Best Practice Case Studies

Transcription

WP6 Best Practıce Case Studıes
Project Deliverable 25
Compiled by Çukurova University, School of Foreign Languages, TR
Contents
Page
1. Abstract
5
2. Aims and Objectives
5
BEST PRACTICE CASE STUDY REPORT FROM VALLADOLID UNIVERSITY, SPAIN
1. The School
7
2. The students of the piloting class
18
3. Previous similar experiences
20
4. Research Methods
4.1 Observations/notes
4.2 Interviews
4.3 Filming
4.4 Review of students' video clips
4.5 Review of students questionnaires
4.6 Review of teacher questionnaires
20
20
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23
5. Findings
23
6. Conclusions
32
BEST PRACTICE CASE STUDY REPORT FROM KULTURING IN BERLIN, GERMANY
1. The School
34
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4. Research Methods
4.2 Interviews
4.3 Filming
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5. Findings
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6. Conclusions
39
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BEST PRACTICE CASE STUDY REPORT FROM ÇUKUROVA UNIVERSITY, TURKEY
1. The School
40
40
3. The teacher(s) of the piloting class
41
4. Previous similar experience ......................................................41
5. Research Methods
5.1 Students' opinions after piloting
5.2 Teacher opinions after piloting
41
41
42
6. Conclusions
42
BEST PRACTICE CASE STUDY REPORT FROM LANGUAGE SCHOOL PELICAN, CZECH
REPUBLİC
1. The School
43
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4. Research Methods
4.2 Interviews
4.3 Filming
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5. Findings
46
6. Conclusions
50
BEST PRACTICE CASE STUDY REPORT FROM THE MOSAIC, UK
1. The School
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4. Research Methods
4.2 Interviews
4.3 Filming
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5. Findings
55
6. Conclusions
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BEST PRACTICE CASE STUDY REPORT FROM OPERA BAZAR, ITALY
1. The School
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4. Research Methods
4.2 Interviews
4.3 Filming
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50
5. Findings
60
6. Conclusions
61
ANNEX
Case studies translation into Czech.........................................62
Case studies translation into German.....................................
Case studies translation into Czech........................................
Case studies translation into Italian.......................................
Case studies translation into Spanish....................................
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1. Abstract
The case studies described in this paper examined the use of music, as the primary social
interest of secondary school students, to promote students' language learning and,
transversally, digital competences and creativity. They have been completed on the case
study templates prepared in WP3.
More specifically, they examined the use of the method of the PopuLLar EU Comenius
project which asked the students to write their own lyrics to songs of their choice. They
then translated their songs into the target language they are learning; recorded their
song (video) and shared it with students in other countries who did the same.
A variety of techniques were used, including structured observation, pre and post
teachers and students´ questionnaires, interviews, filming and review of students
productions.
The results indicated that the project suggests a very innovative, creative and attractive
way to learn and practice foreign languages, and which has been very well received by
both teachers and students and that both groups have enjoyed the whole process and
have benefited from it to a great extent, as it will be explained throughout this
document.
There is a huge need to motivate secondary school students, in particular, to learn
languages, focus digital competencies and be creative. To achieve a real influence over
these areas educators need to harness the existing interests of students in to their
learning. The closer teaching can be allied with the interests of students the greater the
potential for engagement.
One of the main issues around the 1 plus 2 language policy is that despite the best efforts
of Europe the teaching of English is raising and other languages becoming less (Key Data
on Teaching Languages at School in Europe 2008). One of the answers to this quandary is
to introduce an understanding of the number, richness and culture of other languages.
But there are very few materials that can meet this challenge in a way that can directly
engage and motivate students to foster this understanding.
The PopuLLar project offers a key to unlock students' spontaneity and interest towards
new languages and cultures.
The project partners created a set of materials to explain the project both to teachers
and students, in digital format including printed and video guides that explain step by
step how to develop the project. They clearly explained that the students have the
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'ownership' of the project. The students are invited to freely explore their music and
create their own lyrics. The resulting video performances will show their creativity and
commitment as well as their effort in making their song into another language version,
therefore adapting the translation to the melody of the song by delving into a different
language. Can this be more rewarding for them than a 'routine' language exercise of their
daily teaching? Can this arouse a renewed interest towards new languages?
The teacher was involved as a facilitator and to check that the students had observed the
rules explained in the PopuLLar Guide, but the students could even perform the project
activities in a place different from the school and at evening hours.
PopuLLar is a project for secondary school language students to use music and
technology as a tool to motivate language learning
The project's aim are:
• to help student students to combine their love of music, with creativity, literacy, digital
competencies, group collaboration and, most importantly, use of new languages .
• to enhance the ability of young European students to apply creative thinking, curiosity
and enquiry, social and communications skills, and achieve a positive change through
innovative approaches to teaching.
• to ultimately promote language learning and linguistic diversity.
The aim of this best practice case study reports is to describe the process undertaken
to arrive at good results in order to enhance its replicability. The report includes a
total of six case studies which have been based on initial and final piloting.
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BEST PRACTICE CASE STUDY REPORT FROM VALLADOLID UNIVERSITY, SPAIN
1. The School
“Nuestra Señora del Pilar” is a very dynamic school and it’s focused on innovation and
creative teaching.
This school has often appeared in the press because of its new and innovative
methods of teaching such as the English teaching method AMCO and the
EntusiasMAT. All these methods are closely linked to the use of ICT. This school has an
active presence in social networks like Facebook or YouTube and makes the most of
blogs for classroom use. It is equipped with smart boards.
In addition to this, in 2004 the school created a bilingual section where students can
practise English both inside and outside the classroom. Following this line of action,
our school pioneered the implantation of the American Baccalaurate Dual Diploma
which enables the students to pursue Higher Education studies in any university in the
USA or Europe.
Baccalaureate students have the opportunity to participate in a two-week exchange
with the Community High School of West Chicago in Illinois (USA). There are many
other exchanges which have the intention of motivating the students whilst having
fun.
This school has also a mentoring programme “Hand with Hand”: students in their final
years of secondary education help students in primary education and first years of
secondary to overcome difficulties.
At the same time, teachers are involved in various research projects that help them
have a wider vision of their teaching, that is why they embraced the piloting of the
PopuLLar project from the very beginning up to the very end.
More information from the school can be found at www.escolapios-soria.com.
The
piloting process got a big coverage on the media (TV, printed/digital press and radio
news). The news are included below:
•
Un proyecto para aprender idiomas a través de la música pop y la red. Heraldo de
Soria [09/01/2013]. (A project to learn languages through pop music and the Internet).
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•
El colegio Nuestra Señora del Pilar implanta con éxito metodologías e innovaciones
pedagógicas en las aulas. Inglés, música y nuevas tecnologías. Revista El Mirón
[08/03/2013]. (The Nuestra Señora del Pilar school in Spain successfully implements
new methodologies and pedagogical innovations, combining English, music and
technology).
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.
•
Alumnos de Escolapios abren camino en proyecto europeo en España. Revista El
Mirón [10/05/2013]. (The students of the Escolapios School in Soria lead the way in a
European project in Spain).
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.
•
Componer música, aprender idiomas. Diario de Soria [08/05/2013]. (Composing music
and learning languages).
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.
•
La UVa y Escolapios desarrollan un proyecto europeo referente en el aprendizaje de
idiomas.
Kiosko
y
más.
Disponible
en
<http://lector.kioskoymas.com/epaper/viewer.aspx> [08/05/2013]. (The University of
Valladolid, Spain and the Escolapios School carry out a European project, an important
benchmark in the field of language learning).
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• El Campus abandera un programa piloto. Heraldo de Soria. También disponible en:
<http://www.psc.uva.es/pdf_dossier/2013/05/0015UW84.pdf> [09/05/2013]. (The Campus
of Soria plays a leading role in the piloting of a European project).
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•
Idiomas, música y tecnología. Soria ha acogido la prueba piloto de “PopuLLar”, un
proyecto educativo europeo para aprender idiomas. Heraldo de Soria [22/05/2013].
(Languages, music and technology. Soria hosts the piloting of “PopuLLar”,a European
education project designed to promote language learning).
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.
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•
La provincia acoge una prueba piloto de un proyecto educativo europeo para
aprender idiomas. Suplemento de educación Escolar, Heraldo de Soria [22/05/2013].
(Soria hosts hosts the piloting of a European education project designed to promote
language learning).
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In total eleven students -8 girls and 3 boys- aged between 12 and 17 have participated in the
project. They like languages and they also love music, as most of them either play their
instruments or sing in the school chorus. Regarding the use of ICT, they feel confident when
using the Internet and new technologies. They had good expectations from the very beginning
for the PopuLLar project and thought it would be fun, but there were different opinions as to
whether it would be difficult or not; nevertheless, they dared to face the challenge and they
were very proud with the results at the end.
On top of practicing foreign languages, working with new technologies and using their music
skills, they thought from the very beginning that the PopuLLar project would give them the
chance to get in contact with other countries through music, to meet new people and to have
fun.
After the piloting was finished, they realized all their expectations had been fully and
successfully achieved.
Pictures from the students taking place in the piloting:
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Poster created for the Piloting in the school
Students participating in the piloting got a notebook specially designed for them and
also printed and digital copies of the project materials (see image below)
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The school participating in the piloting welcomes all kind of initiatives regarding innovation in
teaching and thus they had previously been involved in other Comenius Programmes, but
mainly based on exchanges between schools, so the involvement in this project has been
more important if compared with the others.
4. Research Methods
The number of students of this case study was 11
The age was from 12 to 17 years
There were 8 female and 3 male students.
The students were aware that we were doing our observations on the processes and results of
the experience. When we introduced filming as part of our ways of observations, permission
was asked previously to the students and their parents (for those younger than 16).
The students were aware that they were piloting new educational resources.
As the PopuLLar project required that the students would work autonomously, we had only
several encounters with them and therefore did not attend all their meetings of project
implementation.
The ways to carry out the observations for our case study were varied, as follows:
Before meeting the students, we had prepared a series of questions and descriptions
of situations to observe.
These had been discussed during the PopuLLar project partnership meetings among
professionals from the following partner organizations: The Mosaic Art And Sound
(UK), Pelikan Language School (Czeck Republic), University of Valladolid (Spain),
Cukurova University (Turkey), Kulturring in Berlin (Germany), Kindersite (UK) and
Opera Bazar (Italy).
The context did not allow to take notes while observing, but we could fix the
observations in reflective notes afterwards.
Moreover, a logbook was created on GoogleDrive, so as to gather all the information together
and to coordinate the work, tasks to do, meetings, visits, etc. with the school. This document
was very useful as it allowed us to work very effectively, to do a closer and more efficient
follow up and to have everything under control. The document can be accessed in the
following
link:
https://docs.google.com/document/d/1Bm9bwz5067DpC528FnlaFs364eao6MWBuFhl_MesCs/edit?usp=drive_web
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4.2 Interviews
Interviews were arranged with the students as well as with their teachers.
The content and questions of the interviews had been previously analyzed by
following the same procedure as for the Observations/Notes.
Dr. Susana Gómez, Spanish partner, interviews the teachers at the school
4.3 Filming
We had a digital video camera and filmed part of the experience carried out during
our visit to highlight important aspect of the students' activity.
We recorded the students working in groups and also some of the interviews in which
students participating share their experience in working in the project
See an example in the link below: http://www.youtube.com/watch?v=XfmaX_v_H20
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The important milestones for students regarding the development of the project are
their final productions: video clips with their performance showing the interpretation
of the song with their lyrics. One performance in their native language and a second
performance in their target language.
The criteria to analyse the students' video clips towards the aim of the project have
been the following:
• match of lyrics with the song (does it become obvious that students put some effort
in matching their lyrics with the rhythm/ melodies/ timing of the instrumental part?)
• does it become obvious that the whole group participated in making the video (e.g.
many voices/ many students in the video)?
• do the native and the target language version show a similar level of quality?
• does it become obvious that students had fun and were enthusiastic about their
project?
• does the video (and the lyrics/ singing) show a high level of creativity?
Students questionnaires were prepared within the set of pedagogical materials of the
PopuLLar project.
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These were a result of a collaborative work of the project partners and focus on the
aims of the project and its results by using a friendly communication with the
students.
