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LGA 3102

Purposes of Using Songs and Poetry in the Malaysian Primary School


Group 4(PISMP/Tesl 2/Sem 3) Cheong Zi Hoong Constance chee Harzuwani binti wahab Hong Yin Yin Lee Li Wen Norafidah binti jasman

1. Understanding of intrapersonal and interpersonal development


Gardners multiples intelligence Intrapersonal intelligence Understanding oneself and having insight into ones own thoughts, actions and emotions (self-understanding)

Interpersonal intelligence Understanding of others and ones relationships to others-social skill

Intrapersonal scales Self-Regard My Favourite Things Emotional SelfAwareness Feelings Assertiveness Thats Mine Independence Helping Around the House Self-Actualization How Tall are You?

Interpersonal scales Empathy Musical Chairs Social Responsibility Thank You and Please Interpersonal Relationships My Hero

How songs and poetry helps students to develop their intrapersonal and interpersonal development?
1. By reading, singing and asking questions 2. By writing and acting 3. By discussion

1. By reading, singing and asking questions


Reading and singing songs and poetry is a good way to engage students and start building their communications skills Allow students to sing or read aloud, allow students to listen, allow students to react and ask questions After the reading session, encourage children to focus on the details of a poetry and songs . Discussion helps children to verbally interact with each other For example, encourage them to participate in the process by describing their favourite parts of the poetry and songs.

Example : Nursery rhyme/Song : Old Macdonald had a farm


Old Macdonald had a farm ee-eye, ee-eye-oh. And on that farm he had a duck ee-eye,ee-eye-oh. With a quack, quack here and a quack, quack there. Here a quack, there a quack, everywhere a quack, quack.
Each verse of the song changes the name of the animal and its respective noise. By asking students to describe or sing out which animal and noise they like, their responding are actually communication skills which direct develop to their interpersonal skills.

2. By writing and acting out from the songs and poetry


Forming letters and words is a big step in the development process that allows students to explore a new learning environment and gain a sense of achievement. (which leads to self esteem) Acting allows pupils to express their feelings which leads to understand of their inner self. Non-verbal exercise can increase the awareness of how they show their feelings through different parts of their bodies.

Example: I notice people staring at me everywhere I go by Kathy Norris


A. Youre mad that people are staring at you. B. Youre sad that people are staring at you. C. Youre glad that people are staring at you. D. Youre nervous or anxious that people are staring at you. E. Youre embarrassed that people are staring at you. F. Youre surprised that people are staring at you. G. Youre suspicious of people that are staring at you. H. Youre tired of people staring at you.

3. By Discussion Example : Poem : I AM FAST AND FUN by Tasha (Age 9)


I am fast and fun. I can dream, dreams that nobody has dreamt before. I would go on adventures all over the world. I want to write out my imagination. I enjoy seeing peace. I am fast and fun. I want to fly and taste the air. I am not afraid to say what I want. I feel such smooth things that touch my fingers. I find such pretty things in nature. I am fast and fun. I want to be a soccer star. I think hard about things. I wonder where we go when we fade. I feel so great when I help someone.

Strategies to develop intra & interpersonal skills through poetry


Activity : Discussion in pairs Students level: year 3 Procedures: 1. Get the students to draw or write their dreams on a piece of paper. 2. In pairs, allow them to ask their partner about their partners dreams. 3. Give time to discuss their dreams with partner. 4. Teacher will reengage the students with the poem (I am fast and fun) by explaining the meaning of the poem. 5. Teacher helps them realize that whatever they dream, they have the potential to achieve. 6. Teacher helps to encourage the students to be the best at whatever they choose to do.

This activity both helps to develop the childrens intrapersonal and interpersonal skills. This activity allows them to do exploration of their own experience in relation to the poem taught By working in pairs it allows the children to communicate with their friends. Through communication, they begin to absorb better understanding for others. While teacher encourages them to be the best at whatever they choose to do, it helps to build their self-image as well as their self-esteem.

Purposes of Using Songs and Poetry in the Malaysian Primary School

LGA 3102

: 2.Linguistic Development.

Develop phonemic awareness (ability to blend and segment the sounds) in identify rhyming words and spell words Song and poetry helps children pay attention to the sounds & patterns of language

Purposes of Using Songs and Poetry in the Malaysian Primary School

LGA 3102

: Linguistic Development.
Using rhythm to emphasize on specific words

Encourage students to expand their vocabularies Allow students to develop speech fluency

Repetition of words, phrases or line in songs & poetry

Help students to improve their pronunciation

Purposes of Using Songs and Poetry in the Malaysian Primary School

LGA 3102

: Linguistic Development.

