Ryming the Rythm and Measuring the Metre: Pooling Music and Language in the Classroom.

Abstract

S ongs are part of the teaching-learning processes of the language. However, music can contribute much more, in line with the proposals of the European Music Portfolio project: A Creative Way into Languages (EMP-L). In this article, placing ourselves in the shared space between music and language, we present three illustrative activities of linguistic work that can be developed from music. Finally, we defend the importance of looking for teaching-learning formulas that integrate different types of languages, in a holistic, vivid, and motivating concept of the curriculum. L Les cançons formen part dels processos d' ensenyamentaprenentatge de la llengua. Amb tot, la música pot aportar molt més, en la línia de les propostes del projecte European Music Portfolio: A Creative Way into Languages (EMP-L). En aquest article, situant-nos en l' espai compartit entre música i llengua, presentem tres activitats il•lustratives del treball lingüístic que es pot desenvolupar a partir de la música. Finalment, defensem la importància de buscar fórmules d' ensenyament-aprenentatge que integrin els diversos tipus de llenguatges, dins d'una concepció holística, vivencial i motivadora del currículum.

Music as a tool for foreign language learning in Early Childhood Education and Primary Education. Proposing innovative CLIL Music teaching approaches.

“…There are plentiful musical resources other than songs that might also benefit FL teaching and learning. Listening to music, rhythmic vocalization, dancing and moving, reading music, improvising and composing, playing instruments, conducting music and exploring soundsare other types of musical activities that open up infinite possibilities and resources (Viladot & Casals, 2018). While songs are often used as a widespread resource in EFL classes, these are often the only musical resource employed (Casals & Viladot, 2011).…”

“…Finally, Murphey (1987) argues that younger children might retain more and better if songs and actions are combined, which is why songs can be accompanied by gestures and movements (Forster, 2006). led to creative, communicative, and cultural activities that had strong holistic educational potential (Viladot & Casals, 2018). Following this call, Viladot and Casals (2010), Casals and Viladot (2011), Viladot and Cslovjecsek (2014) offer a wide range of pedagogical proposals addressing CLIL Music within the context of the European Music Portfolio.…”

“…This author argues that it is creativity and the critical thinking it encompasses what helps individuals to find new ways of doing things and reflecting on the results of personal decisions. Therefore, the use of music in schools might be a source of endless possibilities to encourage artistic creation and everything that goes along with it (Viladot & Casals, 2018).…”

“…This innovative approach is called MOVIC (MOVement & MusIC through English). Such a program was designed in the belief that there is a wide range of musical possibilities beyond the common use of songs in the EFL classroom (Viladot & Casals, 2018). Having worked as a primary teacher in Catalonia, having specialized in the teaching of Music and, later on, having researched FLL, the idea of bringing such dual knowledge together seemed creative and inspirational.…”

“…There is a vast amount of research dealing with the connections between Music and languages (Casals & Viladot, 2011;Ćirkovic Miladinović & Milić, 2012;Lee, 2009;Viladot & Casals, 2018). According to Lee, "the shared aspects of music and language development are so numerous that the most effective instruction is that which combines the two" (Lee, 2009, p. 30).…”