The Questionnaire were divided into a Pre-Questionnaire before the start of the
experience including information on the expectations of the students about the
proposed new approach to learning and a Post-Questionnaire after the end of the
activities where they could reflect on the results and compare them with their
expectations.
All the students participating filled the pre- and postquestionnaires in due time. A
summary of the answers was created using the application available on Google forms
for this, and results (statistics, opinions, graphs) were analysed accordingly.
Prepared within the PopuLLar set of pedagogical materials, these reflect the teacher's
perspective.
All the teachers participating filled the pre- and postquestionnaires in due time. A
summary of the answers was created using the application available on Google forms
for this, and results (statistics, opinions, graphs) were analysed accordingly.
5. Findings
The PopuLLar project has definitely proved to be an excellent way to motivate
students to learn and practice languages, develop their IT skills, trigger their
creativity and promote team work.
Through the pre- and postquestionnaire, plus several interviews carried out during
different visits we did at the school during the piloting phase, we could see how
enthusiastic the students were with this project, from the very beginning to the very
end.
They loved every single bit, from the start to the end: creating the lyrics, playing their
instruments for an original song, and also watching other students singing the song
they had created in other EU languages: Italian, Norwegian, Euskera (for the Italian
version, check http://www.youtube.com/watch?v=8vhcU3bzYd4 , for the Euskera,
check http://www.youtube.com/watch?v=gtxyni4HtQ8, and for the Norwegian,
check http://popullar.wikispaces.com/Tromso)
They carried out all the different steps from the project:
1.
Teachers invited students in the school to participate in the piloting and a team was
created with volunteers.
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2.
Instead of choosing a song, they created their own musical theme and played their
instruments
3.
They wrote the lyrics for their song in Spanish (L1)
4.
this :
They recorded themselves singing their song and created two different videos for
a.
http://www.youtube.com/watch?v=vhP8P34GIMA
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b.
http://www.youtube.com/watch?v=vv4vPAQmFxc
5.
They translated their song into English, the main L2 they were learning.
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6.
They
recorded
themselves
singing
http://www.youtube.com/watch?v=n65a9djuA6U
their
song
in
English:
7.
They use Internet to share their recording with other foreign young people, and got
very active in the forum, sharing messages with students from all around Europe (total
number of messages: 50).
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8.
They chose a song created by the Italian school, translated the song from English
into Spanish
9.
They used their instruments to play this new song, did the recording in Spanish and
created a videoclip with the new song http://www.youtube.com/watch?v=Jyai3os4rbc . This
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was something very creative, as they had to use their music skills to get the melody of the
Italian song and then play it with their instruments
Images and videos are very illustrative and are worth a thousand words, so find
below some links to the most representative videos of students participating in the
project and sharing their experience in PopuLLar
1.
Video 1. Students participating in the piloting process talk about their
experience in the project:
http://www.youtube.com/watch?v=XfmaX_v_H20
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2.
Video 2. They are being interviewed by journalists in the news and they
speak about their work in the project and why it is a very good project to learn
languages
(video
subtitled
in
English):
http://www.youtube.com/watch?v=UaxrTfKo1kk
3.
Video 3. Launch of the PopuLLar Project in Spain with interviews to
teachers and students participating in the project (video subtitled in English):
http://www.youtube.com/watch?v=frk1jhsNCNs .
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6. Conclusions
The piloting phase has been very useful for the project, as we could test the materials
with a school and get feedback to improve the project before the large scale piloting.
Students and teachers participating in the piloting were really involved in the project
and were very enthusiastic to know that they were the first group participating in the
project and that they would be role models for other European students, that is why
they put a lot of enthusiasm and hard work on this process, did their best on it and the
final products they created were very good for the project, for dissemination purposes
and for reference.
The results obtained went beyond our expectations, first because they created their
own melody and played their own music (something which was not a requirement and
implied harder work).
The link to their work on the project website:
http://www.popullar.eu/video-production.html
They also they created several very interesting feedback videos where they share their
experiences and tips with students from all around Europe:
So as to compensate them for their hard work, Dr. Susana Gómez, the Spanish partner,
invited them to the official launch of the Project in Spain which took place in the
University auditorium. They had the chance to sing their song in front of a huge
auditorium full of people (+200 people), talk about their experiences in the project and
get a diploma plus a social recognition for their hard work. They were also interviewed
and appeared on TV and the press that day and on the following one.
Interviews on the news: http://www.youtube.com/watch?v=UaxrTfKo1kk
Interviews on the radio
https://soundcloud.com/crealante/popullar-on-the-radio-07-05-13
https://soundcloud.com/crealante/popullar-on-the-radio-07-05
Articles published on the news. Full documents are available at:
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https://drive.google.com/?tab=mo&authuser=0#folders/0Bypf7_A2hj_baTN3Y1pucGZ
ZU1E
https://drive.google.com/?tab=mo&authuser=0#folders/0Bypf7_A2hj_bZDhBaXF0NXR
VVTA
We definitely exceeded the expectations in Spain, as we got 65 schools/groups on
board for the project. This has been due to an extensive dissemination campaign
carried out by Dr. Susana Gómez, from Valladolid University, and also to a big
dissemination on the press, tv, radio and social networks.
After a close follow up of the whole process, not only through the piloting phase, but
also through the large scale piloting, I would like to emphasize that the best way to
approach students to become involved in the project is to show them that the goal of
the project is not being an expert on music nor languages, but to have fun. After this,
language learning and language practice will flow automatically. It is also very
important to show students that they play the crucial role in the project, that they own
the project, and challenge them to create something new and original, giving them
freedom in their choices.
As a final conclusion, I would like to express my personal view on PopuLLar: The idea
behind the PopuLLar project is very powerful, it´s full of energy, enthusiasm, group
work, so it goes beyond language learning and offers students a very humanistic
approach to team work and creativity.
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CASE STUDY REPORT FROM KULTURRING IN BERLIN, GERMANY
1. The School
The Albert Schweitzer School (http://www.die-schweitzer.de), secondary school
with a history of more than 100 years, currently has about 600 students of
many different nationalities. Students finish school at the age of 17/18. The
school day goes from 8am to 4pm. The school offers lunch and activities during
lunchtime. The school is equipped with Smart Boards. Foreign languages
offered are English, Spanish and French. The school is situated in a multicultural
neighbourhood in Neukölln in the very centre of Berlin.
2 The students of the piloting class
The students of the Initial Piloting could choose this project out of several
compulsory afternoon activities in school (called “AGs” in German). Except from
one boy, only female students registered for the AG. In the Pre-Questionnaires,
all stated that they like Pop and Hip Hop music and that they use music in
language learning especially by singing English lyrics and look up what the lyrics
mean. Furthermore, everyone confirmed that he/ she had already made a
video before. About half of the students stated that they have experience in
uploading files on the internet.
Most of the students hoped beforehand that the project was going to be fun
and that they would be able to create a nice music video that they could be
proud of.
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3 . Previous similar experiences
The students and teachers did not mention any previous similar experiences.
4. RESEARCH METHODS
The number of students of this case study was 11.
The age was from 14 to 15 years.
There were 10 female students and 1 male student.
10 of 11 students had a multicultural background.
The students were aware that we were doing our observations on the processes and
results of the experience. When we introduced filming as part of our ways of observations,
permission was asked previously to the students and their parents.
implementation.
Before meeting the students, we had prepared a series of questions and
descriptions of situations to observe.
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These had been discussed during the PopuLLar project partnership meetings
among professionals from the following partner organizations: The Mosaic Art
And Sound (UK), Pelikan Language School (Czech Republic), University of
Valledolid (Spain), Cukurova University (Turkey), Kulturring in Berlin
(Germany), Kindersite (UK) and Opera Bazar (Italy).
The context did not allow taking notes while observing, but we could fix the
4.2 Interviews
Interviews were arranged with the students as well as with their teachers. The
content and questions of the interviews had been previously analyzed by
4.3 Filming
We had a digital video camera and filmed part of the experience carried out
during our visit to highlight important aspects of the students' activity.
The important milestones for students regarding the development of the
project are their final productions: video clips with their performance showing
the interpretation of the song with their lyrics. One music Video in their native
language and a second – the main – music video in their target language, as
well as a newly interpreted music video adapted from the video clip of the
Partner school (Grammar School Hardy in Brno, Czech Republic).
The criteria to analyse the students' video clips towards the aim of the
project have been the following:
•
•
•
quality of the lyrics and adaption of the lyrics to the music
(does it become obvious that students put effort in writing a
song text and adapting this text to the song they have
chosen?)
does it become obvious that the whole group participated in
the process (e.g. many voices/ many students in the video or
other proof of participation)?
do the native and the target language version show a similar
level of quality?
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•
•
does it become obvious that students had fun and were
enthusiastic about their project?
• does the video (and the lyrics/ singing) show a high level of
creativity?
level of activity in sharing and promoting their products 4.5 Review of students
questionnaires
Students’ questionnaires were prepared within the set of pedagogical
materials of the PopuLLar project.
These were a result of a collaborative work of the project partners and focus
on the aims of the project and its results by using a friendly communication
with the students.
The Questionnaire were divided into a Pre-Questionnaire before the start of
the experience including information on the expectations of the students
about the proposed new approach to learning and a Post-Questionnaire after
the end of the activities where they could reflect on the results and compare
them with their expectations.
Prepared within the PopuLLar set of pedagogical materials, these reflect the
teacher's perspective.
5 FINDINGS
Overall, the students gave a positive feedback. The whole group completed all
phases in about four months’ time, working mostly once a week for 90 minutes on
the project. While they were very enthusiastic about the processes of choosing a
song, writing and translating the lyrics and shooting the video, the steps of singing
and audio recording seemed the most difficult since some students felt
uncomfortable with singing in front of their classmates. Three out of eleven
students mentioned that singing the song in the group was the most difficult task,
while two students found the writing of the lyrics most difficult and one student
the video editing. Except from three students, the majority could imagine that
projects like PopuLLar could help to learn languages better. 80% of the students
enjoyed working in the project and stated that the group was working well
together. Unfortunately, bullying seemed to be an issue at the school and students
at times were hesitant in singing, being in the video or publishing the video
material online because they seemed to be afraid that other students would laugh
about them.
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When assessing the video outcomes, it becomes obvious that students put a lot of
effort and creativity into writing profound and as well as authentic and funny lyrics.
However, because the text was so dense, they had some difficulties matching the
translated version in Spanish to the music and hence needed some time for
adaption and rehearsal. The video again showed a high level of creativity and
planning, as the students wanted to realize images matching the lyrics in therefore
had to find the right shots and use a lot of editing to match the singing and the
images.
It was especially positive to see how the creation of a song and video helped the
(very multicultural) students to identify with Berlin as a city and how the video
served to present themselves and their hometown to other students in Europe.
Here are all videos from the Berlin Piloting group:
Students rehearsing their song in class:
http://www.youtube.com/watch?v=IlTopA-29lU
The students’ videos:
6. CONCLUSIONS
The outcomes of the Piloting at Albert Schweitzer School in Berlin proved that
PopuLLar works in the context of secondary school education in Germany. The
students and the teacher confirmed having learned a fun new approach towards
language learning and gained broader knowledge in the field of new media
technology.
Based on the Initial Piloting, we can see an enormous potential of the PopuLLar
idea in education, especially when more schools throughout Europe publish their
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music videos on the PopuLLar Wiki platform. The project shows great sustainability
with a constantly growing presence in social media, especially the Wiki platform
and the facebook page. It is close to the students’ interests and therefore relevant
to their lives.
It could be an option to let the students decide whether they want to complete all
steps of the Initial Piloting (3 audio/ video products in total) or if they focus on one
or two videos where they can put even more creative energy to it.
To conclude, it can be said that the PopuLLar aims have been reached in the
Piloting at Albert Schweitzer School, as students successfully engaged in creative
thinking, group collaboration, the use of new languages and digital technologies,
and the promotion of linguistic and cultural diversity.
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BEST PRACTICE CASE STUDY REPORT FROM YADYO ÇUKUROVA UNIVERSITY, TR
The Turkish Piloting was carried out by the Foreign Languages School (YADYO) of Çukurova
University (http://yadyo.cukurova.edu.tr/en/). Çukurova University has 10 faculties, 1 state
conservatory, 3 colleges, 9 vocational colleges, 3 institutes, and 29 research and application centers.
