In this diploma thesis I tried to design several CLIL activities for music lessons at lower secondary level of education. First, I had to set up a theoretical basis for my work, which could be found in the first part of this diploma (Theoretical part). The reader was presented with general features of CLIL approach as well as with specific situation of CLIL implementation in the Czech Republic. Then, the system of music education at Czech state schools was explained in detail and finally, the important rules for designing CLIL activities for school lessons were defined. The whole theoretical part of the diploma thesis serves the purpose of giving the reader better insight into CLIL.
In the second part of the work, I described in detail all the activities which could be found in the Appendix. The practical part tried to summarize the purpose of each activity as well as explain how to work with the individual activities in lessons. Even though a short description of each activity could be found in the Appendix too, it is important to read the practical part in order to fully understand why each activity was designed in the way it was.
The main purpose of this work was to design CLIL activities for music lessons and present them in the form of ready-made materials which can be used by (future) teachers. I managed to achieve the goal of designing the activities. Unfortunately, I did not have an opportunity to pilot the lessons with any students (as was originally intended).
As CLIL is still unknown to many teachers in the Czech Republic, there is a lot of space for further research. Working on this thesis, I discovered that there is a considerable shortage of materials teachers can work with when implementing CLIL; and that applies to all school subjects which are obligatory in Czech education, not only music.
Summary
This diploma thesis focuses on some aspects of Content and Language Integrated Learning (CLIL) in music lessons. The theoretical part explains basic terminology and concepts, it lists the important features of CLIL, it deals with specific issues of CLIL approach and music education in the Czech Republic and it also deals with some aspects of designing a CLIL activity for a school lesson. The practical part describes in detail how to work with the CLIL activities which were designed for music lessons and which are the main outcome of this work.
Resumé
Tato diplomová práce se zabývá některými aspekty Obsahově a jazykově integrovaného vyučování (CLIL) v hodinách hudební výchovy. Teoretická část práce vysvětluje základní pojmy a koncepce, vyjmenovává nejdůležitější znaky CLILu, zabývá se některými otázkami CLILu a hudebního vzdělání, které jsou specifické pro český vzdělávací systém, a také podrobně rozebírá některé aspekty vytváření konkrétních aktivit pro vyučovací hodiny vedené metodou CLIL. Praktická část práce poté detailně popisuje aktivity, které byly specificky vytvořené pro hodiny hudební výchovy a které tvoří hlavní náplň této diplomové práce.
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Appendix
Musical Instruments Activating16
Aims: Learners brainstorm the vocabulary; learners compare and contrast musical instruments and sort them out into categories; learners learn to use graphic organizers; learners present their work; learners reflect on their work
Language focus: musical instruments vocabulary
Language skills: speaking, writing
Time: 30 minutes
Preparation: Teacher prepares pictures of the most common musical instruments and examples of graphic organizers
Procedure
The teacher explains to students that they are going to find out how many musical instruments they can name in English.
Students work in groups of 3 or 4 and try to put down all the musical instruments they know. The spelling (or the pronunciation) does not have to be 100% correct. It can also be turned into a competition (with time limit).
All the groups write their words on the board and the right spelling is checked. The teacher also checks that all the students understand the words on the board.
Students work in the small groups again and try to divide all the musical instruments written on the board into categories. They choose their own criterion for the categories. Students are encouraged to use a graphic organizer for this activity.
Students present their graphic organizers to the rest of the classroom and compare their ideas with their classmates.
Guiding understanding 17
Aims:
A: Jigsaw learning: learners train reading skills and guessing the meaning of unknown words from context; learners practice speaking; learners train their short-term memory
B: Posters: learners learn to transfer written information into a graphic form; learners learn to make the information short and clear; learners develop their creativity and artistic skills; learners practice speaking and writing
A+B: learners learn to find the important information in a text and work with it; learners learn to present the important information to audience in a comprehensible way (in spoken as well as written form); learners learn to cooperate with their group members; learners learn to respect their peers’ ideas; learners learn to apply the information from a text in a practical activity; learners learn to reflect on their own work; learners learn to organize the information in a logical way
Language focus: idiophones, membranophones, aerophones, chordophones, electrophones, to vibrate, to make sound, to be struck, a membrane, a hollow resonator, to be rubbed, a string, stretched, to resonate, a bow, a mass of air, a column, brass instruments, woodwind instruments, a reed, electricity, electrical, an amplifier
Language skills: reading, speaking, writing
Time: 90 minutes (A) + 90 minutes (B)
Preparation: teacher prepare enough copies of the texts 1.A. to 1.I. and sheets of paper for the posters (size A3 or bigger)
Jigsaw learning
Procedure:
The teacher explains that students are going to work in groups. Each group will be given a different text about a specific group of musical instruments according to the official classification.
Students are divided into 5 groups of 5 people. With smaller classes, the students can be divided into 4 groups only and the fifth category (electrophones) is discussed later with the whole class. Each group is given a short text (see below tables 1.A. to 1.E.). Students read the texts carefully and try to point out the main points. They should get to remember as much as possible because they will be working with the information later on (they will be teaching their classmates what they learnt). Below each text, there is also a list of musical instruments; in the groups students should decide whether the particular instrument from the list belongs to their category or not. During this activity student should be encouraged to use English as much as possible.
When students finish, they are divided into new groups of five so that each group is made up of one learner from each of the five original groups. Students take turns speaking and try to share within their group as much information as they remember. Together they sort out all the musical instruments into the right categories. They can use a graphic organizer for this activity. Again, students should be encouraged to use English.
