Let's sing in language - the integration of Mariza Koch's songs in language courses

Abstract

The curricula of Primary Education include musical activities in all subjects (History, Mathematics, Language, etc.). However, these kinds of activities take time in everyday lesson. This is the main reason that teachers avoid to include music activities in their class. On the contrary, the available educational material gives the opportunity to the teachers to select the appropriate one. Mariza Koch, as a worldwide singer and composer, has composed children songs since 1978. She targets not only to children’s amusement but also to learning the Greek language. For this reason a part of her educational material
was used as supplementary one at Cornell University in New York. Our research, which is still in progress, aims to integrate Koch’s songs in Language teaching in B and C
Grade. The theoretical framework of this implementation, the employed lesson plans and the first results of this effort are the main topics of the roundtable.

Full text

Δημιουργικοί τρόποι εκμάθησης των γλωσσών
Μαράσλειο Διδασκαλείο Δημοτικής Εκπαίδευσης
6 - 8 Μαΐου 2011
υπό την αιγίδα του Παιδαγωγικού Ινστιτούτου
Ένωση Εκπαιδευτικών Μουσικής
Αγωγής Πρωτοβάθμιας Εκπαίδευσης
Εργαστήριο Τέχνης και Λόγου,
Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης,
Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Μαρία Αργυρίου
Παναγιώτης Καμπύλης
Επιστημονικός Υπεύθυνος
Θόδωρος Γραμματάς, Καθηγητής Θεατρολογίας, ΕΚΠΑ
Επιμέλεια Έκδοσης
Creative ways of learning foreign languages
Arts and Education
6 - 8 May 2011
Maraslio Elementary Education Centre
Athens, Greece
METHODOLOGY AND APPLICATIONS IN EDUCATIONAL PRACTICE
ΜΕΘΟΔΟΛΟΓΙΑ ΚΑΙ ΕΦΑΡΜΟΓΗ ΣΤΗΝ ΕΚΠΑΙΔΕΥΤΙΚΗ ΠΡΑΞΗ

LET’ S SING IN LANGUAGE -THE INTEGRATION OF
MARIZA KOCH’S SONGS IN LANGUAGE COURSES
Elissavet Perakaki
2nd High School of Nikaia
Helen Angoura
Directorate of Primary Education
Ourania Votsou
Directorate of Primary Education
Georgia Kotsari
Directorate of Primary Education
Sofia Saiti
Directorate of Primary Education
Abstract
The curricula of Primary Education include musical
activities in all subjects (History, Mathematics, Language,
etc.). However, these kinds of activities take time in
everyday lesson. This is the main reason that teachers
avoid to include music activities in their class. On the
contrary, the available educational material gives the
opportunity to the teachers to select the appropriate one.
Mariza Koch, as a worldwide singer and composer, has
composed children songs since 1978. She targets not only
to children’s amusement but also to learning the Greek
language. For this reason a part of her educational material
was used as supplementary one at Cornell University in
New York. Our research, which is still in progress, aims to
integrate Koch’s songs in Language teaching in B and C
Grade. The theoretical framework of this implementation,
the employed lesson plans and the first results of this
effort are the main topics of the roundtable.
Keywords: primary education, teaching Language,
Mariza Koch, songs for children, music
1. IN THEORY
The new Syllabus in primary and secondary schools
in Greece indicates the interdisciplinary way of teaching,
as the appropriate one. Pupils learn that every faculty is
not restricted, but it is connected with others like a chain,
having common topics. Mathematics and Geography are
enriched by Music and Painting, Language by Music,
Drama, History and so on.
New teachers’ books in Language in Primary
Education are enhanced by music activities. Singing,
dancing, playing with instruments, clapping and listening
motivate pupils to participate actively in lessons, helping
them express themselves and acquire the knowledge
faster in a pleasant way. Such music activities cultivate
the seven multiple intelligences (Gardner’s Theory),
which are mentioned by Blodget (2000):
 kinesthetic (dance, clapping, stomping, body
movement, percussion),
 musical (listening, singing, playing,
distinguishing),
 linguistic (interpreting lyrics while listening or
through exercises),
 logical/mathematical (music is math),
 social (choral, dance, cooperative learning with
the exercises),
 visual (illustrations, dramatizations, video),
 individual (the fallback for all of the written
exercises, as well as with individual projects and
culminating activities).