The university, with its 1909 member teaching staff, offers courses to over 32700 undergraduate,
post graduate, and doctorate students. Çukurova University holds a respectable place both at home
and abroad. The university currently has 300 active international agreements with other higher
education institutions from abroad. The School of Foreign Languages (YADYO) offers courses for
several languages at different levels to approximately 1000 students every academic year. It has over
50 language teachers who have high qualifications in teaching.
1. The School
TAKEM, is a German and Turkish Language and Culture School in Adana. It was founded by Turkish
and German collaboration in 2011. It provides German and Turkish language lessons with its capacity
for 250 students. The language teaching levels offered vary between A1 and B2. In addition to
language courses, TAKEM also provides international education consultancy and cultural events such
as concerts, theaters, competitions and ceremonies in collaboration with Turkish-German Cultural
Collaboration Organization.
1. Demographic Information
The initial piloting in Turkey was conducted with seven students studying German as a second
language. Students’ ages varied between 18 and 23. Students were all Turkish with Turkish as their
mother-tongue. Also, they had A2 level of English. They studies German for academic purposes and
were at B1 level in German.
2. Student Opinions on Music
All students told that they loved music. Music was in their life all the time and everywhere. Their
favourite music genres varied from pop, rap, R & B, jazz, lounge, rock and blues. Their favourite
singers included Shakira, Jimi Hendrix, Frank Sinatra, Chris Brown, Chuck Berry, Teoman, Hadise and
Beyonce. They also loved the bands Nirvana, Queen, Green Day, One Direction, Avenged sevenfold,
Usher and Duman.
Students stated that music is very important for foreign language learning. Four of them played the
guitar. They tried to use music as a fun way of improving their language skills. They explained that
they listened to songs, searched for their lyrics and worked on them. By searching the unknown
vocabulary items they came across, they learned new words and their functions in the target
language. Therefore, they follow YouTube videos for clips and lyrics. They added that songs also
help them improve their listening skills.
3. Involvement in Media Technologies
When students were interviewed prior to their participation, they stated that they used the internet
on a daily basis for communication, entertainment and education. Some of them also stated that
(n=3) they wrote on the internet, and upload files (n=5). They all stated that they watched and
downloaded videos on YouTube.
4. Student Opinions on Learning Languages
All students stated that learning languages is very important for them. During the observations in
piloting, they were eager to learn new ways of expressing their emotions and to find better ways of
translation.
5. Expectations of PopuLLar Project Involvement
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Overall, students had highly positive expectations of their participation in PopuLLar Project. They
expressed that the Project would be fun and easy. They also stated that it could help them improve
themselves, be more creative, be more collaborative. They also expected to learn more about other
countries and languages. They even expected that the Project could serve a channel for helping
others and cooperate. They all seemed very willing and excited to participate.
3. The Teacher(s)of the piloting class
1. Demographic Information
One teacher participated in the initial piloting. She was 29 years old with 2 years of teaching
experience. She taught German to students as a foreign language and worked for a private language
school in Adana, Turkey. The number of students in her classes varied between 10 and 15 and their
ages were between 16 and 20.
2. Opinions on Using Music in Teaching Languages
She said that she never used music in her language lessons, but she thought that it could be a good
way of motivating students to learn new words. Also, she stated that her students did not have
experience on working collaboratively on tasks.
3. Expectations of PopuLLar Project Involvement
She thought that working on the Project together would equip her students with cooperative skills.
Since students would work together, it could be entertaining and interesting for them to complete
the tasks together
She stated that neither she nor her students had participated in any EU Project previously and that is
why she was very excited to be part of PopuLLar Project.
5. RESEARCH METHODS
Data were collected from observations / notes; pre and post teacher and student questionnaires;
and interviews with the teacher. The data have been analysed and the results have been presented
below.
5.1. Student Opinions After Piloting
1. Student Opinions on PopuLLar
Students stated that they participated to all the steps in the Project; namely, choosing the song,
writing new lyrics, singing and playing musical instruments, translating the song into German and
singing it. They also reported that they recorded their songs in a Professional studio. They translated
the song sung by the British students into Turkish and recorded it. They collaborated to decide on
the video clip and to bring it together. When they uploaded them on YouTube, they were together
as well.
Students did not report any problems faced throughout their participation in the Project. However,
they had difficulty and needed assistance from their teacher when translating the Turkish song into
German.
Overall, they found the experience to be great since it gave them the chance to form a group and
work together, use their creativity and help them learn new things. They said that the Project was
great and they wished they had more frequent opportunities to participate in such projects. They
used “Great!, Excellent! Beautiful!” to refer to the Project and were proud of their final products.
2. Student Learning Experiences
Students stated that they enjoyed working and learning together. They described the Project as a
beautiful example of group work where they used their creativity and knowledge of foreign
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language. They expressed that they already loved music, but with the help of the Project they
became aware of different ways of using music in their language improvement.
5.2. Teacher Opinions After Piloting
1. Opinions of Teaching Quality of PopuLLar Project
The teacher although it was sometimes necessary to motivate them, particularly in translation, the
students were very happy with their end product and were proud of themselves. Since they
achieved something together, it was worth the challenge.
2. Comments on PopuLLar Project
The teacher stated that in spite of working only once a week with the students, she observed their
motivation and willingness to complete their songs. She expressed her surprise that students spent
their free time to complete the phases of the Project, which normally would not happen to complete
their homework. She rated the tasks in the Project as highest (5) and stated that she was very happy
to have participated in PopuLLar Project.
6. CONCLUSIONS
Overall, both students’ and the teacher’s opinions of the Project were very positive.
They found the experience to be rewarding and fun. The students were very proud of
their work and kept asking for the comments from Project partners. They gave
feedback on partnering countries’ songs and compared theirs with them. The teacher
also told the Project members that she did not realize the importance and power of
music for students until her experience in PopuLLar and would definitely integrate
music in her future teaching. The videos are available on the PopuLLar webpage:
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BEST PRACTICE CASE STUDY REPORT FROM LANGUAGE SCHOOL PELIKAN, CZECH REPUBLIC
The Czech Piloting was made by Grammar School Hády in cooperation with Langauge School
Pelikan.
1. The School
Grammar School Hády is an institution which is focused on providing great basis for followup studies. It is located in Brno and considered as one of the most popular grammar school
where students have to pass the entrance exams. Its building meets the conditions of
modern educational institution.
The school provides study in two fields of study and four educational programmes. Students
also can realize their potential in sport classes. However the main thought of the school is to
prepare students in general for their university studies.
The group was created from students of two schools who study Spanish, their
target language, as their second language. Most of them are naturally fans of
music as primary interest of youngsters.
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None of them has similar or near experience with the project like PopuLLar. Most
of them would repeat their PopuLLar experience according to the postquestionnaires.
4 RESEARCH METHODS
There were 11 female and 6 male students.
The students were aware that we were doing our observations on the processes and
results of the experience. When we introduced filming as part of our ways of observations,
permission was asked previously to the students.
implementation.
These had been discussed during the PopuLLar project partnership meetings
among professionals from the following partner organizations: The Mosaic Art
And Sound (UK), Pelikan Language School (Czech Republic), University of
Valledolid (Spain), Cukurova University (Turkey), Kulturring in Berlin
The context did not allow taking notes while observing, but we could fix the
4.2 Interviews
Interviews were arranged with the students as well as with their teachers.
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The content and questions of the interviews had been previously analyzed by
4.3 Filming
We had a digital video camera and filmed part of the experience carried out
during our visit to highlight important aspect of the students' activity.
The important milestones for students regarding the development of the
project are their final productions: video clips with their performance showing
the interpretation of the song with their lyrics. One performance in their
native language and a second performance in their target language.
•
•
•
•
•
match of lyrics with the song (does it become obvious that
students put some effort in matching their lyrics with the
rhythm/ melodies/ timing of the instrumental part?)
making the video (e.g. many voices/ many students in the
video)
level of quality?
does the video (and the lyrics/ singing) show a high level of
creativity?
Students’ questionnaires were prepared within the set of pedagogical
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These were a result of a collaborative work of the project partners and focus
on the aims of the project and its results by using a friendly communication
with the students.
The Questionnaire were divided into a Pre-Questionnaire before the start of
the experience including information on the expectations of the students
about the proposed new approach to learning and a Post-Questionnaire after
the end of the activities where they could reflect on the results and compare
them with their expectations.
Prepared within the PopuLLar set of pedagogical materials, these reflect the
5. FINDINGS
In general, students´ feedbacks noticed in their post-questionnaires were
mostly positive. The whole group completed all the Phases. Here is the
proportion of each step included in the Phases:
Tasks of the Project
Forming a group
Choosing a song
Choosing the topic of the song
Writing the lyrics
Translating the lyrics
Singing the songs
Playing an instrument
Creating a script for the video
Recording the video or audio
Dancing in the video
Editing (audio/video)
Uploading
Others
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The most difficult tasks were writing and translating the lyrics according to the
students. We have to take into account that exactly these tasks were made by
the majority of students which could have impacted on this part of survey.
Did you feel you learnt things you did
not know before?
Not at all
A few new things
Learnt some new
things
A lot of new things
Great learning
experience
We can consider the results of the project as very successful in connection with
students´ improvement of their language skills. See the reactions of this issue
based on questionnaires in the picture above.
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Students were really enthusiastic about the project steps. It is proved by their opinions
reached during interviews made with teachers and students – more than 80 percent
would like to participate on similar projects again. As the main evidence of their
initiative we can consider the Czech Piloting Video and the reworked German Piloting
Video: http://www.popullar.eu/video-production.html We very appreciate
students´ work and especially their autonomy.
We made a summary of students´ and teachers´ questionnaires that has been
taken into consideration in the document of Evaluation Questionnaire for
Partners. See this Word Cloud of the questionnaire extracts and our interview
observations:
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Students´ work and approach to the project pleasantly surprised us as well as
the wide range of all students´ videos which is mentioned in the Evaluation
Questionnaire for Partners:
“Students approached their task responsibly and did not hesitate to express
their ideas and opinions. We find great meaning in their outputs because each
piloting group approached it in an untraditional way and did not imitate or
influence one another.”
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6.CONCLUSIONS
Existing results and outputs of the projects are very satisfactory according to
us. The students´ works, questionnaires and other reactions were positive and
pointed out that the project runs without any obstacles or troubles. The
Piloting was incident-free and proved functionality of all project materials.
Nevertheless the document Suggestion for Amendments consists several
minor recommendations that would help to enhance and upgrade the project
materials and PopuLLar as a whole.
Up to know we consider the project very successful with great potential for
future sustainability that is supported by distinguished dissemination activity
and external evaluation report.
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BEST PRACTICE CASE STUDY REPORT FROM THE MOSAIC ART AND SOUND, UK
1.THE SCHOOL
The Brit School was the school initially invited to develop the PopuLLar
piloting. Just before the start of the piloting, they had to withdraw from
the project since new school commitments for the students engaged in
the PopuLLar project would not allow them enough time to dedicate to
the project activities.
Several students from other schools had shown their interest in piloting
the practices and it was decided to gather a group of students from these
schools, Highbury Grove School, Woodhouse School and Barnet and
Southgate College. They were facilitated by a language teacher who also
works at The Mosaic language courses.
2.THE STUDENTS
The piloting was conducted with 22 students who were 17 and 18 years
old. The students had diverse cultural background, some of them having
their mother-tongue different from English. All students loved music and
were keen in acting for a video for the project. Some of them had expertise
in video making and editing and loved using their technical skills. All of
them had experience of internet communication and use FaceBook and
generally internet on daily basis.
3.PREVIOUS SIMILAR EXPERIENCES
The students never before PopuLLar had been asked to combine creative
song writing and second language learning and to share productions with
peers in Europe. The experience was completely new to them.
4. RESEARCH METHODS
The students were aware that we were doing our observations on the
processes and results of the experience. When we introduced filming as part of
our ways of observations, permission was asked previously to the students.
As the PopuLLar project required that the students would work autonomously,
we had only several encounters with them and therefore did not attend all
their meetings of project implementation.
The ways to carry out the observations for our case study were varied, as
follows:
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Before meeting the students, we had prepared a series of questions
and descriptions of situations to observe.
These had been discussed during the PopuLLar project partnership
meetings among professionals from the following partner
organizations: The Mosaic Art And Sound (UK), Pelikan Language
School (Czeck Republic), University of Valledolid (Spain), Cukurova
University (Turkey), Kulturring in Berlin (Germany), Kindersite (UK) and
Opera Bazar (Italy).