Using songs and poetry help student improve their writing abilities.

Improve students reading skills

How to use songs and poetry to improve linguistic development of students?


Listening to poetry / song
Read aloud the poetry follow the rhythm several times and have the student recite the poem

LGA 3102

Sing / play the suitable song for students to listen and engage students in singing

How to use songs and poetry to improve linguistic development of students?

LGA 3102

Encourage physical response from students

Asked students to do the action in the song

Let students to move when teacher slowly read a poem aloud

How to use songs and poetry to improve linguistic development of students?

LGA 3102

Choose a poem that is interesting and simple to memorize

Select poem that use refrain for children to memorize

Guide the students so that they can recite the poem with fluency

How to use songs and poetry to improve linguistic development of students?


Learning to Write Poetry

LGA 3102

Teachers often start the writing of poetry as a collaborative effort.

Teachers can encourage children to model the works of professional poets

The class brainstorms for ideas and then composes the poem in groups or pairs.

Imitation of a whole poem or of specific techniques

Strategies to promote language development


Activity: Vocabulary Development Using Song Objective: Improve vocabulary through lyrics. Students level: year 1 Resources: 1. A song which you wish to teach them. 2. A list of your own simple definitions which are age appropriate.

Procedure:
Select songs which have words which you want them to learn. Introduce the lesson as an easy and enjoyable way to learn new words. Play the song for student to listen Let the children sing one song. Say one of the words which you want to teach.
As you ask for a word's meaning, give clues. When you define a word, be sure they understand the words in the definition.

Keep the fun flowing.


Teach a few words at a time. Sing, teach, and sing some more. Ask for word meanings

Create simple definition of each word which you want to teach.


Define each word consistently with its usage in the song. When you write your definitions, use a dictionary to help you give children a clear understanding of the way the word is used in the song.

Definition of Aesthetic

Adjective
Concerned with beauty or the appreciation of beauty.

Noun
A set of principles underlying the work of a particular artist or artistic movement.

A theory that artistic appreciation is linked to human development.

A basic human response to life

Being a beholder of beauty and savoring beautiful things in the world around us

An awareness and appreciation of the natural beauty.

Accountive

Re-Creation

Stages in Aesthetic Development

Constructive

Interpretative

Classification

How can teachers encourage the aesthetic sense in children ?


1. Develop activities which promote opportunities to freely express their attitudes, feelings, and ideas about art.

2. Develop activities free from competition.


3. Appropriate activities that stimulate awareness and interest. 4. Continuous exposure to new environments and experiences.

Helps children value art and art experiences.

Helps children appreciate the beauty of the world around them.

Helps develop the whole child.

Fosters concept development.

Setting Up The Environment To Encourage Aesthetic Discussion


1. Inclusion of song and poetry books about artists and authors in the reading areas and in art centers. 2. Include real art books in the reading and quiet areas of the room. 3. Invite guest art educators into the classroom to show the children art objects to look at, touch, and talk about.

BENEFITS OF AESTHETIC SENSITIVITY


Improving the quality of learning and encourages the creative process. Advancing in critical thinking.

Promoting self-learning.

Children are more tolerant.

Children are more independent.

AESTHETIC EXPERIENCES
Aesthetic experiences for young children can take many forms. They can involve appreciation of :

The Beauty Of Nature

The Rhythm The Quality Of Works Of Arts

Imagery Of Music Or Poetry

PROMOTING AESTHETIC EXPERIENCES


LOOKING AND SEEING
In many ways, what children look for is reflective of their internal needs and the resources available to them. Resources may be personal
Example: interpersonal problem-solving skills, senses, cognitive and motor competencies

Resources may be environmental

references
http://www.answerbag.com/q_view/1982999 http://encyclopedia2.thefreedictionary.com/Aesthetic+Edu cation http://www.merriam-webster.com/dictionary/aesthetic http://en.wikipedia.org/wiki/Aesthetics http://www.ehow.com/about_6640565_meaningaesthetic-development_.html http://aplaceofourown.org/question_detail.php?id=337 http://aplaceofourown.org/question_detail.php?id=113 http://www.abcmusicandme.com/documents/M&G_ABC_T o_HeadStart_Outcomes.pdf http://aplaceofourown.org/print.php