?
Holidays as an Organizing Factor
For teachers who may need to explain their methods and choices of lesson
material or may wonder how to use and organize music, here are some suggestions
and some organizing ideas.
Holidays provide a very natural reason for introducing music into the
EFL classroom. They are celebrated for a variety of reasons, religious and
secular. They provide diverse perspectives on life and death, work and leisure.
If highlighted at their appropriate time during the year, their intermittent
appearance helps keep interest high and builds excitement.
Holidays are an appropriate time to do something different, something
special. Holiday celebrations can alter the school schedule and raise a
number of questions for the non-native student. What is this holiday all
about? Why do people recognize this particular day? How is it celebrated?
Are there any special gifts, ceremonies, clothes, food, music associated
with it? What meaning does it have for individuals?
Questions like these can be addressed through discussions of the songs
used to recognize each holiday. If there is no traditional music for a particular
holiday, you can use music that ties into an appropriate theme. For example,
the birthday of Martin Luther King, Jr. has only recently been established
as a national holiday so it has no music traditionally associated with it.
However, it brings to mind the plight of the African slave who was brought
to America, the long struggle to gain freedom, the civil rights movement
of the 1960s, and the ongoing effort to eliminate racism in America. One
or more of these ideas can be targeted for classroom discussion.
Vocabulary lessons and spelling exercises naturally evolve as lyrics
are introduced to the class. Grammar points can be highlighted, as well
as poetic style. You can easily extend a lesson into related themes, for
example, explore idioms that come from baseball after singing Take Me
Out to the Ball Game, or geography after singing This Land is Your
Land. Exploring how North Americans celebrate a holiday is a wonderful
introduction for beginning a multicultural discussion. Do other countries
have similar holidays? Where did the American holidays come from? How have
they changed over time and location? Writing exercises readily flow out
of these discussions, perhaps compare and contrast with the students' own
holidays or historical events.
Holidays provide the teacher with a wide spectrum of topics to choose
from, and a variety of approaches to the topic. They allow someone to dip
into the pool of history at critical times or at interesting turning points:
discovery, settlement, the Revolutionary War, the Civil War, the civil rights
movement. Folk songs can give a glimpse of life through many eyes: children,
farmers, cowboys, patriots, slaves and protesters. They can cover the territory
from sea to shining sea.
Everyone looks forward to a holiday. Students, in particular, look for
a break in the routine, and their natural curiosity can be used to enhance
music-centered lessons when tied into the calendar.
Holiday Suggestions
Listed below are some selected American holidays in the order they occur
in the school calendar. (The school year begins in the Fall and ends in
late Spring.) Some possible themes and accompanying songs are suggested
as examples. Usually, a class can handle one or two new songs at a time,
so don't use all the songs at once. Learn some ahead of time, or build your
repertoire over the years. Some additional ideas pertinent to that day or
topic are given.
Labor Day
First Monday in September
In the United States, most schools begin right after Labor Day in Autumn.
It's the unofficial end of summer, celebrated mostly as a day off from work,
a last weekend for going to the beach , and the last big day for picnics.
The original idea of honoring laborers is slowly being lost.
Theme: work ethic in America.
Songs: Pop Goes the Weasel; I've Been Working on the Railroad; Drill,
Ye Tarriers, Drill; Starving to Death on My Government Claim.
Columbus Day
Second Monday in October
Themes: U.S. geography, love of country, Italian-American culture.
Songs: This Land is Your Land; America the Beautiful
Thanksgiving
Fourth Thursday in November
Theme: history, religious values
Songs: My Country 'Tis of Thee; God Bless America
Other: The Pledge of Allegiance to the Flag; "In God We Trust"
printed on all money.
Christmas
December 25
Theme: family values
Songs: Over the River and Through the Woods; Santa Claus is Coming
to Town; I'm Dreaming of a White Christmas; Rudolph the Red Nosed Reindeer
Other: The Night Before Christmas, traditional story.
Martin Luther King, Jr. Birthday
Third Monday in January
Theme: African American history, civil rights, protest and the ability
of people to change the government.
Songs: Many Thousands Gone; Swing Low, Sweet Chariot; We Shall Overcome
Other: Martin Luther King's speech "I Have a Dream," Lincoln's
Gettysburg Address
President's Day
Third Monday in February
Theme: History of the Revolutionary War, democracy, freedom
Songs: Yankee Doodle;
Other: The Bill of Rights, Preamble to the Constitution. The Declaration
of Independence
Memorial Day
Last Monday in May
Theme: history of the Civil War, remembrance of the dead
Songs: Dixie; Battle Hymn of the Republic
Other: The Gettysburg Address by President Abraham Lincoln
Independence Day
July 4
Theme: independence, love of country, summer activities
Songs: The Star Spangled Banner; Take Me Out to the Ball Game
Other: The Declaration of Independence
Getting Started in Your Classroom
To introduce the novelty of singing in school, begin singing with the
class for a while before you try a lesson plan based on music. Start with
an occasional song at the end of the week, either related to a topic or
just for fun. Once the class is accustomed to the activity, and have a small
repertoire of songs they enjoy, they are ready to turn their attention to
more of the meaning that can be gotten out of a particular song. The novelty
won't overwhelm the content and you can move fairly smoothly into the lesson
with less distraction.
Lessons can follow a common format, whatever their theme and treatment.
Begin with a song or two, clear up vocabulary and expressions, then sing
them again a couple of times to become more familiar with them. Following
that, work with whatever material has been prepared (culture, history, geography,
values, expressions, reading, writing, discussion, etc.), and finish with
a song.
