Integrating Music in
Teaching English
Fíona Héarún
2nd Conference on Foreign Languages
Pamplona, 13-15 December 2010
24
STEP
BACK
BABY
Why use music in teaching language?
1. ENERGIZE THE LEARNING ENVIRONMENT
2. IMPROVE LISTENING SKILLS
3. INCREASE AWARENESS OF LANGUAGE
PATTERNS
4. ENCOURAGE PARTICIPATION TO SUIT
DIFFERENT LEARNERS
Howard Gardner’s Multiple Intelligences (1993)
Intelligence type
Description
Linguistic
words and language
Logical-Mathematical
logic and numbers (problem
solving)
Musical
music, sound, rhythm
Kinesthetic
body movement control
Spatial - visual
images and space
Interpersonal
other people’s feelings
(social)
self-awareness
Intrapersonal
Optimum
Learning Tool
MUSIC with words
ACTIONS &
MOVEMENT
VISUAL images
Main Objectives
What different ways can
music be used in the
classroom?
TIPS FOR SINGING
AND USING
PERCUSSION
INSTRUMENTS
Materials and Resources
TEACHING A SONG:
TIPS FOR SUCCESSFUL TEACHING AND
EFFECTIVE LEARNING
choosing a suitable pitch range: C-A or doh-la
 ´counting´(singing) children in to start
 use of actions-movement and visual aids
 maintain a steady pulse throughout
 developing the habit of ´my turn-your turn´ for
copying and repeating phrases
 breaking the song down into manageable chunks

HERE SITS A RHINO, STRONGEST CREATURE I KNOW
HE COULD SQUASH YOUR
SCHOOL FLAT
HOPE HE DOESN´T DO
THAT!
MANAGING INSTRUMENTS:
TIPS:
From the outset, make your expectations for
behaviour very clear (as well as the
consequences).
 Use explicit non-verbal signals for stop’pause’-play
 Remember – playing instruments is a
PRACTISED behaviour)

USE OF RHYTHM AND CHANTS
‘→ maintaining a beat/pulse and add
SOUNDS
CAT
C---A---T--C–A–T–
CAT –
Making Mathematical
sequences:
TASK
Create a 4-beat word pattern by combining
different ´bugs´:
Layering patterns (TEXTURE)
Hip Hoppy Kid
I’m a hip hoppy kid and you’ll never catch me
nappin’
No matter where I go you’ll always hear me
rappin’
I rap to the east and I rap to the west
I rap in me socks and I rap in me vest
I rap in me sleep and drive my neighbours potty
I rap in the bathroom when I’m dryin’ off me
botty
I rap to the birds and I rap to the bees
And when I go completely daft, I rap to the
trees
I can even rap on wheels, I really am the
master
I wish I’d seen that manhole, then I wouldn’t
be in plaster
TASKS
Working in groups of 6, create a 4-layered
texture using body percussion with 2
participants performing the rap for Hip
Hoppy Kid
City Traffic Song
Composing Task 1
Step 1
Build a WORDBANK for the song
What can you hear?
What transport are on the streets?
What are people doing?
Encourage children to extend their vocabulary
through targeted questioning.
Step 2
STRUCTURE OF SONG
Beep! Beep! Beep!
Fill in the 4-beat gap with a short phrase. Notate the
rhythm and words:
Step 3
PERFORMANCE
Each phrase fits in the gap. Everybody
in the group joins in with the ‘BEEP’
part.
REMEMBER -
the rest after the 3 beeps
Examples of how to integrate music
into storytelling:






Little Red Riding Hood
Goldilocks and the Three Bears
The Gruffalo by Julia Donaldson
We’re Going on a Bear Hunt by Michael Rosen
Brown Bear, Brown Bear, what can you see?
by Bill Martin & Eric Carle
Songs and chants to accompany or enhance
classic tales: Out of the Ark material,
www.teachingenglish.org.uk