Research Best Practices Instrumental Language and ICT Resources

Content and Language Integrated Learning

RESEARCH BEST PRACTICES

INSTRUMENTAL LANGUAGE AND ICT RESOURCES

FOR

CONTENT AND INTEGRATED LANGUAGE LEARNING

An Educational Proposal by Silvia López Gómez

CONTENT: Arts and Crafts, Music and English

LEVEL: Primary Education, First Course

Research Best Practices CLIL and ICT Group http://www.uv.es/clil University of Valencia Copyleft, 2016 – Silvia López Gómez

Gustav Mahler

BASIC DESCRIPTORS ............................................................................................................... i

UNIT DESCRIPTORS ............................................................................................................ i

LESSON DESCRIPTORS ..................................................................................................... ii

ABSTRACT ............................................................................................................................ iiiii

CONTENT ................................................................................................................................... 2

GLOSSARY (A – Z) .................................................................................................................... 3

INDEX .......................................................................................................................................... 4

SELF-ASSESSMENT.................................................................................................................. 6

DOUBLE BLIND PEER REVIEW ........................................................................................... 7

FIRST REVIEWER ................................................................................................................ 7

SECOND REVIEWER ........................................................................................................... 7

BASIC DESCRIPTORS

UNIT DESCRIPTORS

Teaching

Objectives

Unit: Gustav Mahler

To learn about this composer and his music. To develop ear training listening Mahler’s music. Improve the artistic expression by drawing and using an

artistic technique called ‘cera bruñida’. To promote teamwork by researching information and

doing a mural. To use English (oral and written) to explain different things

to your colleagues. To use computers and digital resources in order to search

information and look up images to the museum. Create and Educational Audio-Visual Event (in and out the

class).

Area: Music/English/Crafts and

drafts

Lessons: 2

Ed. Level: 1st Primary

Final Task

Museum. Students have to show and explain their draws made with an artistic technique (Cera bruñida creations) and the mural to the visitors (students from other classes and families).

Identify what instruments were used by Mahler in his compositions. Use the technique ‘cera bruñida’ to develop the artistic expression. Show interest in knowing about Mahler and his compositions. Search information in groups and summarize it. Verbalize the information found and reflect show it on a mural. Explain the works of art to the museum’s visitors. Understand and use simple questions in English.

Materials

Resources

Key

Competences

Competence in linguistic communication Digital competence Social skills and citizenship competence Competence in knowledge and interaction with the physical

world- Mathematical competence. Learning to learn competence. Awareness and cultural expressions.

Compositions of Gustav Mahler. Worksheets. Blank sheets of paper, oil pastels (white) and blue paint. Digital resource about Mahler. Computers or tablets. Big blank sheet of paper (mural).

Identify one instrument in Mahler’s composition.

Artistic expression. ‘Cera bruñida’ technique Develop ear training using Mahler’s music. Searching information in groups. Make a collective mural with the information

found. Make a museum to show and explain their

works of art.

Communication

Culture

es

Co-operative work. Group work. Interest in knowing about Gustav Mahler and his

music. Make a museum where students will explain

their works to other students and to their families.

Developing digital competences by analyzing the information found, the interaction through digital technologies or data sharing.

Structures

Vocabulary

Language for interaction

The instrument I am listening to is... What I am drawing is... That is my work of art, I created it using the

technique... Welcome to our museum of about Mahler... Thanks for coming, I hope you enjoyed in the

museum...

How do you draw…? Can I use the...? Can I go to...? I don’t understand. Can you repeat? I need more time. I finished. I don’t know. Remember to include the communicative

situation (monologue, dialogue, discusión and debate) and the role of each speaker (student – teacher, etc.)

Student Learning

Outcomes

Cognition

Content

- Discriminate the sound of the instruments. - Analyze data from different digital resources. - Verbalize the information found. - Summarize the information found in the mural. - Explain their works of art.

Language for the topic

Specific vocabulary for music (instruments,

composer, compositions...). Vocabulary about crafts and drafts (oil pastels,

paint...).

Assessment

Criteria

LESSON DESCRIPTORS

Unit: Gustav Mahler (Bio, Facts, Music.)

