Hebrew in Melody
Everyone loves music. Very few teachers, and second-language teachers in particular, refrain from using music in class. Music has many advantages in class and its use is seemingly simple. But not really…
When talking to teachers, or observing the lessons, it is easy to see that many teachers are satisfied with listening once or twice, at the most, to a song, reading its words together, and only sometimes applying some linguistic work.
It is important to know that this type of practice may be effective but certainly does not satisfy and does not take advantage of all that music can contribute.
The connection between music and teaching Hebrew is only natural. Music supports language teaching by its very essence. The use of music works on different skills, allows exposure to a more natural language, connects to the culture of the language, enables the introduction of artistic tools into the language and a lot of personal expression.
The use of language strengthens the music because it allows for deeper understanding with more authentic texts, assimilating (and then striving for production and use) with a wealth of expressions, patterns and vocabulary in different combinations.
The goals of the program are:
to expose the teachers, to enrich and strengthen their existing knowledge of Israeli music -the different musical genres such as: Mediterranean music, Israeli rap, Jewish music, the phenomenon of “KULULAM”, and more.
Teachers will reveal, both, contemporary works as well as relevant, contemporary artists and relevant and social impact and cultural expressions.
Through exposure, listening and watching, sharing and learning, guided listening, and use of content that will come from the group and the participants themselves, we will try to examine and create effective ways to integrate much more music into the curriculum.
The use of music enables a variety of learning skills, enriching the teachers' toolbox, connecting the personal world of teachers with their professional world, and more.
I believe that all this will lead to maximizing learning processes in the classroom and increase the use of music in Hebrew classes.
Creating a toolbox for the teacher to help him or her integrate Israeli music into teaching - teaching units, teaching linguistic structures, slang, vocabulary, expression and more.
What do I suggest?
I offer a training course (mostly based on workshop work and experience), during which each teacher will create a personal toolbox containing 10-12 songs. Songs will be suitable for the teacher and the class, familiarity with contemporary music and instruments, work tools, exercises and practical ideas for activities that combine Israeli music in the process learning and more.
Each course will be built in front of the Hebrew coordinator at the school and adapted to the needs of its staff to maximize the teaching and learning processes in the school.
The toolbox on the musical side includes:
knowledge such as:
How to use the voice, how to overcome challenges such as embarrassment (both teacher and student), how to work vocally on texts, some simple and effective exercises of vocal techniques exercises of stage presence, and more.
The accessibility of a song on a musical level will deal with a number of ideas such as notes, measures, beats, musical themes and tones, what is more appropriate and suitable when choosing a repertoire (in terms of age), etc.
Each class will include vocal warm-ups, adaptive work on technique, exercises from the world of performance and theater, etc. The class will serve as a laboratory, the teachers will learn to present their choices and I will work with them in front of the classroom demonstrating how they teach a song (with all its elements of integration and musical presence).