If students already know one song, add another, but don't overload the
class with new material: two new songs is plenty. Sometimes, it doesn't
take much to frustrate slower learners and they may just hum along instead
of singing the words, so watch how they're doing.
Non-musicians need not be stymied in their desire to use music in their
classrooms. In fact, Cox (1991) says that "students prefer that I murder
the song in front of the class for them. . . . The worse I sing the more
I captivate my audience". The aim, however, isn't to be an entertainer,
but to get the students actively involved. The main point is to sing with
them, not to sing to them.
If you don't play an instrument, use recorded music. One of the advantages
of recorded songs is that they have a much fuller sound than you can produce
alone in front of the class. One of the disadvantages of recorded music
is that you don't have the flexibility to vary the tempo, slowing down on
difficult passages and speeding up as students get comfortable with the
chorus. Perhaps you have old records laying around, or students might be
willing to loan ones they have. Tapes of old songs are often fairly inexpensive
in big music stores. Here again folk songs have an advantage" most
are in the public domain, so cheap but fully adequate generic recordings
are plentiful.
If you know someone who plays an instrument, record the music before
class. Record it twice, first at the normal tempo, then at a slower one.
In class, listen first, reading along with the words at the normal tempo.
Then use the slower tempo to learn and practice. Finally, it's easy to rewind
to the beginning and sing it up to speed.
Perhaps you could get a musician to come and help you, a guitarist or
someone who plays a banjo, saxophone, electronic keyboard, or any other
portable instrument. There may be music students in your school who could
come in during their free time. Make arrangements with the music teacher
to give them extra credit.
Better yet, learn to play the guitar yourself. It's not really a matter
of talent, it's more a matter of nerve. Learning a few simple chords and
a couple of rhythmic strumming patterns allows you to play hundreds of songs,
and they can be mastered in a few weeks. Setting the rhythm, pace and tune
is the main thing.
Whatever your source of music, be sure to include sufficient repetitions
when introducing a song. Think how many times you hear a song before you
feel comfortable with it. On the other hand, don't beat it to death with
too much practice. Three times through is usually plenty. Remember, you
can use the songs anytime, so you'll get more practice as time goes on.
Put the words on big sheets of paper and post them at the front of the
room. That's better than individual song sheets, because then everyone has
their chin up for singing, and eyes up front where the teacher can monitor
progress. Make individual song sheets for later, when you've got a repertoire
to work with.
Do the vocabulary work at the beginning, in the middle, or at the end,
wherever it's most appropriate for the song and lesson. Vary it to keep
things fresh. Try a fill-in-the-blank sometime, letting them listen for
the words you sing, or have them add their own words.
Add gestures of one kind or another to add to the fun, and to the learning.
People have different learning styles, so motion is particularly appropriate
for tactile learners. Besides, everyone enjoys the opportunity to move around
a bit.
Folk music and holidays, what a wonderful combination for language learning
and cultural awareness. Build up your nerve and try it in your classroom,
you're sure to be pleased with the results.
References
Ames, R. A. (1960). The story of American folk song.
New York: Grosset & Dunlap Publishers.
Cox B. (1991). "Comma comma". Letter to The Round
Table: Words and music in the English classroom. English Journal, 80
(8), 77.
Daly, C. L. (1987). Integrating social studies and folk
music: Resource guide 3. Albany, New York: New York State Education Department.
(ERIC accession number: ED 287 784).
Karimer, L. (1984). Can Southeast Asian students learn
to discriminate between English phonemes more quickly with the aid of music
and rhythm? In Language key to learning. Selected papers from the Annual
State Convention of the Illinois Teachers of English to Speakers of Other
Languages/Bilingual Education. (12th, 1984. Vol. V. pp. 41-48). (ERIC
accession number: ED 263 783).
McCarthy, W. G. (1985). Promoting language development
through music. Academic Therapy, 21 (2), 237-242.
McCauley, J. K. & McCauley, D. S. (1992). Using choral
reading to promote language learning for ESL students. The Reading Teacher,
45 (7), 526-533.
Murphey, T. (1987). English through music: Singing TPR,
walking labs, & music matter. Paper presented at the Annual Meeting
of the International Association of Teachers of English as a Foreign Language.
(21st, Wetende, Belgium, April 12-14, 1987). (ERIC accession number: ED
287 292).
Seidman, L. T. (1985). Folksongs: Magic in your classroom.
Social Education, 49 (7), 580-587.
Some Useful Resources
Hyman, W. & Diefenbacher, L. (1992). Singing USA: Springboard
to culture. Boston: Heinle and Heinle Publishers.
A textbook with eight detailed lesson plans including two songs each,
vocabulary exercises, and discussion questions. They are appropriate for
listening and speaking, and for cultural awareness components of an ESL
class.
Griffee, D. (1992). Songs in Action. Englewood Cliffs, New Jersey:
Prentice Hall.
A book that gives 76 suggestions, rather than details, for vocabulary,
listening, singing, writing, and discussion exercises in the language class.
George, L. (1976). Teaching the music of six different cultures.
West Nyack, New York: Parker Publishing Company.
This book provides a number of lesson plans for introducing the music
of six American subcultures. Although this book was written for music teachers
and music classes, it has many useful ideas that can be used in the language
class.
Internet Resources
The International Lyrics Server Search Page. www.lyrics.ch/search.html
All-Music Guide www.allmusic.com/index.html
Billboard Online www.billboard.com/
Grendel's Lyric Archive homepage.seas.upenn.edu/~avernon/lyrics.html
The Ultimate Band List www.ubl.com/