Researches show that music helps pupils with
language impairments (oral or written) to face and
overcome their learning difficulties. Seeman (2008)
examined the effects of a music education intervention
on receptive language skills of 3, 4, and 5-year olds at-
risk pupils in public schools in Chicago. Her teaching
contained, among others, elements from Kodaly method,
rainbow solfege, reading in motion1 and nursery rhymes.
Because of the success of this intervention and the
positive outcomes, the researcher encourages teachers to
involve the same or similar music activities in Language.
Two years later, McDowell (2010) suggests music
1 Reading in motion is an interactive literacy program that
combines music, movement, and drama to communicate the
written, spoken, and reading elements of literacy to young
children (Seeman, 2008:19).
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this work for scientific or educational purposes is granted free
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© 2011 National and Kapodistrian University of Athens –
Greek Association of Primary Music Education Teachers
copyright © Greek Association of Primary Music Education Teachers & National and Kapodistrian University of Athens
4th International Conference Arts and Education - A creative way into languages
ISBN: 978-960-99899-4-7
4

activities appropriate for pupils with speech/language
impairments, which can also be used for all pupils. She
motivates teachers to “use songs to help produce new
and difficult sounds for individuals with a cleft palate, to
use rhythmic television commercials, jingles, finger
plays, and popular songs to practice difficult sounds,
learn songs by rote” and so on.
Mariza Koch is a worldwide composer and singer. She
has also composed songs for children, through which
they can become familiar with Greek traditional and
byzantine music. She aims not only to amuse them with
music, but also to cultivate their musical and linguistic
skills. These songs have been implemented in Cornell
University in New York for students interested in Greek
and in foreign pupils, who lived in Greece2 (Greek as a
second language). Participants of these lessons claim that
they learned songs’ lyrics without great effort, they
developed their vocabulary and they understood the
grammatical rules of Greek (Κοκκίδου & Στάμου, 2010).
The form of her songs is simple (usually there is a
melody for every strophe) and so, pupils can focus
mostly on the lyrics. Learning them easily by heart, they
simultaneously understand und acquire the knowledge.
As the Greek language course is taught nine hours per
school week, teachers ought to find new ways of
teaching in order to maintain and increase pupils’
interest. The integration of these songs in primary
education widens pupils’ and teachers’ horizons in the
language course, finding connections between music and
grammatical rules.
The main target of the round table is to present this
implementation in primary schools. It is the first
organized effort in this direction. Four teachers have
employed Koch’s songs in everyday language teaching,
following the Syllabus, with the participation of 7-8
year-old-Greek-pupil. Their music knowledge is
essential, but it was not the requirement condition in
order to take part in this project. They ought to connect
Koch’s songs with the corresponding unit and
grammatical rules, to organize and apply a lesson plan.
Teachers are free to apply songs at whatever phase of
teaching they want (at the beginning, in revision, in
evaluation, in understanding), according to the learning
level of their pupils. After implementation, they have to
complete a questionnaire, which contains questions, such
as: in which unit you used the song, what grammatical
rules were taught, which teaching step song was
integrated, how pupils reacted, what kind of problems
you have faced and how overcame them and what
advantages and disadvantages of your teaching were.
The organization of the project based on the principles of
action-research and participatory observation. The
project started in January and it is still in progress.
2 Some of these songs (28 in total) are edited in her book
“Greek through songs”.
2. IN PRAXIS
Using Koch’s teaching material, teachers have planned
and applied lessons. Some of these are presented below,
focusing on aims and the course of instruction.
2.1. Lesson 1
Song: «Τα χελιδονόψαρα» on cd «Τα τραγούδια πάνε
θέατρο», Kythira’s melody arranged by Koch. The song
describes the beauty of the Aegean Sea, when a shoal of
fish play in the sea.
Duration: 90΄
Goals
We aim for students to:
 revise what rhyme is,
 identify poem’s features in an unknown one,
 revise the endings of verbs,
 enjoy the song.
