Description
Music teaching!
What a wonderful theme for Content and Language Integrated Learning (CLIL) activities both in primary and secondary schools, for teachers of foreign languages, music education, or musical instruments!
On the one hand, indeed, music is an engaging subject with the potential to attract pupil and student attention.
On the other, it is also particularly suited to being taught in a foreign language integrating the playful aspects with the didactic ones, as it easily expands learners’ vocabulary with ensemble musical activities and ways to convey information directly (e.g., giving commands or instructions in practical activities).
This course will enable music teachers to introduce CLIL pathways into the school curriculum, developing learners’ multilingual competence together with musical skills. Moreover, it will support foreign language teachers to enrich their understanding of music to introduce it as an authentic subject in their CLIL activities.
During the course, participants will dig deep into several domains related to music including music theory, the history of music, musical instruments, ensemble music, and choir, thereby acquiring and practicing the lexicon necessary to teach these subjects in English.
Moreover, participants will explore the CLIL methodology, and discuss in a friendly context how to create structured CLIL courses focusing on both the theoretical and the practical side of music lessons, and how to cure all phases of lesson design, from the planning of CLIL activities to the assessment of student outcomes.
The course will also indicate some apps and ICT tools that are useful to support teachers in CLIL lessons. At the end of this course, the participants will have the methodological and didactic skills to teach music with CLIL.
Suggested English Proficiency Level: ADVANCED
Learning outcomes
The course will help the participants to:
- Master the CLIL Methodology (Content and Language Integrated Learning);
- Evaluate the context of the class;
- Define learning objectives;
- Design activities and modules of music in CLIL;
- Evaluate musical and linguistic activities;
- Use of ICT teacher support in CLIL lessons.
Tentative schedule
Day 1 – First steps into CLIL music lessons
- Introduction to the course, the school, and the external week activities;
- Icebreaker activities;
- Presentations of the participants’ schools;
- What is CLIL?
- The importance of CLIL for music education.
Day 2 – CLIL and music education
- The vocabulary of music (general music education)
- Speaking/Writing activities: Captions and descriptions;
- Materials and resources to implement CLIL Music lessons.
Day 3 – Planning and developing CLIL lessons
- Lesson planning: linking musical and language objectives;
- Observation, tests, and evaluation rubrics;
- Lexicon of the practical music activities.
Day 4 – CLIL and music ensembles, choir, and body percussion
- Cooperative learning and CLIL in music: how to plan group activities;
- Authentic task: how it is implemented and how it is evaluated;
- Specific lexicon of ensemble lessons.
Day 5 – CLIL and Multimedia
- ICT resources and multimedia content in a foreign language;
- Specific lexicon of audio/video editing;
- Developing multimedia products in a foreign language.
Day 6 – Course closure and cultural activities
- Course evaluation: round-up of acquired competencies, feedback, and discussion
- Awarding of the course Certificate of Attendance;
- Excursions and other external cultural activities.