1. XIV Peru TESOL Listening Interactively to US culture with music Karen Jogan, Ph.D. kjogan@alb.edu

2. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 2 How can songs enrich lessons in US culture? How can song-based cultural lessons be organized for the classroom? How can songs be used as culturally based interactive listening texts for EFL? What activities can be used? What resources can be used? Where can teachers find suggestions for using music to teach US culture?

3. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 3 Step 1 -- Preview Before –Think about the title. Let me tell you a little bit about the song. –What do you think this song is about? –What do you know about this subject? –What would you expect to hear about?

4. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 4 On Broadway

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10. 10 Step 2 –Listen to first stanza. Identify the main elements –What is one thing you heard about? –What information is in the first stanza? When Where Who

11. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 11 Step 3 – Identify details Neon lights 1 magic 2 glitter 3

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13. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 13 Introduce New Vocabulary

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19. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 19 Match the phrase with its definition A) Broadway B) quit C) rubs off D) Greyhound D) dime F) gives me the blues G) shine your shoes 1.stop 2.disappears; wears away 3.Ten cents (US) 4.Bus company 5.Polish footwear 6.Makes me sad 7.Street in New York City

20. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 20 Slang Gonna ‘cause ya Dead wrong ‘til Ain’t Make time until Absolutely incorrect have not Going to Have success Because you

21. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 21 Step 4 -- Organize. 1.The glitter rubs right off and you’re nowhere 2.They say there’s always magic in the air 3.But when you’re walking down the street 4.They say the neon lights are bright on Broadway 5.And you ain’t had enough to eat

22. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 22 Step 4 -- Organize. 1.‘Cause how ya gonna make some time 2.But looking at them just gives me the blues 3.And one thin dime won’t even shine your shoes 4.When all you’ve got is one thin dime 5.They say the women treat you fine on Broadway

23. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 23 Step 4 -- Organize. 1.I’ll catch a Greyhound bus for home they all say 2.And I won’t quit ‘til I’m a star on Broadway 3.‘Cause I can play this here guitar. 4.But they’re dead wrong, I know they are 5.They say that I won’t last too long on Broadway

24. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 24 Step 5 – Recreate text Summarize –Using the song map, fill in key elements about the song. –Use the song map to tell your classmate about the song. –Describe the drawing you made about an idea in the song.

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26. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 26 Summarize –Write a summary of the song in a paragraph. –Exchange paragraphs with your classmate. –What information do you both include? What information is different?

27. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 27 Summary Pyramid 1.Listen to the whole song. List important points and terms that you want to remember. 2.Complete the 5W pyramid. 3.Write the main idea. 4.Write a SHORT summary. 5.State the impact. Why is this information interesting/ important?

28. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 28 Who/what is it about? What happened? When did it take place? Where did it happen? Why is it important? How/ why did it happen?

29. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 29 Music and Culture List 3 things you learned about the USA. What kind of person is the singer? Write 5 adjectives that describe him. Describe the music. How is this music similar to/ different from Peruvian music? –Instruments –Rhythm –Other impressions

30. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 30 Central point: main idea –Use a complete sentence. It must include the topic and the most important point about the subject. Summary –25 words. Impact –Why is this information important? Be creative. This is your chance to state your opinion.

31. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 31 Think critically –What do you think this line means: “They say I won’t last too long on Broadway…but they’re dead wrong, I know they are.” What do you think will happen to the singer?

32. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 32 React or Create –Imagine that you want to travel to the big city. What do you want to do there? –You meet the singer. What will you tell him? –You are the singer. You arrived in the city 6 months ago. Write a personal letter to your family, telling them what you are doing.

33. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 33 Step 6 – Analyze US Music in Culture What is jazz? What instruments are in jazz? What makes jazz unique?

34. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 34 Jazz America’s Classical Music Originates in African American spirituals Combines African and western music traditions Improvisation Typical instruments: –Guitar, drums, harmonica, base, vocals

35. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 35 Resources for US culture through song Voices Across Time (VAT) http://www.voicesacrosstime.org

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37. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 37 VAT: 19 th century exploration http://www.npr.org/programs/morning/feat ures/patc/homeontherange/http://www.npr.org/programs/morning/feat ures/patc/homeontherange/

38. M. Karen Jogan Ph.D. kjogan@alb.edu Peru TESOL 2006 38 Home on the Range Oh give me a home where the buffalo roam Where the deer and the antelope play Where seldom is heard a discouraging work And the skies are not cloudy all day Home, home on the range….