Teaching process
A photocopy with the song’s lyrics and a picture is
handed out to pupils. They number the strophes and
discuss the content of the lyrics (text analysis). They
connect the meaning of the lyrics with the drawing and
they express their opinions. Then, pupils identify the
rhyme and recognize what kind of rhyme it is. They look
for verbs and underline their endings focusing also on
spelling. They revise the grammatical rules about verb
endings and practice the rules with the verbs in the
lyrics. Pupils listen to the song twice and sing it while
listening to it, so many times that they will be able to
sing it without hearing the music. Finally, they colour
the photocopy’s painting, choosing colors appropriate to
the contents of the lyrics.
2.2. Lesson 2
Song: «Τέσσερις εποχές» on cd «Τα τραγούδια πάνε
θέατρο». The song has four strophes. Each one describes
a season and refers to its months.
Duration: 45΄
Goals
We aim for students to:
 learn the four seasons,
 learn the months in order ,
 learn the months of each season,
 describe their favorite season,
 collaborate in small teams,
 dance,
 enjoy the song.
Teaching process
Students are divided in groups. Then photocopies with
the verses are distributed, with the names of the months
erased. Then students circle with pre-defined colours
each season. In groups they try to fill in the months; as
many as they can remember (previous knowledge). The
song is played; the remaining months are completed
and/or reviewed. The song is once again played and
simultaneously students sing it until they learn it. The
song is easily memorized because the same melody is
repeated in each strophe and the first verses are repeated.
Then students describe their favourite season and finally
copyright © Greek Association of Primary Music Education Teachers & National and Kapodistrian University of Athens
4th International Conference Arts and Education - A creative way into languages
ISBN: 978-960-99899-4-7
5

the lesson ends by dancing this song in traditional Greek
dance steps (“syrto”).
2.3. Lesson 3
Song: «Το ουράνιο τόξο» on cd «Τα τραγούδια πάνε
θέατρο». The song is divided into two parts: in the first
part features of every color is mentioned and in the
second one the main song begins describing the creation
of a rainbow over the Acropolis.
Duration: 90΄
Goals
We aim for students to:
 learn the colours,
 repeat the spelling of nouns ,
 connect adjectives with nouns,
 describe objects,
 collaborate in teams,
 enjoy the song,
 paint with the colors they have learned.
2.4. Teaching process
Students are split in 7 teams, equal to the number of
the rainbow colors. Each team is given a carton, of a
different color (following the rainbow colors). While
listening to the first part of the song, each team is given
the verse of the respective color. Then each team is
given five minutes to find as many nouns matching their
respective colour (e.g. for red: apple, strawberry, poppy).
After five minutes, each team announces its ideas to the
rest of the teams and places the coloured carton on the
blackboard. The prerequisite for each team is to
participate in the rainbow making, by spelling correctly
all their nouns. The song is heard twice, while students
sing it. Then each student describes one of the nouns
written by the team. Finally if students want to do so,
they can paint this noun or the rainbow.
The combination of Music and Language, aiming to
learn grammar is challenging. It was observed during the
lessons that students are not familiar with such activities
in Language lessons; nonetheless their first reaction is
enthusiasm, making the lesson “fun”. At the same time
they learn and internalize grammar rules and connect
knowledge to everyday life.
Teachers are usually anxious (quite fairly) to complete
the curriculum on time. These practices can transform
the class through “playing” and “creating”, thus fulfilling
their teaching expectations.
REFERENCES
Γαβριηλίδου, Ζ., Σφυρόερα Μ., Μπεζέ, Λ. (2010).
Γλώσσα Β΄ Δημοτικού: Ταξίδι στον κόσμο της
γλώσσας Α΄ και Β΄ τεύχος. Αθήνα: ΟΕΔΒ.
Διακογιώργη, Κ., Μπαρής, Θ. Στεργιόπουλος Χ.,
Τσιλιγκιριάν Ε. (2010 ). Γλώσσα Δ΄ Δημοτικού:
Πετώντας με τις λέξεις Βιβλίο Δασκάλου. Αθήνα:
ΟΕΔΒ.
Ιντζίδης, Ε., Παπαδόπουλος, Α., Σιούτης, Α.
Τικτοπούλου, Α. (2010). Γλώσσα Γ΄ Δημοτικού: Τα
απίθανα μολύβια. Αθήνα: ΟΕΔΒ.