The context did not allow to take notes while observing, but we could
fix the observations in reflective notes afterwards.
4.2 Interviews
Students and teacher were available to let us know how the experience
was flowing.
Interviews were arranged with the students as well as with the teacher.
The content and questions of the interviews had been previously
analyzed by following the same procedure as for the
Observations/Notes.
The important milestones for students regarding the development of
the project are their final productions: video clips with their
performance showing the interpretation of the song with their lyrics.
One performance in their native language and a second performance in
their target language.
- match of lyrics with the song (does it become obvious that
- does it become obvious that the whole group participated in
video)?
- do the native and the target language version show a
similar level of quality?
- does it become obvious that students had fun and were
- does the video (and the lyrics/ singing) show a high level
of creativity?
The students put a lot of effort, creativity and organizational skills to
create something special to share with other students.
They even found dresses to match the event of their song inspired to a
song by The Beatles, ‘Yellow Submarine’.
The students used the project materials and followed the instructions to
create lyrics. They had quite a lot of fun by following the procedure, but
at the same time they were also surprised to notice that the process was
so easy and smooth even among students who had not worked together
earlier (students were from different schools).
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The students were able to assign tasks within the group, so they created
sub-groups, e.g. those writing the lyrics, those filming and editing, those
who directed the action to be filmed, those in charge of translating. They
had discussed and decided together the script of the video and
rehearsed with care.
There were students with filming and editing skills and this gave the
opportunity to create reasonable good products.
The students questionnaire template was prepared within the set of
pedagogical materials of the PopuLLar project.
These were a result of a collaborative work of the project partners and
focus on the aims of the project and its results
by using a friendly communication with the students.
The Questionnaire were divided into a Pre-Questionnaire before the
start of the experience including information on the expectations of the
students about the proposed new approach to learning and a PostQuestionnaire after the end of the activities where they could reflect on
the results and compare them with their expectations.
Not all students completed the questionnaires, but, overall,
their expectations not only were met, but in some cases the experience
clearly exceeded in a positive way what they expected.
The template of the questionnaire was prepared within the PopuLLar
set of pedagogical materials, these reflect the teacher's perspective.
The teacher was pleased with the outcome since the students had
worked completely autonomously showing maturity and skills
appropriate to fulfil the tasks. The teacher was pleased for the time that
the students dedicated to the project and because they worked out of
curricular hours.
In his opinion the project contributed to enhance the students’ skill to
work as a team and promoted learning languages in a creative way. It
was interesting also to reflect on the retaining power of music. It also
whetted the students’ appetite for internet and technology and
enhanced their interest in communicating with students across Europe.
5. FINDINGS
The students liked dedicating time to arrange a visual setting and an
amusing dramatization to the first video.
The first video is more about acting together, while the second and the
third video are more about gathering and assembling images and
creatively engage with what they called their ‘artistic research’.
The technique used for video 2 and 3 was mostly inspired by viewing
other students’ works and partially by the difficulty of
agreeing on many more rehearsals dates that would have been
necessary for another collective dramatization.
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The students found that singing and translating were the most difficult
parts. Especially singing, since most of them rarely do activities
connected to singing and playing an instrument. Only some students
were versatile music performers and for the final video they decided
that for the music part they would rely on these.
However, it is interesting to notice that the practice was embraced by
students with no music training. In fact, this was an aspect clearly
mentioned and clarified at the beginning by the project partner, that the
project is not intended for those who are trained in music, but it is for all
students who may have different talents to add for a nice outcome of
the practice.
They were quite attracted by the exchange with the Turkish students
and found the lyrics from the students in Turkey interesting.
They took the work to be done very seriously and were well aware that
their participation and evaluation would give the project important
inputs.
They had fun and enjoyed being together and knowing each other better
in informal settings. They were able to work as a team with almost no
intervention by the teacher.
The whole group was willing to cooperate, although towards the end of
the piloting their school commitments did not allow them to meet each
other as they had planned at the start.
Although with some difficulties, they enjoyed much the translation part
and were able to delve into some language subjects with a good sense of
research and problem solving.
They find the materials prepared by the project very accurate and
useful.
The teacher was quite surprised that the students had done everything
almost completely autonomously and was pleased that they considered
the time spent together developing the project as an activity for
enjoyment and learning together.
He believes that the PopuLLar activities are well explained and the
didactic materials are innovative and valuable.
He will make use of the materials in the future and will recommend
them to students and teachers alike.
The link to the students’ videos:
6. CONCLUSIONS
The project gave the students the possibility to learn about each other's
expertise, to share knowledge and to gain an appreciation of every
student’s perceptions when translating a text.
They were able to ‘own’ the project and felt with no doubt that music
can match perfectly second language learning. They would love to often
have practices like PopuLLar within their school curriculum because this
would make school closer to their idea of enjoying learning.
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BEST PRACTICE CASE STUDY REPORT FROM OPERA BAZAR, ITALY
The Italian Piloting was carried out by the Liceo Musicale A. Passaglia.
http://liceoartisticomusicalelucca.gov.it/ This lyceum is the first musical secondary school in
Italy and the first one to introduce into the learning path the study of multimedia
technologies. To be a student of the Liceo Musicale is necessary to pass an examination of
admission to test the interest in music as well as special musical abilities to achieve the
cultural and professional skills necessary for a future job in this area. The students
attending the Liceo Musicale Passaglia follow the “usual” secondary school curricula
subjects and learn also to play two musical instruments, history of music, composition. They
practice also choir and orchestra from classic to jazz, from pop to lyric. Finally they learn new
technologies for audio and video production, especially focussing on movie sound tracking
and editing.
1. THE SCHOOL
The school is located in the old town of Lucca and hosts the students in a
beautiful and inspiring sixteenth-century palace. It's a public school and very
crowded where nine classes belong to the Musical Department. Most of the
students (about 70%) to attend this school come from near cities and a low
percentage comes from different countries. The school offers a set of extracurriculum activities and works in partnership with Teatro Comunale of Florence,
Teatro Comunale of Lucca: the partnership with opera houses offer the students
the possibility to write and play orchestral music for new operas.
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2. THE STUDENTS OF THE PILOTING CLASS
The students of the piloting classes love music and music brings them joy into
their everyday life. These students live for music and they like to discover new
way of producing and creating sounds from scratch. They aggregate
spontaneously in clusters even out of institutional school time to play written or
improvised music. Their level of attainment is high enough and the percentage of
failure is close to zero. They study only English as second language.
3. PREVIUOS SIMILAR EXPERIENCES
The students and the teachers involved in the project have never had
similar experiences
4. RESEARCH METHODS
The students’ age was from 16 to 19 years.
There were 50% female students and 50% male students.
The students were aware that we were doing our observations on the processes
and results of the experience. When we introduced filming as part of our ways
of observation, permission was asked previously to the students.
As the PopuLLar project required that the students would work autonomously,
we had only several encounters with them and therefore did not attend all their
meetings of project implementation.
The ways to carry out the observations for our case study were varied, as
follows:
4.1 OBSERVATIONS/NOTES
These had been discussed during the PopuLLar project partnership
meetings among professionals from the following partner
organizations: The Mosaic Art And Sound (UK), Pelikan Language School
(Czeck Republic), University of Valledolid (Spain), Cukurova University
(Turkey), Kulturring in Berlin (Germany), Kindersite (UK) and Opera
Bazar (Italy).
The context did not allow to take notes while observing, but we could
fix the observations in reflective notes afterwards.
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4.2 INTERVIEWS
Interviews were arranged with the students as well as with their
teachers.
The content and questions of the interviews had been previously
analysed by following the same procedure as for the
Observations/Notes.
4.3 FILMING
We had a digital video camera and filmed part of the experience
carried out during our visit to highlight important aspect of the
students' activity.
4.4 REVIEW OF STUDENTS’ VIDEO CLIPS
The important milestones for students regarding the development of
the project are their final productions: video clips with their
performance showing the interpretation of the song with their lyrics.
One performance in their native language and a second performance in
their target language.
•
quality of the lyrics and adaption of the lyrics to the music
(does it become obvious that students put effort in writing a
song text and adapting this text to the song they have
chosen?)
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•
•
•
•
•
the process (e.g. many voices/ many students in the video or
other proof of participation)?
level of quality?
does the video (and the lyrics/ singing) show a high level of
creativity?
level of activity in sharing and promoting their products
online (and offline)
4.5 REVIEW OF STUDENTS QUESTIONNAIRES
Students questionnaires were prepared within the set of pedagogical
These were a result of a collaborative work of the project partners and
focus on the aims of the project and its results by using a friendly
communication with the students.
The Questionnaire were divided into a Pre-Questionnaire before the
start of the experience including information on the expectations of the
students about the proposed new approach to learning and a PostQuestionnaire after the end of the activities where they could reflect on
the results and compare them with their expectations.
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4.6 REVIEW OF TEACHERS QUESTIONNAIRES
Prepared within the PopuLLar set of pedagogical materials, these
reflect the teacher's perspective.
The initial phase of the pilot activity was quite difficult due to factors external to
the project: A flood has kept the city's schools closed for more than two weeks
which was followed by a student strike. During the information session about
the PopuLLar project teachers and students were very interested in using music
and song to improve English language however there were only few participants
during the first and second hour of activity. One explanation is that most of the
students are commuters and extra hours spent at school means to go back
home very late in the afternoon. Despite these difficulties after the initial phase
we reached 30 participants. The students have worked divided in groups
according to their free time at school and have implemented all the project
steps using the students guide, technical tutorials audio and video recording,
uploading on YouTube and project Wiki. It was very enjoyable for them
communicating with their peers in other country through music and lyrics and
comparing final versions of the same lyric and how it sounds in different
languages
The music and technology teacher was comfortable with his role of facilitator in
the project while the students at the end were very proud to be part of a
complex project, where story, lyrics, poetry, music writing and arranging were
connected with audio and video recording, post production and internet
uploading. The majority of students have commented that they would have
preferred to write the lyrics directly in English and have them corrected by their
English peers. The whole project phases were completed in more than six
months including creation, translation and rehearsal with the participation of
thirty students and one teacher acting as coordinator and facilitator.
After the end of the school and the completion of the project the students have
decided autonomously to meet again in October 2013 for arranging with the
orchestra a recording session of the Italian composition that will be used for the
Youth Section of the website of the Teatro Comunale in Lucca.
Here are the videos from the Italian Piloting Group:
6 Conclusions
The final results of the students of the Liceo Musicale A. Passaglia have
demonstrated that the project PopuLLar works in the context of
secondary school education. The students and the teacher confirmed
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that the introduction of the activities of the project has brought in the
school a new tool to learn languages with a joyful approach. Also the
project has provided a possibility to gain broader applied knowledge in
the field new media and technologies.
It could be an option to let the students to compose the text directly in
foreign languages and have the lyrics corrected by their peers.
We can conclude that the participation to the project has successfully
involved the students and has created an opportunity for enhancing the
promotion of linguistic diversity and the use of digital technologies.
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PopuLLar - Motivar a los estudiantes de secundaria a aprender
idiomas con los medios adecuados
518346-LLP-1-2011-1-UK-COMENIUS-CMP
ESTUDIO DE CASO
Prueba piloto del proyecto PopuLLar en Nuestra Sra. Del Pilar,
Padres Escolapios, Soria, España
Dra. Susana Gómez Martínez
susanag@fing.uva.es
Universidad de Valladolid, ES
Contenido
Página
1. Abstract
3
2. Metas y objetivos
4
3. Contexto
3.1 El colegio
3.2 Los alumnos
3.3 Experiencias similares previas
7
7
18
20
4. Métodos de investigación
4.1 Observaciones/notas
4.2 Entrevistas
4.3 Grabaciones
4.4 Evaluación de los videoclips de los alumnos
4.5 Evaluación de los cuestionarios de los alumnos
4.6 Evaluación de los cuestionarios de los profesores
21
21
22
22
23
23
24
5. Resultados
25
6. Conclusiones
33
2|Page
1. Abstract
This case study examined the use of music, as the primary social interest
of secondary school students, to promote students' language learning and,
transversally, digital competences and creativity.
