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• W207980895 abstract "Culturally authentic songs and lyrics can be integrated into all levels of the Spanish curriculum, K-16. This art form need not only be used for appreciation of a particular musical genre or as a listening, cloze activity. Songs can be aligned to a theme, line of inquiry, idea, or socio-political issue that appears in the curriculum. This workshop explored a model via Backward Design for developing performance tasks in response to the themes and questions in song lyrics. This type of assessment yields student products that draw upon their understanding of the lyrics and transfer interdisciplinary concepts, knowledge, and skills. The best advantage of learning language through visual and performing arts is their ability to extend the learners' understanding of themselves and their world while guiding them in creating meaning and developing their range of self-expression. Through the arts, lan guage and culture come alive to ignite inquiry and active learning whereby memorization of facts and recall tasks hardly fit the bill. Music defines and transmits culture, dissolving barriers of religion, cultures, race, geography, and class. Every society responds to and creates music. The music of Spanish-speaking countries offers a diverse palette of sounds, instruments, and rhythms. Classic works as well as fresh mestizo chops release the learner on a fascinating ride through cultural history. Through the music and lyrics, students learn about other cultures, their influence on musical genres, and the products, practices, and perspectives of the cultures that influenced the artists and their work. There are connections to other disciplines such as art, history, environment, social is sues, literature, and obviously music. Throughout performance-based assessment, learners make comparisons between the issues revealed in the lyrics and the messages in music from their own cultures. They also compare linguistic variations heard in songs from different Spanish-speaking countries. They apply what they learn about this music to better understand the communities that influence the blends of sounds and genres, both in the United States and around the world. In this way, students expand their idea of music from Spanish-speaking countries to understand the various cultural communities through a much wider and inclusive lens. Through technology, a wide range of music genres is readily available and the benefits of music in education are well known (Jensen 2000). Still, there is a dearth of materials on using" @default.
• W207980895 created "2016-06-24" @default.
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• W207980895 date "2007-01-01" @default.
• W207980895 modified "2023-09-24" @default.
• W207980895 title "Song Lyrics as Culturally Authentic Material for Standards-Based Performance" @default.
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