Κοκκίδου, Μ., Στάμου, Α. (2010). Η διδασκαλία
της ελληνικής ως ξένης γλώσσας: Η περίπτωση των
τραγουδιών της Μαρίζας Κωχ στο Πανεπιστήμιο
Cornell: Προεκτάσεις για τη γλωσσική διδασκαλία
στο πλαίσιο της επικοινωνιακής-κειμενοκεντρικής
προσέγγισης. Στο: Ντίνας, Κ., Χατζηπαναγιωτίδη,
Α., Βακάλη, Α. Κωτόπουλος, Τ. & Στάμου, Α.
(επιμ.), Πρακτικά Πανελληνίου Συνεδρίου με διεθνή
συμμετοχή «Η διδασκαλία της Ελληνικής Γλώσσας
(ως πρώτης/μητρικής, δεύτερης/ξένης)». Νυμφαίο
Φλώρινας, 4-6 Σεπτεμβρίου 2009. Ανασύρθηκε στις
15-1-2011 από
http://linguistics.nured.uowm.gr/Nimfeo2009/prakti
ka/files/down/paraskeui/aithusa2/kokkiduStamu.pdf
Koch, Μ. (2010). Greek through songs. Athens:
Stamoulis.
ΦΕΚ 303Β/13-3-2003, Διαθεματικό Ενιαίο
Πλαίσιο Προγράμματος Σπουδών και Αναλυτικό
Πρόγραμμα Σπουδών Γλώσσας, σσ. 3745-3777.
Blodget, T. (2000). Teaching the target language
through the lyrics of melodic music. Retrieved
February 10 2011, from:
http://www.songsforteaching.com/musicapaedia/teac
hingtargetlanguagethroughlyrics.htm
McDowell, C. (2010). An Adaptation Tool Kit for
Teaching Music. Teaching Exceptional Children
Plus, 6(3). Retrieved February 20 2011 from:
http://escholarship.bc.edu/education/tecplus/vol6/iss
3/art3
Seeman, E. (2008). Implementation of music
activities to increase language skills in the at-risk
early childhood population. ERIC: ED503314.
DISCOGRAPHY
1977: «Μια εκδρομή με τη Μαρίζα», «Ένα
περιβόλι γεμάτο τραγούδια» και
«Παιχνιδοτράγουδα» (these cds are re-released by
SONY: «Ένα καπέλο γεμάτο τραγούδια»).
1990: «Οι δρόμοι του μικρού Αλέξανδρου»
(Musical Stimuli for infants). .
From Mariza Koch’s discography company VERSO
 « Η γοργόνα ταξιδεύει τον μικρό Αλέξανδρο»
(music trip with traditional songs all over Greece),
based on the book: “ Η γοργόνα ταξιδεύει τον μικρό
Αλέξανδρο”. Athens: Kedros.
 «Μια εκδρομή με τις εννέα μούσες» (Greek
traditional songs).
 «Σαν ουράνιο τόξο» (Musical Stimuli for
infants). Re-released : «Οι δρόμοι του μικρού
Αλέξανδρου»
 «Να τα πούμε » (Carols and Christmas songs)
 «Μια γιορτή με τη Μαρίζα» (songs and play-
songs)
 2002: « Τα χρωματιστά τραγούδια » (songs
from Koch’s music workshop for children). In this
cd Maria Fanantouri and Nena Venetsanou also
participate.
 «Ραντεβού στην Αθήνα 2004» (A song for
Olympic Games in Athens, 2004).
copyright © Greek Association of Primary Music Education Teachers & National and Kapodistrian University of Athens
4th International Conference Arts and Education - A creative way into languages
ISBN: 978-960-99899-4-7
6

 2006: «Τα τραγούδια πάνε θέατρο» (songs
from Koch’s music workshop for children).
Koch, M. (2010). “Greek through songs”. Athens:
Stamoulis. Book with CD and scores.
APPENDIX
LYRICS
Οι τέσσερις εποχές
-Ω πόσο θέλω να χαρώ,
να χαρώ την Άνοιξη,
να χαρώ την Άνοιξη
μες στη φύση σαν παιδί.