More specifically, this case study examined the use of the method of the
PopuLLar EU Comenius project which asked the students to write their own
lyrics to songs of their choice. They then translated their songs into the
target language they are learning; recorded their song (video) and shared it
with students in other countries who did the same.
This case study used a variety of techniques including structured
observation, pre and post teachers and students´ questionnaires,
interviews, filming and review of students’ productions.
The results of the study indicated that the project suggests a very
innovative, creative and attractive way to learn and practice foreign
languages, and which has been very well received by both teachers and
students and that both groups have enjoyed the whole process and have
benefited from it to a great extent, as it will be explained throughout this
document.
3|Page
2. Metas y objetivos
Hay una gran necesidad de motivar a los alumnos, especialmente a los de
secundaria, para que aprendan idiomas, que apliquen sus competencias
informáticas y que sean creativos. Para tener una verdadera influencia en
estas áreas, los educadores necesitan integrar los intereses ya existentes
de los alumnos en el proceso de aprendizaje. Cuanto más cercana sea la
relación entre la enseñanza y los intereses de los alumnos, mayor será la
probabilidad de una alta participación.
Uno de los principales obstáculos de la enseñanza de idiomas "1 + 2" es
que, a pesar de todos los esfuerzos de Europa, la enseñanza del inglés
crece mientras la de otros idiomas disminuye (Cifras clave de la
enseñanza de lenguas en los centros escolares de Europa, 2008). Una de
las respuestas a este dilema pasa por inculcar la comprensión del número,
riqueza y cultura de otros idiomas. No obstante, hay muy poco material a la
altura de tal desafío que lleve a una participación directa y que motive a los
alumnos a aprenderlo.
El proyecto PopuLLar ofrece la clave para despertar la espontaneidad y el
interés de los estudiantes hacia nuevos idiomas y culturas.
Los participantes del proyecto crearon un conjunto de materiales para
explicárselo tanto a los profesores como a los alumnos. El material está en
formato digital e incluye guías imprimibles y en vídeo que explican paso a
paso cómo desarrollar el proyecto.
Se explica con claridad que el proyecto "pertenece" a los alumnos y se
invita a los alumnos a explorar su música libremente y a crear sus propias
letras. Los vídeos de las actuaciones resultantes mostrarán su creatividad
y entrega, así como el esfuerzo para crear una versión de su canción en
otro idioma. Al tener que adaptar la traducción de la letra a la melodía de la
canción, profundizan en un idioma distinto. ¿Podría el proyecto hacer que
se sintiesen más realizados que con ejercicios de idiomas de rutina en su
enseñanza diaria? ¿Podría esto renovar el interés por los nuevos idiomas?
El profesor se involucraba como facilitador y para comprobar que los
alumnos siguiesen las reglas explicadas en la guía PopuLLar, pero los
alumnos podían incluso desarrollar las actividades del proyecto fuera del
colegio en horario de tarde.
PopuLLar es un proyecto para que los alumnos de idiomas de secundaria
usen la música y la tecnología como herramientas para incentivar el
aprendizaje de idiomas.
Los objetivos del proyecto son:
4|Page
• ayudar a los alumnos a unir su pasión por la música con la creatividad, el
conocimiento práctico, las habilidades informáticas, el trabajo en equipo y,
sobre todo, el uso de nuevos idiomas;
• promover entre los alumnos jóvenes europeos la habilidad de aplicar el
pensamiento creativo, la curiosidad, la investigación y las habilidades
sociales y comunicativas para que logren un cambio positivo a través de
una interpretación innovadora a la enseñanza;
• estimular el aprendizaje de idiomas y la diversidad lingüística.
5|Page
3. Contexto
3.1 El colegio
"Nuestra Señora del Pilar" es un colegio dinámico que se centra en la
innovación y la enseñanza creativa.
El colegio ha aparecido con frecuencia en la prensa por sus métodos de
enseñanza nuevos e innovadores, como el método de enseñanza de
inglés AMCO y el EntusiasMAT. Todos estos métodos están
estrechamente vinculados al uso de las TIC. El colegio tiene una
presencia activa en redes sociales como Facebook o YouTube y saca
provecho de blogs para su uso en clase. Asimismo, está equipado con
pizarras digitales.
Además de esto, en 2004, el colegio creó una sección bilingüe en la que
los alumnos pueden practicar inglés dentro y fuera de las clases. En
esta línea de acción, nuestro colegio fue pionero en la implantación del
Bachillerato Dual Americano, que permite a los alumnos acceder a
educación superior en cualquier universidad de EE.UU. o Europa.
Los alumnos de bachillerato tienen la oportunidad de participar en un
intercambio de dos semanas de duración con el Community High School
del oeste de Chicago, en Illinois (EE.UU.). Hay muchos otros
intercambios que pretenden motivar a los alumnos mientras se divierten.
Este centro también tiene un programa de mentores, "Hand with hand":
los alumnos de los últimos cursos de secundaria ayudan a los de
primaria y primeros cursos de secundaria a superar dificultades.
Al mismo tiempo, los profesores se involucran en varios proyectos de
investigación que les ayudan a tener una perspectiva más amplia de su
enseñanza; de ahí que adoptasen el proyecto PopuLLar de principio a
fin.
Para más información sobre el colegio, visite www.escolapios-soria.com.
•
El proceso de la prueba piloto tuvo una gran cobertura mediática (TV,
prensa escrita/digital y las noticias en la radio). Las noticias se incluyen
a continuación:
Un proyecto para aprender idiomas a través de la música pop y la red.
Heraldo de Soria [09/01/2013].
6|Page
•
El colegio Nuestra Señora del Pilar implanta con éxito metodologías e
innovaciones pedagógicas en las aulas. Inglés, música y nuevas
tecnologías. Revista El Mirón [08/03/2013].
7|Page
.
•
Alumnos de Escolapios abren camino en proyecto europeo en España.
Revista El Mirón [10/05/2013].
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.
•
Componer música, aprender idiomas. Diario de Soria [08/05/2013].
9|Page
.
•
La UVa y Escolapios desarrollan un proyecto europeo referente en el
aprendizaje
de
idiomas.
Kiosko
y
más.
Disponible
en
<http://lector.kioskoymas.com/epaper/viewer.aspx> [08/05/2013].
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•
El Campus abandera un programa piloto. Heraldo de Soria.
También disponible en:
<http://www.psc.uva.es/pdf_dossier/2013/05/0015UW84.pdf> [09/05/2013].
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•
Idiomas, música y tecnología. Soria ha acogido la prueba piloto de
“PopuLLar”, un proyecto educativo europeo para aprender idiomas.
Heraldo de Soria [22/05/2013].
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.
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•
La provincia acoge una prueba piloto de un proyecto educativo europeo
para aprender idiomas. Suplemento de educación Escolar, Heraldo de
Soria [22/05/2013].
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3.2 Los alumnos de la clase piloto
En total participaron en el proyecto once alumnos, ocho chicas y tres chicos, de edades
comprendidas entre los doce y los diecisiete años. Les gustan los idiomas y la música,
puesto que la mayor parte tocan algún instrumento o bien cantan en el coro de la
escuela. En cuanto al uso de las TIC, se sienten seguros usando Internet y las nuevas
tecnologías. Tenían buenas expectativas ante el proyecto PopuLLar desde el principio y
esperaban que fuera divertido, pero había distintas opiniones sobre si sería difícil o no;
sin embargo, se atrevieron a enfrentarse al reto y al acabar estaban orgullosos de sus
resultados.
Además de practicar lenguas extranjeras, trabajar con las nuevas tecnologías y usar
habilidades musicales, pensaron desde el principio que el proyecto PopuLLar les daría
la oportunidad de ponerse en contacto con otros países a través de la música para
conocer a gente nueva y pasarlo bien.
Cuando acabó la prueba piloto, se dieron cuenta de que se habían cumplido por
completo todas sus expectativas y con éxito.
Fotos de los alumnos durante la prueba piloto:
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Póster creado para la
Prueba Piloto en el colegio
Los alumnos que participaron
obtuvieron un cuaderno
especialmente diseñado para
ellos, así como copias digitales
e impresas del material del
proyecto (ver imagen)
3.3 Experiencias similares previas
El colegio que participó en la prueba piloto acoge todo tipo de iniciativas que
tengan que ver con la innovación en la enseñanza y, por tanto, ya ha estado
involucrado en otros Programas Comenius antes, aunque estaban basados
principalmente en el intercambio entre colegios, de modo que su implicación en
este proyecto ha sido más importante comparada con los otros.
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4. Métodos de investigación
En este estudio de caso el número de alumnos participantes fue once.
La edad estaba comprendida entre los doce y los diecisiete años.
Había ocho alumnas y tres alumnos.
Los alumnos eran conscientes de que estábamos haciendo observaciones del
proceso y los resultados de la experiencia. Cuando presentamos grabar como
parte de nuestro método de observación, se pidió permiso previo a los alumnos
y a sus padres (para aquellos menores de 16 años).
Los alumnos eran conscientes de que estaban haciendo la prueba piloto de
unos recursos educativos nuevos.
Dado que el proyecto PopuLLar requiere que los alumnos trabajen
autónomamente, solo tuvimos algunos encuentros con ellos y,por tanto, no
asistimos a todas sus reuniones durante el desarrollo del proyecto
Los medios para llevar a cabo las observaciones de nuestro estudio de caso
fueron variados, como se aprecia a continuación:
4.1 Observaciones/notas
Antes de encontrarnos con los alumnos habíamos preparado una serie
de preguntas y descripciones de las situaciones que convenía tener en
cuenta.
Estas situaciones se habían comentado durante las reuniones de
participantes del proyecto PopuLLar entre profesionales de las
siguientes organizaciones: The Mosaic Art And Sound (Reino Unido),
Escuela de Idiomas Pelikan (República Checa), Universidad de
Valladolid (España), Cukurova University (Turquía), Kulturring en Berlín
(Alemania), Kindersite (Reino Unido) y Opera Bazar (Italia).
El contexto no permitía tomar notas durante la observación, pero esas
observaciones se podían plasmar por escrito posteriormente, a través
de notas de reflexión.
De hecho, se creó un cuaderno de trabajo en GoogleDrive para recopilar en un
mismo sitio toda la información y para coordinar el trabajo, tareas, reuniones,
visitas etc. con el colegio. Este documento fue muy útil, puesto que permitió
que nuestro trabajo fuese muy eficaz, que el seguimiento fuese más cercano y
eficiente y nos permitió tenerlo todo bajo control. Para acceder al documento
se puede seguir el siguiente enlace:
https://docs.google.com/document/d/1Bm9bwz5067DpC528FnlaFs364eao6MWBuFhl_MesCs/edit?usp=drive_web
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4.2 Entrevistas
Las entrevistas se concertaron tanto con los alumnos como con los
estudiantes.
El contenido y las preguntas de las entrevistas se habían analizado con
anterioridad,siguiendo el mismo procedimiento que para las
Observaciones/Notas.
La Dra. Susana Gómez, coordinadora de España, entrevistó a los
profesores del colegio.
4.3 Grabaciones
Había una videocámara con la que se grabó parte de la experiencia que
se llevó a cabo durante la visita, para resaltar aspectos importantes de
las actividades de los alumnos.
Grabamos a los alumnos trabajando en grupos y algunas de las
entrevistas, en las que los estudiantes participantes comparten su
experiencia en el proyecto.
Véase
un
ejemplo
en
el
siguiente
enlace:
19 | P a g e
4.4 Evaluación de los vídeos de los alumnos
Las metas importantes para los alumnos, en lo que se refiere al
desarrollo del proyecto, son las producciones finales: videoclips con su
actuación en las que se ve la interpretación de su canción con la letra.
Una actuación en su lengua materna y una segunda actuación en la
lengua extranjera.
Los criterios para analizar los videoclips de los alumnos en relación a las
metas del proyecto han sido los siguientes:
• Ajustar la letra a la melodía. (¿Se observa claramente que los alumnos
se han esforzado en ajustar la letra al ritmo/melodía/tempo de la parte
instrumental?)
• ¿Se observa claramente que todo el grupo ha participado en la
creación del vídeo (ej. muchos alumnos/voces en el vídeo)?
• ¿El idioma materno y el de estudio muestran una calidad similar?
• ¿Se observa claramente que los alumnos han sido entusiastas y se
han divertido con el proyecto?
