Hello! my part is Let's sing. I am not sure whether i've understood the questions properly. However, i tried my best!
Hi, Ms. Choe! I'm sorry that my questions are sometimes not very clear. It's often a LOT easier to understand the questions if you:
a) Read MY example critically. I always do the homework FIRST, to set an example. It's not always a good example, though! Like you, I do my best.
b) Read what other classmates have done. For example, Mr. Yun got the first homework in this week. If you do the homework FIRST, there's a lot less reading to do!
a) I think it is important to find the music which matches with the intonation and accents of the words.
That would be nice. But is it really possible? Even opera composers find this impossible, and that is why we have a strict separation between arias and recitatives.
Because, for example, as prof.K has mentioned in the lecture, the 'Hello Zeeto' song in the year 3 text book(the 7th curriculum) confuses students by mismatching the accent of the music and the word heLLO.
The interesting thing is that it doesn't actually seem to confuse them at all. They just do it wrong and don't seem to think
about it at all.
This is true of almost ALL of the homework so far. For example, if you look at Jeong-a's chat and 출석부, you will see that she "confuses" the children about the meaning of the words "How are you?" (the 학습목표 of Lesson One in Fifth Grade!).
"How are you" is really a question about HEALTH and not about FEELING. But by reinterpreting the question as a question about FEELING, Jeong-a actually ENHANCES the activity, because she makes it possible for different students to have very different answers without role play.
But you are right--I think that the problem with the Hello Zeeto song really does not enhance the song at all. I think that irregular rhythms are pretty interesting to children (including very young children) and that regular rhythms are probably boring. If you listen to hip hop, you will see that the tension between regular rhythms and irregular ones is what creates the suspense.
So, the first thing for the teachers to consider is finding good songs that teachers can teach the words and the music at once.
Good morning has an accent in the MORNING rather than GOOD, so the music also should have accent in the second beat rather than first which is called; 'syncopation'!
Take a look at THIS:
http://www.youtube.com/watch?v=uA3OnIYW5u4
Very syncopated, no?
b) Let's sing the 'Good Morning' song altogether. When I play the cd, everyone sing along!
Notice two things:
a) The teacher simply presents this as a karaoke task--a matter of lip synching. This will make it much harder to introduce different roles, different voices, different meanings, and of course it makes it almost impossible to really THINK about the words.
b) The LANGUAGE the teacher uses does exactly the opposite of the way she presents: when she presents she wants everybody together, but when she TALKS she uses language that is far beyond the complexity of the text itself.
This contradiction, between the language of exposure and the language of use, is a property of ALL the homework. Take a look at what Mr. Yun, and Yura, and Jeonga have done and you will see what I mean.
Now, We will divide the class into two groups. This half of the group, group A will begin with the first 'Good morning'. Then the other half, group B start singing 'good morning'. When it's time for 'We've talked the whole night through!' everyone sing together. okay? Then group one, and two take turns to sing 'good morning' once again, and same with 'to you and you and you and you and you'.
Remember that the name of our class is 듣기말하기. How much LISTENING are you asking the kids to do here? How much speaking? What is the proper balance between the language of exposure and the language of use?
If you think a minute, perhaps you will see what I mean. Your teacher talk uses several WHEN clauses. But this kind of hypotactic clause doesn't occur in elementary English; we only have parataxis and not hypotaxis. So when the teacher uses it, the teacher is creating a gap between the language of LISTENING and the language of SPEAKING.
Is this gap desirable? Is it necessary?
When it's your turn to sing good morning, don't forget to wave your hands to the other group!
See?
Now, I need a volunteer. (any volunteers? thanks Jungmin) When the class sing 'to you and you and you and you', Jungmin, you stand up and point friends while the class say 'you' in the song.
See?
Jungmin is going to choose 5 friends.(how many friends?) Then these 5 people who are chosen by Jungmin have to stand
up and do the same thing. Let's see when we all stand up. We are going to sing this song again and again until everyone has been chosen. Are you ready?
This one uses "until" instead of "when". But the problem is the same.
Compare the use of "then". It's very different. But why is it different? What is the difference?
c) What did you do yesterday afternoon? (listen to the students' responses) If Min-su and Jung-min met after school, how can they greet each other? (Good afternoon! good afternoon!) Perfect. Minsu and Jungmin studied all day yesterday. If they want to sing the song we just have learnt, what can they say? "Good afternoon! Good afternoon! We've studied the whole day through! Good afternoon! Good afternoon! Good afternoon! to you and you and you and you!" (Good job)
Where is the STRESS on "afternoon"?
I will sing the same song with my own story. "Good morning, good morning, I've played all night through! Good morning good morning to you and you and you and you and you." What have I done? is it in the morning or afternoon?
Now, who wants to try with your own words?
I'll try!
Good night, good night
You've worked the whole day through
Good night, good night...to you.
Now, Jungmin points out that we need to choose a suitable music to this. What kind of music would work? Syncopated or not? Why not?
dk