Μάρτη, Απρίλη μου και Μάη
η καρδιά μου πώς χτυπάει:
-Ω πόσο θέλω να χαρώ,
να χαρώ το καλοκαίρι,
να χαρώ το καλοκαίρι,
που ανεμελιά θα φέρει.
Ιούνη, Ιούλιε και Αύγουστε μου
βάστα το μυαλό μου Θεέ μου!
-Ω! πόσο θέλω να χαρώ,
το γλυκό φθινόπωρο,
το γλυκό φθινόπωρο,
της βροχούλας το χορό.
Σεπτέμβρη, Οκτώβρη και Νοέμβρη
το μυαλό μου ταξιδεύει.
-Ω! πόσο θέλω να χαρώ,
να χαρώ και το χειμώνα,
να χαρώ και το χειμώνα,
πάνω στα βουνά με χιόνια.
Το Δεκέμβρη, το Γενάρη, το Φλεβάρη
που φλεβίζει και την Άνοιξη μυρίζει!
Τα χελιδονόψαρα
-Ένα κοπάδι ψάρια, χελιδονόψαρα,
στου Αιγαίου φτερουγίζουν τα γαλανά νερά.
Απ’ το ‘να κύμα στ’ άλλο περνούν και χάνονται,
της θάλασσας στολίδια ποτέ δεν πιάνονται.
-Γιαλό γιαλό,γιαλό γιαλό να ‘ρθεις,
τα λόγια που θα πω να θυμηθείς.
-Για μας είναι ο κόσμος, για μας είν’ η ζωή,
το φως και το σκοτάδι, το δειλινό κι η αυγή.
Ένα κοπάδι ψάρια, χελιδονόψαρα,
στον πάτο κατεβήκαν και στα πετρόψαρα.
-Γιαλό γιαλό, γιαλό γιαλό να ‘ρθεις,
τα λόγια που θα πω να θυμηθείς.
-Ελάτε ν’ ανεβούμε στο κύμα και στο φως,
εδώ είναι σκοτάδι, ο σκοτεινός βυθός.
-Εμείς θα ανεβούμε στην επιφάνεια
να δούμε το Δεσπότη, τα Θεοφάνεια.
-Γιαλό γιαλό, γιαλό γιαλό να ‘ρθεις,
τα λόγια που θα πω να θυμηθείς.
Το ουράνιο τόξο
-Είμαι το κόκκινο και κάθε κόκκινο
Ξέρει να χαίρεται και να προσφέρεται.
-Είμαι το πορτοκαλί, ωραίο και πολύ
Σαν ήλιος χαίρομαι και σας προσφέρομαι.
-Είμαι το κίτρινο, το ωραίο κίτρινο
Σαν κίτρινο φλουρί και σαν Ανατολή.
-Είμαι το πράσινο, το καταπράσινο.
Ένα κλαδί χλωρό σε διάφανο νερό.
-Είμαι το γαλανό. Είμαι στον ουρανό.
Είμαι στη θάλασσα. Στο Αιγαίο μεγάλωσα.
-Είμαι το μπλε βαθύ, που όπου και αν βρεθεί
Δίνει ποιότητα και επισημότητα.
-Είμαι το βιολετί και χαίρομαι γιατί,
Αυγή και δειλινό, βάφω τον ουρανό.
-Η βροχή έχει σταματήσει
Και ο ήλιος πάει να δύσει,
μα χιλιάδες δυο σταγόνες
μετεωρίζονται και μόνες,
κλέβουν του ήλιου τις ακτίνες
για να γίνουν ήλιοι εκείνες!
-Μα η αλήθεια είναι κρυμμένη,
μες το φως που μπαινοβγαίνει,
μες σε κάθε μια σταγόνα
που δεν έπεσε ακόμα
τα επτά χρώματα γνωρίζει
τα μετρά, τα διαχωρίζει.
-Μια ημέρα σαν τις άλλες
μείναν της βροχής οι στάλες
πάνω από τον Παρθενώνα
και δεν έπεσαν στο χώμα.
Ένα ουράνιο τόξο εφάνη
της Ακρόπολης στεφάνι!
copyright © Greek Association of Primary Music Education Teachers & National and Kapodistrian University of Athens
4th International Conference Arts and Education - A creative way into languages
ISBN: 978-960-99899-4-7
7