• ¿El vídeo (y la letra/canción) muestran un nivel de creatividad alto?
4.5 Evaluación de los cuestionarios de los alumnos
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Los cuestionarios de los alumnos se prepararon dentro del conjunto de
materiales pedagógicos para el proyecto PopuLLar.
Son resultado de un esfuerzo colaborativo de los participantes del
proyecto y se centra en los objetivos del mismo y en los resultados,
usando una comunicación distendida con los alumnos.
El cuestionario estaba dividido en dos partes. Un precuestionario antes
de empezar la experiencia, que incluía información de las expectativas
de los alumnos sobre la nueva propuesta de enfoque educativo y un
postcuestionario al término de las actividades en el que podían reflejar
los resultados y compararlos con las expectativas.
Todos los alumnos que participaron rellenaron el precuestionario y el
postcuestionario a tiempo. Se hizo un resumen a partir de las
respuestas usando la aplicación formulario disponible en GoogleDrive
para tal propósito y los resultados (estadísticas, opiniones y gráficos) se
analizaron en consonancia.
4.6 Evaluación de los cuestionarios de los profesores
Se prepararon en el marco de los materiales pedagógicos de PopuLLar
y reflejan la perspectiva del profesor.
Todos los profesores que participaron rellenaron el precuestionario y el
postcuestionario a tiempo. Se hizo un resumen a partir de las
respuestas usando la aplicación formulario disponible en GoogleDrive
para tal propósito y los resultados (estadísticas, opiniones y gráficos) se
analizaron en consonancia.
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5. Resultados
El proyecto PopuLLar ha demostrado definitivamente que es un medio
excelente para motivar a los alumnos a aprender y practicar idiomas,
desarrollar sus habilidades informáticas, despertar su creatividad y
promover el trabajo en equipo.
Mediante los cuestionarios y varias entrevistas llevadas a cabo durante
las visitas que hicimos en el colegio en la fase piloto, pudimos ver lo
entusiasmados que estaban los alumnos con este proyecto desde el
principio hasta el mismo final.
Les gustó absolutamente todo, cada una de sus partes: crear la letra,
tocar los instrumentos para una canción original y ver a otros alumnos
cantar en otros idiomas de la Unión Europea la canción que habían
creado: Italiano, noruego, euskera (para ver la versión en italiano,
visítese: http://www.youtube.com/watch?v=8vhcU3bzYd4, para la
euskera, visítese: http://www.youtube.com/watch?v=gtxyni4HtQ8, y
para la noruega, visítese: http://popullar.wikispaces.com/Tromso)
Cumplieron todos los pasos del proyecto:
1.
Los profesores invitaron a los alumnos del colegio a participar en la
prueba piloto y se creó un grupo con voluntarios.
2.
En lugar de elegir una canción, crearon su propio tema musical y
tocaron sus instrumentos.
3.
Escribieron la letra de su canción en español (L1)
22 | P a g e
4.
ella:
Se grabaron cantando su canción y crearon dos vídeos diferentes para
a.
http://www.youtube.com/watch?v=vhP8P34GIMA
b.
http://www.youtube.com/watch?v=vv4vPAQmFxc
23 | P a g e
5.
Tradujeron su canción al inglés, la L2 principal que estaban
aprendiendo.
6.
Se grabaron cantando su canción en inglés:
http://www.youtube.com/watch?v=n65a9djuA6U
24 | P a g e
7.
Usaron Internet para compartir su grabación con otros jóvenes del
extranjero y fueron muy activos en los foros; intercambiaron mensajes con
estudiantes de toda Europa (número total de mensajes: 50).
25 | P a g e
8.
Eligieron una canción creada por el colegio italiano, tradujeron la
canción del inglés al español.
9.
Usaron sus instrumentos para tocar esta nueva canción, hicieron la
grabación en español y crearon un videoclip con la canción nueva:
http://www.youtube.com/watch?v=Jyai3os4rbc . Fue muy creativo, porque
tuvieron que usar sus habilidades musicales para sacar la melodía de la
canción italiana y reproducirla con sus instrumentos.
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Las imágenes y vídeos son muy ilustrativos y valen más que mil
palabras, de modo que a continuación hay enlaces a los vídeos más
representativos de alumnos mientras participan en el proyecto y
comparten su experiencia en PopuLLar.
1.
Vídeo 1. Alumnos que participaron en la prueba piloto hablan
de la experiencia en el proyecto:
2.
Vídeo 2. Siendo entrevistados por periodistas en las noticias
hablan de su trabajo en el proyecto y el por qué es un buen proyecto
para aprender idiomas (subtitulado en inglés):
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3.
Vídeo 3. Lanzamiento del Proyecto PopuLLar en España con
entrevistas a los profesores y alumnos que participaron en el proyecto
(subtitulado en inglés): http://www.youtube.com/watch?v=frk1jhsNCNs .
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6. Conclusiones
La fase piloto fue muy útil para el proyecto, puesto que pudimos probar
los materiales con el colegio y obtener críticas constructivas para
mejorar el proyecto antes del piloto a gran escala.
Los alumnos y profesores que participaron en la prueba piloto estaban
muy comprometidos con el proyecto y les entusiasmaba saber que eran
el primer grupo en participar y que serían un modelo a seguir para otros
alumnos europeos, por eso trabajaron y se emocionaron tanto en el
proceso, dieron todo de sí mismos y los resultados fueron muy positivos
para el proyecto, el propósito de diseminación y como referencia.
Los resultados obtenidos superaron nuestras expectativas. En primer
lugar, porque crearon su propia melodía y tocaron ellos mismos los
instrumentos (algo que no era obligatorio y que implica más trabajo).
PopuLLar website:
Además crearon varios vídeos de comentarios muy interesantes en los
que comparten su experiencia y trucos con estudiantes de toda Europa:
Para compensarles por su duro trabajo, la Dra. Susana Gómez,
coordinadora del proyecto en España, los invitó al lanzamiento oficial del
proyecto en España, que tuvo lugar en el auditorio de la Universidad.
Tuvieron la oportunidad de cantar su canción frente a un gran auditorio
lleno de gente (más de 200 personas), de hablar de sus experiencias en
el proyecto y de obtener un diploma y el reconocimiento social por su
duro trabajo. También les entrevistaron y aparecieron en televisión y en
prensa durante ese día y el siguiente.
Entrevistas en las noticias:
Entrevistas en la radio:
https://soundcloud.com/crealante/popullar-on-the-radio-07-05
30 | P a g e
Artículos publicados en prensa: Documentos completos disponibles en:
https://drive.google.com/?tab=mo&authuser=0#folders/0Bypf7_A2hj_baT
N3Y1pucGZZU1E
https://drive.google.com/?tab=mo&authuser=0#folders/0Bypf7_A2hj_bZD
hBaXF0NXRVVTA
Definitivamente en España excedimos las expectativas, dado que
logramos que 65 colegios/grupos se sumasen al proyecto. Esto se
debe a una amplia campaña de diseminación que realizó la Dra. Susana
Gómez, de la Universidad de Valladolid, así como una gran diseminación
en la prensa, televisión, radio y redes sociales.
Tras un seguimiento minucioso de todo el proceso, no solo en la fase
piloto, sino también en el piloto a gran escala, me gustaría enfatizar que
la mejor forma de hacer que los alumnos se involucren en el proyecto es
mostrarles que la meta no es ser un experto en música o idiomas, sino
divertirse. Tras esto, el aprendizaje de un idioma y su práctica fluyen
automáticamente. También es muy importante mostrar a los alumnos
que son ellos quienes tienen el papel protagonista en el proyecto, que el
proyecto es suyo, así comodesafiarles a crear algo nuevo y original,
dándoles libertad de decisión.
Como conclusión final, me gustaría reflejar mi opinión personal sobre
PopuLLar: La idea tras el proyecto PopuLLar tiene mucha fuerza, está
cargada de energía, entusiasmo y trabajo en equipo, por lo que va más
allá del aprendizaje de idiomas y ofrece a los estudiantes un enfoque
muy humano del trabajo en equipo y la creatividad.
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PopuLLar - Motivating Secondary School Students to Learn
Languages with Relevant Media
www.popuLLar.eu
Fallstudie
PopuLLar Pilotprojekt an der Albert Schweitzer Schule
in Berlin
Kulturring in Berlin e.V.
felixhawran@web.de
Inhalt
1 EINLEITUNG ............................................................................................................................ 3
2 ZIELE ........................................................................................................................................ 3
3 KONTEXT ................................................................................................................................. 5
3.1 Die Schule......................................................................................................................... 5
3.2 Die Schüler der Pilotgruppe ............................................................................................ 5
3.3 Ähnliche vorherige Erfahrungen ...................................................................................... 6
4 FORSCHUNGSMETHODEN ...................................................................................................... 6
4.1 Beobachtungen ................................................................................................................ 7
4.2 Interviews........................................................................................................................ 7
4.4 Bewertung der Musikvideos ........................................................................................... 8
4.5 Bewertung der Schülerfragebögen ................................................................................. 8
4.6 Bewertung der Lehrerfragebögen .................................................................................. 9
5 ERGEBNISSE ............................................................................................................................ 9
6 FAZIT ..................................................................................................................................... 10
2|Page
1 EINLEITUNG
Diese Fallstudie untersuchte den Einsatz von Musik, als Hauptinteresse von
Sekundarschülern, im Fremdsprachenunterricht sowie fächerübergreifend
digitale Kompetenzen und Kreativität.
Die Studie bezieht sich konkret auf das PopuLLar EU Comenius Projekt, bei dem
Schüler eigene Songtexte zu einem Lied ihrer Wahl schreiben, diese im
Anschluss in die zu lernende Zielsprache übersetzen und schließlich den neuen
Song inklusive Musikvideo aufnehmen und online mit Schülern aus anderen
EU-Ländern teilen, die ebenfalls das Projekt umgesetzt haben.
Die angewandten Techniken zur Auswertung der Studie setzen sich zusammen
aus strukturierter Beobachtung, Online-Fragebögen für Schüler und Lehrer vor
und nach Durchführung des Projektes, Interviews, Filmdokumentation und der
Bewertung der entstandenen Musikvideos.
Die Ergebnisse der Studie zeigen, dass die Schüler ihre Aufgaben sehr
verantwortungsvoll und teilweise begeistert umgesetzt haben. Die Mehrheit
gab an, dass PopuLLar die sprachlichen Fähigkeiten verbessern und das
Vokabelspektrum erweitern konnte. Des Weiteren konnten Schüler in den
einzelnen Schritten des Projektes soziale, interkulturelle und technische
Fähigkeiten weiterentwickeln.
2 ZIELE
Es gibt einen großen Bedarf daran, Sekundarschüler zu motivieren eine
Fremdsprache zu lernen, digitale Kompetenzen zu fördern oder kreativ zu sein.
Um dies positiv zu beeinflussen, müssen Lehrer die individuellen Interessen der
Schüler mit in den Unterricht einfließen lassen. Je näher der Unterricht an den
Interessen der Schüler ausgerichtet ist, desto größer ist das Potential für eine
aktive Mitarbeit und Lernerfolg.
Eine Tendenz der 1Plus2 Sprachenpolitik ist es trotz guter Absichten der EU,
dass der Englischunterricht zunimmt und das Vermitteln von anderen Sprachen
abnimmt (Key Data on Teaching Languages at School in Europe 2008). Eine
mögliche Antwort darauf könnte sein, ein Verständnis für die Anzahl, Vielfalt
3|Page
und Kultur anderer Sprachen zu vermitteln. Jedoch gibt es wenige
Materialien zu diesem Thema, das Schüler aktiv einbindet und motiviert, dieses
Verständnis zu vertiefen.
PopuLLar bietet einen Lösungsansatz das Interesse der Schüler für neue
Sprachen und Kulturen zu entfachen.
Die Projektpartner haben ausführliche Materialien erstellt, um das Projekt
jeweils für Lehrer und Schüler zu erklären; in digitalem Format samt
VideoGuide, der Schritt für Schritt erklärt, wie das Projekt umzusetzen ist.
