Co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA).
Co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA).
Table of Contents
It is impossible not to observe the significance of music in CLIL lessons. It is also about learning a new language. Again, we are focusing on content and language where music can develop a wide range of aspects of a child's life, while he or she is simultaneously learning a second language other than his or her native tongue. Children have the opportunity to learn in a humorous, motivating, and engaging manner when they are taught through singing songs and miming simultaneously.
Cultural topics assist students in realising that other cultures may have distinct social norms. Students should learn that no culture is superior and that they should respect members of other cultures by becoming aware of cultural differences. It should also assist students in understanding their cultural roots and why they are worthy of respect. CLIL Music lessons offer the opportunity to use the 4 C’s in almost all the materials teachers create. For example, in the learning scenario in Appendix 2, Lesson about Rondo Alla Turca, the worksheet which shows all the instruments on the video is: https://6qvxwpjda8.execute-api.eu-west-1.amazonaws.com/docs/2UvlHZCJpzbM3x0H26V5AZ7crS74XA?sig=527cfed67f26625bc6c173a3e0af67ca2dae0bc74af6b329c0ddc96c0ea012ed The worksheet, which was made in Genially and stored on Wakelet, used all the four CLIL principles: content (presentation of the musical instruments), cognition (identification, features and classification of the musical instruments), communication (students communicate their findings) and culture (Mozart and his compositions).
CLIL also encourages peer collaboration and positive learner relationships. Peer work is always preferred to frontal instruction because it provides more time for interaction and more room for second-language learners to express themselves. While working in pairs or smaller groups, students become more familiar with one another. Thus, students benefit from improved class dynamics and a safer learning environment. The learning scenario provided in Appendix 2 has a Jigsaw Reading activity based on Mozart’s life, which has a lot of benefits: It enhances comprehension, encourages cooperative student learning, and enhances listening, communication, and problem-solving abilities.
The creative expression in music lessons taught through CLIL can be achieved in various ways. Students can play an instrument, mimic playing it, dance while listening to a musical fragment, beat the rhythm etc. Whatever method is chosen, it is the hands-on experience that boosts students’ motivation. In the learning scenario in Appendix 2, the teacher plays Rondo Alla Turca again and encourages students to move around the classroom, creating their own movement for the musical theme and imitating the posture of the musicians when playing the instruments.