Learning Outcomes

- Interest in knowing about Gustav Mahler and his music. - Group work.

- Specific vocabulary for music: instruments, composer, compositions… - The instrument I am listening to is... - What I am drawing is... - Can I use the...? - Can I go to...? - I don’t understand. - Can you repeat?

- Identifying one instrument in Mahler’s composition. - Improving their artistic expression with the ‘cera bruñida’ technique. - Developing ear training using Mahler’s music. - Searching information in groups.

- Discriminate the sound of the instruments. - Analyze data on different digital resources. - Verbalize the information found.

Communication

Cognition

Culture

Content

Lesson: 1

Want to know/ Reinforcement/

Extension

Main Activities

Introduction/

Revision

Warm up

Activities

- The teacher asks to students what genre of music they know, what genre of music they listened, what composers they know… in order to set up a debate.

- We switch off the light and play Mahler’s music. We listen it during two or three minutes with our eyes closed.

- In order to develop auditive discrimination we play the music again, and this time students draw the instruments (at least one), they are listening in the composition and decorate it using an art technique called ‘cera bruñida’. Students decorate it in so different ways depends on the feelings music transmit to them.

- We use a digital resource and, in groups, we search information about Mahler in this resource. One group search where he was born, when he died, what is his most important composition…). All the information found will be used in the next session.

- The students research more information about Gustav Mahler at home. They will look for images about him, videos, etc. in order to complete the mural we will do in the next session. - The teacher of music comes to our class to explain to us more things about Mahler, about his compositions and the instruments he used.

- Identify what instruments used Mahler in his compositions. - Use the ‘cera bruñida’ technique to develop the artistic expression. - Show interest in knowing about Mahler and his compositions. - Research information in groups and summarize it. - Verbalize the information found. - Understand and use simple questions in English.

Assessment/ Reflection

- Compositions of Gustav Mahler. Worksheets. - Blank sheets of paper, oil pastels (white) and blue paint. - Digital resource (Music and Pictures). - Computers or tablets.

Materials/

Resources

Learning Outcomes

- Co-operative work. Group work. - Make a museum where students will explain their works to other students and to their families.

- Vocabulary about crafts and drafts (oil pastels, paint...). - This is my work of art, I created it using the technique... - Welcome to our museum... - How do you draw…? - Thanks for coming, I hope you enjoyed in the museum...

- Make a collective mural with the information found. - Make a museum to show and explain their works of art.

- Summarize the information found in the mural. - Explaining their works of art.

Communication

Cognition

Culture

Content

Unit: Gustav Mahler (Bio, Facts, Music.)

Lesson: 2

Introduction/

Revision

Warm up

Activities - With all information found in session 1 we will do a collective mural where every group will write the relevant information they found. They can print images at home too and use them to decorate the mural.

- We recap the information found in the last session and we look up some pictures that children bring from home.

Want to know/ Reinforcement/

Extension

Main Activities

With all this material ready, students make a museum in their class, showing their first draws made with the artistic technique and the mural. Students from other classes and families will come to be visitors in our museum.

Each student will be next to his/her work of art to explain it to visitors. Teachers will play Mahler’s music during the visit.

We create a storytelling in groups using the biography of Mahler and his photos. This video will be uploaded in the blog of the class and families could watch it.

Assessment/ Reflection

- Reflect the information found on a mural. - Explain the works of art to the museum’s visitors. - Understand and use simple questions in English.

- Big blank sheet of paper (mural). - Compositions by Gustav Mahler. Worksheets.

Materials/

Resources

Material creat i adaptat de diversos autors pel Servici d’Ensenyaments en Valencià - Conselleria d’Educació. (2010)

Research Best Practices Silvia López Gómez

1

ABSTRACT

The topic of my unit is Gustav Mahler, a famous composer who will let us learn

transversally Music, Arts and Crafts and English. I have planned two sessions with

the objective of achieving what children learn about Mahler and his compositions,

developing ear training by identifying instruments, improving their artistic

expression and promoting searching information together. It is important to say

that students will use English (oral and written) to explain different things to their

colleagues and families.