Es wird deutlich betont, dass das Projekt den Schülern selbst „gehört“. Sie
können in freien Zügen einen geeigneten Song aussuchen und einen eigenen
Text dazu schreiben. Die daraus entstehenden Musikvideos geben Aufschluss
auf die Kreativität und das Engagement, ebenso wie auf die Bemühungen, den
Songtext in die Fremdsprache zu übersetzen und passend zum Song zu
adaptieren. Diese Gelegenheit, stolz auf ein völlig eigenes Produkt in der
gelernten Fremdsprache sein zu können, geht weit über den regulären, oft
grammatiklastigen Sprachenunterricht hinaus und kann auf besondere Weise
das Interesse an Fremdsprachen wecken.
Der Lehrer agiert lediglich als Moderator und garantiert, dass die Schüler sich
an die Regeln halten, die im PopuLLar Guide stehen. Die Schüler können jedoch
auch außerhalb der Schulzeiten an dem Projekt arbeiten und sich selbst
organisieren.
Die Ziele von PopuLLar sind:
•
Schüler zu unterstützen, ihr Interesse für Musik mit Kreativität, digitalen
Kompetenzen, Teamarbeit und vor allem dem Gebrauch von neuen Sprachen
zu verbinden.
•
die Fähigkeit von jungen Europäern zu fördern in den Bereichen
kreatives Denken, Neugier und sozialen/ kommunikativen Fähigkeiten und
einen positiven Wandel durch innovative Lernmethoden zu erzielen.
•
Sprachenlernen und Sprachenvielfalt zu fördern.
4|Page
3 KONTEXT
3.1 Die Schule
Die Albert Schweitzer Schule (http://www.die-schweitzer.de), ein
Gymnasium mit über hundertjähriger Geschichte, hat gegenwärtig etwa
600 Schüler aus verschiedensten Kulturen. Die Schule bietet Mittagessen
und Nachmittagsprogramm und ist in vielen Klassen mit Smartboards
ausgestatten. Als Fremdsprachen werden Englisch, Spanisch und
Französisch angeboten. Die Schule befindet sich in am Herrmannplatz
Neukölln im Zentrum von Berlin.
3.2 Die Schüler der Pilotgruppe
Die Schüler der Pilotgruppe konnten PopuLLar als Spanisch AG wählen
und wurden bereits bei der Auswahl der AGs darauf hingewiesen, dass es
um Musik, Fremdsprachen und neue Medien geht. Bis auf einen Jungen
haben sich ausschließlich Mädchen für die AG eingetragen. Aus den
ausgefüllten Fragebögen vor Beginn des Projektes ging hervor, dass die
Schüler bevorzugt Hip Hop und Pop Musik hören und dass alle Musik
zum Fremdsprachenlernen nutzen, insbesondere indem englische Texte
mitgesungen werden und die Schüler im Internet die Texte lesen und für
sich übersetzen. Außerdem wurde von allen bestätigt, dass sie schon mal
5|Page
ein Video aufgenommen haben. Die Hälfte der Schüler gab an,
Erfahrung im Hochladen von Dateien im Internet zu haben.
Die meisten Schüler hofften vor Beginn, dass das Projekt Spaß macht und
dass sie ein cooles Musikvideo produzieren werden, auf das sie stolz sein
können.
3.3 Ähnliche vorherige Erfahrungen
Weder Schüler noch Lehrer hatten ein ähnliches Projekt vorher schon
einmal gemacht.
4 FORSCHUNGSMETHODEN
Die Anzahl der Schüler für diese Fallstudie betrug 11.
Das Alter der Schüler lag zwischen 14 und 15 Jahren.
Es gab 10 Schülerinnen und einen Schüler.
10 von 11 Schülern haben einen Migrationshintergrund.
Die Schüler wussten, dass wir den Ablauf des Projektes und die Ergebnisse
beobachteten. In Bezug auf das Filmen der Schüler wurde die
Einverständniserklärung der Eltern und der Schüler eingeholt. Da die Schüler
6|Page
eigenständig arbeiteten, waren die zuständigen PopuLLar Partner nicht bei
jedem Arbeitsschritt anwesend.
Durch folgende Methoden wurde die Studie begleitet und ausgewertet:
4.1 Beobachtungen
Vor dem ersten Treffen mit den Schülern haben wir einige Fragen und
Situationsbeschreibungen festgelegt, die es zu beobachten galt. Diese
wurden in den PopuLLar Treffen mit allen Partnern besprochen: Mosaic
Art And Sound (UK), Pelikan Language School (Czech Republic),
University of Valledolid (Spain), Cukurova University (Turkey), Kulturring
in Berlin (Germany), Kindersite (UK) und Opera Bazar (Italy).
4.2 Interviews
Interviews wurden mit Schülern und der verantwortlichen Lehrerin
geführt, basierend auf vom Projektteam konzipierten Fragen.
4.3 Filmmaterial
Mithilfe einer digitalen Videokamera wurden die Schüler bei einigen
Schritten gefilmt.
4.4 Bewertung der Musikvideos
Die Musikvideos bilden das zentrale Element zur Bewertung des
Projekterfolges. Daraus geht hervor, wie die Schüler ihren Text an den
Song angepasst und umgesetzt haben. Insgesamt wurden Songs
produziert: ein deutscher Song als Audioversion, die übersetzte
spanische Version als aufwendiges Musikvideo und zentrales Produkt
sowie die deutsche Adaption des spanischen Musikvideos der
Partnerschule aus Tschechien (Gymnasium Hardy in Brünn).
7|Page
Folgende Kriterien dienten dazu, die Musikvideos im Hinblick auf die
Ziele des Projektes auszuwerten:
•
•
•
•
•
•
Qualität der Songtexte und Adaption der Texte zur
Musik (wird offensichtlich, dass sich die Schüler beim
Schreiben der Texte und beim Anpassen an die Musik
Mühe gegeben?)
kann man erkennen, dass alle Schüler an der Produktion
beteiligt waren (z.B. viele Stimmen zu erkennen/ viele
Schüler im Video oder andere Beweise für ein
Mitwirken)?
zeigen die Versionen in der Muttersprache und der
Fremdsprache eine ähnlich hohe Qualität?
merkt man, dass die Schüler Spaß an der Produktion
hatten?
zeigt das Video (und die Texte/ der Gesang) ein hohes
Maß an Kreativität?
wie aktiv haben die Schüler ihr Video online verbreitet?
4.5 Bewertung der Schülerfragebögen
Die Fragebögen wurden im Rahmen der pädagogischen Materialien des
Projektes gemeinsam mit allen Partnern erstellt, in betont freundlichem
Umgangston.
Es gab jeweils einen separaten Fragebogen für die Zeit vor und nach der
Durchführung des Projektes. Vorab wurden die Schüler nach
bestehenden Erfahrungen sowie den Erwartungen gegenüber der
Projektidee gefragt. Der finale Fragebogen stellte eine Reflektion über
den Ablauf und Erfolg des Projektes dar sowie einen Vergleich mit den
Erwartungen zu Beginn.
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4.6 Bewertung der Lehrerfragebögen
Das gleiche Prinzip wie bei den Schülerfragebögen, jedoch aus der
Perspektive der Lehrer.
5 ERGEBNISSE
Insgesamt gab es überwiegend positive Rückmeldungen von den Schülern.
Die Pilotgruppe hat alle Phasen des Projektes in vier Monaten Schulzeit
gemeistert, mit einem durchschnittlichen Zeitaufwand von 90 Minuten pro
Woche. Während die Schüler mit vollem Enthusiasmus einen Song
ausgewählt, dafür einen eigenen Text samt Übersetzung auf Spanisch
geschrieben haben und die Videoproduktion meisterten, schien der Schritt
des Singens und der Stimmaufnahme am schwierigsten, da einige Schüler
Hemmungen hatten, vor ihren Mitschülern zu singen. Leider scheint
Mobbing ein Thema an der Schule zu sein und einige Schüler reagierten sehr
zögerlich, wenn es um das Singen, die Präsenz im Video oder das
Veröffentlichen der Videos im Internet ging. Es gab stets Bedenken, dass
andere Schüler über die Musikvideos lachen könnten.
Drei von elf Schülern gaben an, dass das Singen die schwierigste Aufgabe
des Projektes war, zwei Schüler fanden das Verfassen eines eigenen Textes
am kompliziertesten und ein Schüler den Videoschnitt. Bis auf drei Schüler
konnten alle sich vorstellen, dass PopuLLar beim besseren Erwerb einer
Fremdsprache helfen kann. 80% der Schüler gaben an, dass sie Spaß hatten
im Projekt und dass die Gruppe sehr gut zusammengearbeitet hat.
Bei der Bewertung der Videoergebnisse wird sehr deutlich, wie viel
Aufwand und Kreativität die Schüler in das Verfassen eines tiefgründigen,
authentischen und lustigen Textes gesteckt haben. Durch den
anspruchsvollen und langen Text gab es folglich auch Schwierigkeiten, eine
zum Song passende spanische Übersetzung zu kreieren. Hier wurde einige
Zeit für das Anpassen und Proben des spanischen Textes gebraucht. Das
Musikvideo zeigt wiederum ein hohes Maß an Kreativität, Komplexität und
guter Vorbereitung. Die Schüler wollten die Bilder an den Text anpassen,
und mussten dafür viele passende Sequenzen in Berlin filmen und
anschließend editieren.
Besonders positiv war es zu sehen, wie die eigene Produktion eines Songs
und Musikvideos den Schülern mit sehr unterschiedlichen kulturellen
9|Page
Hintergründen dabei geholfen hat, sich noch stärker mit Berlin als ihrer
Heimatstadt zu identifizieren und wie sie sich das Video zunutze gemacht
haben, um sich selbst und ihre Stadt anderen Schülern in ganz Europa zu
präsentieren.
Hier gibt es alle Videos der Berliner PopuLLar Schüler zu sehen:
Probe in der Klasse: http://www.youtube.com/watch?v=IlTopA-29lU
Videos: http://www.popullar.eu/video-production.html
6 FAZIT
Die Ergebnisse des Pilotprojektes an der Albert Schweitzer Schule in Berlin
zeigen, dass PopuLLar für Sekondarschüler in Deutschland funktioniert.
Sowohl Lehrer als auch Schüler bestätigten, dass sie eine motivierenden
neue Art des Fremdsprachenlernens kennengelernt haben und ihre
Kompetenzen im Bereich Neue Medien verbessern konnten.
Basierend auf der ersten Pilotphase sehen wir ein enormes Potential für
PopuLLar im Bildungsbereich, insbesondere wenn mehr Schulen aus Europa
ihre Musikvideos auf der Wiki Plattform veröffentlicht haben. Das Projekt ist
sehr nachhaltig angelegt, da besonders die Facebook Seite und die Wiki
Plattform konstant wachsen und an Reichweite gewinnen. Die Idee ist
zudem an den Interessen der Schüler ausgerichtet und spielt in ihrem Leben
eine wichtige Rolle.
Optional könnten die Schüler entscheiden, ob sie alle Schritte der Pilotphase
durchführen wollen (3 Audio- oder Videoaufnahmen insgesamt) oder ob sie
10 | P a g e
ihre ganze Energie und Motivation in ein oder zwei Videos stecken (z.B. nur
ein Musikvideo der Version in der Fremdsprache und eine Version des
Musikvideos von anderen Schülern in Europa).
Abschließend kann man sagen, dass die Ziele von PopuLLar in der Albert
Schweitzer Schule Berlin erfolgreich umgesetzt wurden, da die Schüler
erfolgreich ihre Fähigkeiten in den Bereichen Kreatives Denken, Teamwork,
Einsatz von Fremdsprachen und Digitalen Technologien sowie in der
Förderung von sprachlicher und kultureller Vielfalt ausgebaut haben.
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POPULLAR – İLKÖĞRETİM ÇAĞINDAKİ ÖĞRENCİLERİ MEDYA
KULLANIMIYLA DİL ÖĞRENMEYE MOTİVE ETME
www.popuLLar.eu
DURUM ÇALIŞMASI
TAKEM Türk Alman Kültür ve Dilleri Okulu'nda
PopuLLar projesinin pilot uygulaması
Adana, Türkiye
Çukurova YADYO
fyilmazs@yahoo.com
sekerm@cu.edu.tr
İÇERİK
1 ÖZET .................................................................................. Error! Bookmark not defined.
2 AMAÇLAR.......................................................................... Error! Bookmark not defined.
3 İÇERİK ................................................................................ Error! Bookmark not defined.
3.1 Okul ............................................................................... Error! Bookmark not defined.
3.2 Öğrenciler ..................................................................... Error! Bookmark not defined.