The right answers are then checked with the whole class. There might be some confusion about a tambourine (can be an idiophone or a membranophone) and kazoo (membranophone). Also the teacher should make sure that students do not confuse cymbals with the Czech false friend “cimbál”.
Students get back to their original groups and discuss the previous activity:
What went well while “teaching”?
What was the most difficult part about their “teaching”?
How well did they manage to pass the original information on to their classmates?
How did they check whether their audience understood?
How did they help their audience to understand?
What would they do differently next time?
Students stay in the original groups for the following activity. They are given the text 1.G. and together they try to fill in the gaps in the texts. Finally, each group is given all the texts from 1.A. to 1.E. in order to check whether they filled in the right words.
1.A. Idiophones /‘ɪdɪəfəʊnz/
These musical instruments make sound by vibrating the primary body of the instrument itself (= the whole instrument vibrates and makes the sound). There are different techniques which can be used to make the instrument vibrate:
Idiophones are very often made of materials with unique sounds (metal, wood, glass and ceramics).
*be struck = be hit
Decide in your group whether the following instruments belong to this category:
piano
flute
xylophone
banjo
saxophone
triangle
synthesizer
war drums
bell
trumpet
gong
mandolin
electronic keyboard
castanets
violin
tambourine
timpani
guitar
bass drum
tuba
kazoo
cymbals
harp
bongo drums
ukulele
clarinet
electric piano
harmonica
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1.B. Membranophones /‘membrənəfəʊnz/
This is a group of musical instruments which make sound by vibrating a stretched membrane. The membrane is usually stretched over a hollow* resonator which makes the sound louder. In the past, the membranes were usually made of animal skins. There are different techniques which make the membrane vibrate:
the membrane is hit (with a hand, a stick or any other object)
the membrane is rubbed (e.g. a stick is pulled through the hole in the membrane)
*hollow = empty
Decide in your group whether the following instruments belong to this category:
piano
flute
xylophone
banjo
saxophone
triangle
synthesizer
war drums
bell
trumpet
gong
mandolin
electronic keyboard
castanets
violin
tambourine
timpani
guitar
bass drum
tuba
kazoo
cymbals
harp
bongo drums
ukulele
clarinet
electric piano
harmonica
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1.C. Chordophones /‘kↄ:dəfəʊnz/
These musical instruments make sound by vibrating one or more strings. The strings are stretched between two points on the instrument. There is also something that makes the sound resonate (= the sound becomes louder), usually the body of the instrument. The strings are made to vibrate by different techniques: plucking, strumming, striking or rubbing with a bow*.
In the past, the strings were made of animal gut or of silk (in China). Nowadays, strings are made of metal or nylon.
*bow = a long, thin piece of wood with hair from the tail of a horse; it is used to play musical instruments that have strings (violin)
Decide in your group whether the following instruments belong to this category:
piano
flute
xylophone
banjo
saxophone
triangle
synthesizer
war drums
bell
trumpet
gong
mandolin
electronic keyboard
castanets
violin
tambourine
timpani
guitar
bass drum
tuba
kazoo
cymbals
harp
bongo drums
ukulele
clarinet
electric piano
harmonica
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1.D. Aerophones /‘eərəfəʊnz/
This is a group of musical instruments in which the sound is made by a vibrating mass of air. There are two types of aerophones:
free aerophones (the vibrating air is not inside the instrument)
wind instruments (the column of air vibrates inside the instrument).
The wind instruments can be divided into:
brass instruments (the air vibration is made by the player’s lips)
and woodwind instruments (the air vibrates because it flows across a reed* or across the edge of a hole in a tube)
*reed = a small piece of wood or plastic or metal that can vibrate very quickly
Decide in your group whether the following instruments belong to this category:
piano
flute
xylophone
banjo
saxophone
triangle
synthesizer
war drums
bell
trumpet
gong
mandolin
electronic keyboard
castanets
violin
tambourine
timpani
guitar
bass drum
tuba
kazoo
cymbals
harp
bongo drums
ukulele
clarinet
electric piano
harmonica
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1.E. Electrophones /ɪ‘lɛktrəfəʊnz/
This category of musical instruments developed during the 20th century. Electrophones are musical instruments in which electricity is used. There are two types of electrophones:
the instruments which make sound by electrical vibrations
the instruments which make sound by different vibrations but the sound is made louder by electricity (some existing musical instrument is taken and changed into an electrophone by adding an electric amplifier*)
Sometimes only the first group is considered to be electrophones.
*amplifier = something that makes sounds louder
Decide in your group whether the following instruments belong to this category:
piano
flute
xylophone
banjo
saxophone
triangle
synthesizer
war drums
bell
trumpet
gong
mandolin
electronic keyboard
castanets
violin
tambourine
timpani
guitar
bass drum
tuba
kazoo
cymbals
harp
bongo drums
ukulele
clarinet
electric piano
harmonica
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1.F. Key:
Idiophones: xylophone, triangle, bell, gong, castanets, tambourine, cymbals
Membranophones: war drums, tambourine, timpani, bass drum, kazoo, bongo drums
Chordophones: piano, banjo, mandolin, violin, guitar, harp, ukulele
Aerophones: flute, saxophone, trumpet, tuba, clarinet, harmonica
Electrophones: synthesizer, electronic keyboard, electric piano
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