Music provokes multiple emotions in humans. Following this path, this LO tries to

verbalize these emotions in Primary education levels by creating a Collaborative

Multi-Media Event (in class and in the digital environment) where emotions,

Classical music, English language and a specific painting technique will be the main

axis for creating a very picturesque and interactive museum.

The continuous assessment will be an important element in my unit. I will take

notes and appreciate the progress of my pupils during the sessions. In this way, we

will do some tasks like for example a collective mural and the museum that will

help me in order to know if the students achieved the objectives.

I also pretend to develop the digital competence in my students, so I will use some

digital resources in order to the pupils increase their knowledge in new

technologies.

2

CONTENT

Gustav Mahler: A very short Biography

Gustav Mahler is an Austrian composer who became famous in the 19th century

for his emotionally symphonies. Mahler was director for the Vienna Court Opera

from 1897 to 1907, and wrote 10 symphonies during his career. He died in 1911,

in Vienna. But what is a symphony?

A symphony is a long written composition of music, usually with three or four

movements and played for an orchestra, a group of musicians who usually play

classical music on various musical instruments.

We can find different genres of music, its means a category that let us to identify

some pieces of music as belonging to a shared tradition or set of features, as for

example: classical, pop, rap, rock, reggae, etc.

We can find as well, different types of musical instruments (piano, kettledrum,

cymbals, xylophone, flute…) or devices used to make music.

Painting Techniques In this unit, we will learn about Art too, so we will use an artistic technique called

‘cera bruñida’. This technique consists in draw with white crayons in a blank

sheet of paper, and after that, uses a paintbrush to paint the sheet of paper with

blue paint diluted in water.

We will do a collective mural and a museum which will let that our students

become artists. An artist is who create Art, who is able to create works by virtue of

imagination and talent. In reference to the mural, is a piece of artwork painted on

a wall or other support as for example, a long in scale sheet of paper.

2

Museums are buildings or places where we find works of art or other objects of

artistic, cultural, historical or scientific importance or value. Museums have several

benefits for children, as for example develop their imagination and curiosity,

introduced them in new worlds an environments, provide them new experiences,

etc.

Research Best Practices Silvia López Gómez

3

GLOSSARY (A – Z)1 Composer One who composes, especially music. Emoticon A small icon made of typed keyboard

characters used in electronic communication to convey the mood of the writer.

Musical Instrument an object, such as a piano, guitar, or drum, that is played to produce musical sounds.

Mural A picture, usually large in scale, painted on or made a part of a wall or ceiling.

Musician A person skilled at playing, singing, or composing music.

Slideshow

A series of photographic transparencies projected onto a screen or wall.

Smiley

A small icon made of typed punctuation characters that resemble a smiling face, used in electronic communication to convey happiness, amusement, or other emotions; emoticon.

Work of art A product of creative effort, especially in the graphic or plastic arts, such as a painting or

sculpture

1 Information taken from Wordsmyth

Research Best Practices Silvia López Gómez

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INDEX

A

artist, 1

C

cera bruñida, 1 composer, 3 continuous assessment, iii

D

digital competence, iii, 2 digital resources, iii

E

Emoticon, 3

G

genres of music, 1

I

instrument, 3

M

Mahler, iii, 1 mural, iii, 1 museum, iii, 1 musical instruments, 1 musician, 3

O

orchestra, 1

S

Slideshow, iii, 3 Smiley, 3 symphony, 1

5

APPENDIXES

6

SELF-ASSESSMENT The self-assessment is an important part in the evaluation due to teachers can be

critical and reflect on their learning process:

SELF-ASSESSMENT (TEACHERS)

I consider that my didactic unit is useful in order to my students learn about

Mahler and, transversally, about Art and Music, as well. I think my pupils will be

interested and motivated during the different activities, due to they are dynamic

and related with new technologies. In this way, to know what and how I can

improve my unit I will reflect about the objectives (if they were achieved or not),

about the materials, the activities, the contents and the language used (if they were

adapted to the student’s age and their level), and about the assessment (Did I

establish the right points to evaluate them properly?).

7

DOUBLE BLIND PEER REVIEW

FIRST REVIEWER

SECOND REVIEWER

Research Best Practices University of Valencia http://www.uv.es/clil Copyleft 2016