Modern Classics: Reflections on Rammstein in the German Class<sup>1</sup>

Lüke, Martina

doi:10.1111/j.1756-1221.2008.00002.x

Cited by 6 publications

(3 citation statements)

References 12 publications

(1 reference statement)

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“…There, they infiltrate a masquerade ball and seduce the woman into being their meal, eventually transforming her into a werewolf as well. As Lüke (2008) has already suggested, this particular video can be contrasted with classic ballads such as Goethe's "Die Braut von Korinth" (1797) or Bürger's "Lenore" (1778). Some students might be surprised, after reading the Grimms' rather innocent "Little Red Riding Hood," that Rammstein's video and lyrics can be interpreted as a narrative of rape and sexual violation.…”

Section: Roadmap To Teaching German With Fairy-tale Music Videosmentioning

confidence: 99%

When the Mirror Starts to Sing: Teaching German with Märchen in Music Videos

Schwabe

2021

Die Unterrichtspraxis

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German fairy tales have an established history of appropriation in popular media, from oral traditions to mobile media. The mimetic quality of fairy-tale motifs and tropes provides ideal conditions for intertextual adaptation. In this article, I demonstrate that German fairy-tale themed music videos are powerful vehicles for culture, parody, and subversion that can be utilized as rich teaching tools in the German classroom. Artists using the German language draw on the genre of the fairy tale in their music videos in innovative and humorous ways for social critique and commentary, but they also resort to the form of the metafairy tale to question the pedagogical values of the Grimms' fairy tales.

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Section: Roadmap To Teaching German With Fairy-tale Music Videosmentioning

confidence: 99%

When the Mirror Starts to Sing: Teaching German with Märchen in Music Videos

Schwabe

2021

Die Unterrichtspraxis

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“…Music has the potential to provide language learners with adequate linguistic and cultural input. A number of research articles demonstrate the effectiveness of teaching approaches that use music, and countless best-practice articles provide concrete suggestions (Conrad, 1991;Esa, 2008;Luke, 2008;Putnam, 2006;Rundell, 2008;Schmidt, 2003;Schmidt, 2008). These articles span a variety of music genres, including rap music.…”

Section: Potential Contributions Of Rap To a Language Classmentioning

confidence: 99%

The Stanford Non-Native Rapper Contest

Urlaub¹,

Kautz²

2011

IALLT Journal

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The Stanford Non-Native Rapper Contest is an annual event organized bythe Digital Language Lab at Stanford University. Every year, languageinstructors encourage undergraduate learners to engage in a creativeproject: learners receive the opportunity to compose rap music, writelyrics in the target language, produce videos, and share their clips via aYouTube channel. The response from undergraduate students has beenpositive: since the contest’s inception in 2008, almost 50 learners of worldlanguages and of less-commonly taught languages have participated, andtheir clips have been viewed by more than 30,000 internet users in lessthan three years. The first part of this article describes the evolution of theproject and outlines the roles of the language lab facilities and its staffmembers in organizing this collaborative learning environment. Thesecond part of the article will contextualize Stanford’s Non-Native RapperContest within current theoretical debates that relate to the acquisition oftranscultural competences and to alternative assessment in collegiatelanguage learning environments.

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“…It is also frequently proposed that songs are ideal for language learning due to the possibility to repeat them several times and to effectively do "drill exercises" without creating boredom among students (e.g. Richards, 1969;Jolly, 1975;Baechtold & Algier, 1986;Lake, 2002;Lüke, 2008).…”

Section: If and How Songs Are Used In Language Classroomsmentioning

confidence: 99%

Investigating song-based language teaching and its effect on lexical learning

Tegge¹

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<p>The present thesis addresses the following question: Can popular songs as they are currently used in second and foreign language classrooms benefit lexical learning? Lexical learning is defined as the acquisition of new vocabulary as well as the consolidation and further elaboration of familiar words and phrases. To answer this research question, three methodologically distinct studies are reported. In the first study an international questionnaire explored teacher cognitions as well as actual teaching practices involving songs. The responses of 568 informants in 41 countries indicate that a majority of respondents believe in the usefulness of songs for language learning and that many respondents utilize songs in class for clearly defined pedagogical purposes, including vocabulary learning. The questionnaire also elicited information from the respondents about the way they incorporate songs in lessons, including details about how often a song is played and what types of form- and meaning-focused activities are used to engage learners with the lyrics of a song. The second study investigated the lexical characteristics of teacher-selected songs and the vocabulary learning opportunities they afford. For this purpose, a corpus of 635 songs used for ESL/EFL purposes, comprising 177,384 tokens, was compiled and analysed. Results indicate that teacher-selected songs are short, repetitive and relatively undemanding as far as lexis is concerned compared to other authentic text genres. Knowledge of the 4000 most frequent word families of English provides 98% coverage of the running words in this song corpus. Little difference was found in terms of the overall vocabulary demands between songs intended for use with beginners, intermediate and advanced learners. The third study investigates whether participating in a song-based lesson results in higher verbatim text retention compared to a lesson based on a poem or a prose text. For the sake of ecological validity, the procedures and the materials used in the classroom intervention study were informed by the findings of the teacher questionnaire (study one) and the song corpus analysis (study two). Results indicate that a song-based language lesson but also a poem-based lesson result in significantly higher recognition and cued recall of verbatim text than a lesson based on a prose text. In response to the overall question, this thesis provides evidence that songs as they currently tend to be used by language teachers around the world indeed benefit certain aspects of lexical learning, perhaps in particular the entrenchment in memory of already (half-)familiar words in association with their phraseological patterning. It is argued that, while certain structural characteristics of songs (and poems) have the potential of rendering text (and the lexis therein) memorable, it is the way that songs tend to be exploited in the classroom that capitalizes on this mnemonic potential.</p>

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Modern Classics: Reflections on Rammstein in the German Class¹

Cited by 6 publications

References 12 publications

When the Mirror Starts to Sing: Teaching German with Märchen in Music Videos

When the Mirror Starts to Sing: Teaching German with Märchen in Music Videos

The Stanford Non-Native Rapper Contest

Investigating song-based language teaching and its effect on lexical learning

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Modern Classics: Reflections on Rammstein in the German Class1

Cited by 6 publications

References 12 publications

When the Mirror Starts to Sing: Teaching German with Märchen in Music Videos

When the Mirror Starts to Sing: Teaching German with Märchen in Music Videos

The Stanford Non-Native Rapper Contest

Investigating song-based language teaching and its effect on lexical learning

Contact Info

Product

Resources

About

Modern Classics: Reflections on Rammstein in the German Class¹