3.3 Öğretmen (ler) .............................................................................................................6
3.3 Benzeri tecrübeler ........................................................................................................7
4 ARAŞTIRMA YÖNTEMLERİ ..............................................................................................7
4.1 Pilot sonrası öğrenci görüşleri .....................................................................................7
4.2 Pilot sonrası öğretmen görüşleri .................................................................................7
5 SONUÇ .............................................................................................................................8
2|P a g e
1 ÖZET
Bu vaka çalışması ortaöğretim öğrencilerinin, dil öğrenme ve dijital yetkinliklerini ve
yaratıcılığını teşvik etmek için birincil sosyal ilgileri müziğin kullanımı incelenmiştir.
Daha spesifik olarak, bu vaka çalışması öğrencilerin seçtikleri şarkılara kendilerinin söz
yazmasını gerektiren PopuLLar AB Comenius projesinin yönteminin kullanımını
inceledi. Daha sonra öğrenciler yazdıkları şarkı sözlerini öğrendikleri hedef dile tercüme
etti; kendi şarkılarını (video) kaydını yaptı ve aynı süreci diğer ülkelerdeki öğrencilerle
paylaştı.
Bu örnek çalışma yapılandırılmış gözlem, çalışma öncesi ve sonrası öğretmen ve
öğrenci anketleri, röportajlar, öğrenci ürünlerinin kaydedilmesi ve yorumlanması da
dahil olmak üzere çeşitli veri toplama teknikleri kullanmıştır.
Bu durum çalışmasının sonuçları, öğrencilerin öğrenme motivasyonlarının arttığını ve
kendi çalışmaları için sorumluluklarının daha yüksek bir seviyeye ulaştığını
göstermektedir. Öğrencilerin kendi müzik çıktılarının kalitesi yükselmiş aynı zamanda
öğrencilerin, belli hedeflere ulaşmak için yeni teknolojiler konusundaki bilgileri
gelişmiştir.
2 AMAÇLAR
Ortaöğretim öğrencilerini, özellikle dil öğrenmeye, dijital yetkinliklere odaklanmaya ve
yaratıcı olmaya güdümlemek için büyük bir ihtiyaç vardır. Bu alanlarda gerçek bir etki
yaratmak için eğitimciler, öğrencilerin mevcut ilgilerini öğrenim süreçlerine dahil etmek
zorundadır. Öğretim, çocukların ilgilerine ne kadar yakın olursa öğrencilerin
motivasyonu ve katılımı o kadar yüksek olur.
Anadile ek 2 yabancı dil politikası ile ilgili temel konulardan birisi Avrupa'nın bütün
çabalarına rağmen İngilizce öğretimi artarken diğer dillerin öğretiminin azalmasıdır.
(2008'da Avrupa'daki okullarda dil öğretimi ile ilgili temel veriler). Bu ikileme
cevaplardan biri diğer dillerin sayısı, zenginliği ve kültürü ile ilgili bir anlayışı tanıtmaktır.
Ama bu anlayışı çocuklarda geliştirecek ve motive edecek bir şekilde bu zorluğu aşmak
için çok az malzeme vardır.
PopuLLar projesi öğrencilerin diğer dillere ve kültürlere karşı ilgilerini ortaya koyacak
bir anahtar önermektedir.
3|P a g e
Proje ortakları, projeyi hem öğrencilere hem de öğretmenlere anlatmak ve projeyi
basamak nasıl yapabileceklerini gösteren dijital ortamda bir dizi materyal Onlar
öğrencilerin projeyi 'sahiplendiklerini' açıkladı. Öğrencilerden özgürce müziklerini
keşfetmeleri ve kendi sözlerini oluşturmaları istenmiştir. Çıkan video performansları
yaratıcılıklarını ve sorumluluklarını ve aynı zamanda kendi şarkılarını başka dilde
yapma böylelikle çevirilerini şarkının melodisine uydurma çabalarını gösterecektir. Bu
öğrenciler için günlük eğitimlerindeki 'rutin' bir dil egzersizinden daha tatmin edici olabilir
mi? Yeni dillere karşı yeniden ilgi uyandırabilir mi?
Öğretmen bu projede yardımcı ve öğrencilerin popullar Kılavuzu'nda açıklanan kuralları
izlediğini kontrol eden bir denetleyici olarak
yer aldı. Ancak, öğrenciler proje
etkinliklerini okuldan farklı bir yerde de yapabilmişlerdir.
PopuLLar dil öğrenmeyi motive etmek için müzik ve teknolojiyi bir araç olarak kullanan
ortaokul öğrencilerine yönelik bir eğitim projedir.
Projenin amaçları:
•
•
Yaratıcılık, okuryazarlık, dijital yetkinlikleri, grup işbirliği ve en önemlisi, yeni dillerin
kullanımı ile, müzik sevgilerini birleştirmeleri için öğrencilere yardımcı olmak
•
Avrupalı genç öğrencilerin yaratıcı düşünme, merak ve soruşturma, sosyal ve
iletişim becerilerini uygulama yeteneklerini, geliştirmek, ve öğretimde yenilikçi
yaklaşımlarla olumlu bir değişim elde etmek.
Sonuçta dil öğrenimini ve dil çeşitliliğini teşvik etmek
3 İÇERİK
Türkiye'deki pilot çalışma Çukurova Üniversitesi Yabancı Diller Yüksek Okulu tarafından
gerçekleştirilmiştir. (http://yadyo.cukurova.edu.tr/en/). Çukurova Üniversitesi, 10 fakülte, 1 devlet
konservatuarı, 3 yüksek okulu, 9 meslek yüksek okulu ve 29 araştırma ve uygulama merkezine
sahiptir. 1909 öğretim elemanı ile üniversite 32700 öğrenciye lisans, yüksek lisans ve doktora eğitimi
vermektedir. Üniversite hem yurt içinde hem de yurt dışında saygın bir yere sahiptir. Çukurova
Üniversitesinin, yurt dışındaki diğer üniversitelerle ve yüksek öğretim kuruluşları ile 300 işbirliği
anlaşması bulunmaktadır. Yaklaşık 50 dil öğretmeni çalışmaktadır.
3.1 Okul
4|P a g e
Adana'da yer alan Türk-Alman Dil ve Kültür Okulu 2011 yılında Türk-Alman işbirliği ile kurulmuştur.
Okul, 250 öğrenciye Türkçe ve Almanca dersleri vermektedir. Verilen dil kursları A1 ve B2 seviyeleri
arasında değişmektedir. Dil kurslarına ek olarak,Türk-Alman Kültür derneği işbirliği ile uluslararası
eğitim danışmanlığı hizmeti ve konser, tiyatro, yarışma ve tören gibi kültürel etkinlikler de
sunmaktadır.
3.2 Öğrenciler
1. Demografik Bilgi
Türkiye'deki ilk pilot çalışma ikinci dil olarak Almanca eğitimi gören yedi öğrenci ile yürütülmüştür.
Öğrenciler 18-24 yaş arasındaydı. Öğrencilerin tümü anadil olarak Türkçe konuşan Türk öğrencilerdi.
Öğrencilerin tümü A2 seviyesinde İngilizce biliyorlardı. Akademik amaca yönelik Almanca 2.
Öğrencilerin müzik ile ilgili görüşleri
Bütün öğrenciler müziği sevdiklerini söylediler. Müzik, her zaman ve her yerde hayatlarının içindeydi.
En sevdikleri müzik türleri arasında pop, rap, R & B, caz, ve blues yer almaktaydı. En sevdikleri
şarkıcılar Shakira, Jimi Hendrix, Frank Sinatra, Chris Brown, Chuck Berry, Teoman, Hadise
ve Beyonce idi. Ayrıca, Nirvana, Queen, Green Day, One Direction, Avenged sevenfold ,
Usher ve Duman en sevdikleri müzik grupları arasındaydı.
Öğrenciler müziğin yabancı dil öğrenimi için çok önemli olduğunu belirtti. Bunlardan dördü
gitar çalıyordu. Onlar dil becerilerini geliştirmek için eğlenceli bir yolu olarak müziği
kullanmaya çalıştı. Şarkıları dinlediklerini, şarkı sözlerini araştırdıklarını, ve şarkılara
çalıştıklarını söylediler. Rastladıkları bilinmeyen kelime öğelerini arayarak, yeni kelimeler ve
bu kelimelerin hedef dildeki işlevlerini öğrendiler. Bu nedenle, klip ve şarkı sözleri için
YouTube videolarını izlediler. Öğrenciler şarkıların aynı zamanda onların dinleme becerilerini
de geliştirmeye yardımcı olduğunu sözlerine ekledi.
3. Medya teknolojileri
Öğrenciler ile katılım öncesi görüşmede, interneti her gün iletişim, eğlence ve eğitim için
kullandıklarını belirttiler. Bazıları (n = 3) internette yazdıklarını, bazıları da dosya (n = 5)
yüklediklerini belirtti. Öğrencilerin hepsi YouTube'da video izlediklerini ve indirdiklerini belirtti
4. Öğrencilerin dil öğrenme ile ilgili görüşleri
Tüm öğrenciler dil öğrenmenin onlar için çok önemli olduğunu belirtti. Pilot sırasındaki
gözlemlerde, duygularını ifade için yeni yollar öğrenmeye ve daha iyi çeviri yolları bulmaya
çok hevesliydiler. yarışıyordu.
5. PopuLLar Projesinden beklentileri
Genel olarak, öğrencilerin popullar Proje katılımları ile ilgili son derece olumlu beklentileri
vardı. Onlar Projenin eğlenceli ve kolay olacağını ifade etti. Ayrıca, projenin daha işbirlikçi ve
daha yaratıcı olmalarına, ve kendilerini geliştirmelerine yardımcı olacağını düşünüyorlardı.
belirtmiştir. Diğer ülkeler ve diller hakkında da bilgi edinmeyi umuyorlardı. Hatta öğrenciler
projenin başkalarına yardım etmek ve işbirliği için bir kanal hizmeti göreceğini bekliyorlardı.
Hepsi katılmak için çok istekli ve heyecanlı görünüyordu.
5|P a g e
3.3 Öğretmenler
1. Demografik bilgi
Pilot çalışmaya bir öğretmen katıldı. 29 yaşındaki öğretmenin öğretim deneyimi 2 yıldı.
Yabancı dil olarak öğrencilere Alman öğretiyordu ve Adana, Türkiye'de özel bir dil okulunda
da çalışmaktaydı. Sınıflarında, yaşları 16-20 arası 10-15 öğrenci yer almaktaydı.
2. Dil öğretiminde müziğin kullanımı ile ilgili görüşleri
Dil derslerinde hiç müzik kullanılmamış olduğunu söyledi, ama müziğin öğrencileri yeni
öğrencilerinin görevler üzerinde işbirliği çalışma deneyimlerinin olmadığını belirtti.
3. PopuLLar Projesinden beklentileri
Proje üzerinde çalışan öğrencilerinin kooperatif beceriler edineceğini düşünüyordu.
Öğrenciler birlikte çalışacağı için bir arada görevleri tamamlamak eğlenceli ve ilginç olabilir
3.4 Benzer tecrübeler
Pilot çalışmaya katılan öğretmen ne kendinin ne de öğrencilerinin daha önce bir AB projesi deneyimi
olduğunu belirtti. Bu yüzden bu projenin bir parçası olacağı için çok heyecanlıydı.
4 ARAŞTIRMA YÖNTEMLERİ
Çalışma verileri, gözlem / notlar; çalışma öncesi ve sonrası öğretmen ve öğrenci anketleri; ve
öğretmen ile görüşmeler yolu ile toplanmıştır. Veriler analiz edilmiş ve sonuçları aşağıda
sunulmuştur.
4.1. Pilot çalışma sonrası öğrenci görüşleri
1. Öğrencilerin PopuLLar ile ilgili görüşleri
Öğrenciler, projenin tüm adımlarına (şarkı seçimi, şarkı sözlerinin yazımı, şarkıyı söyleme,
müzik aleti çalma, şarkıyı Almancaya çevirme ve söyleme) katıldıklarını belirtti. Şarkılarını
Profesyonel bir stüdyoda kaydettiklerini belirttiler. Video klibine karar verme ve bir araya
getirme aşamasında işbirliği yaptılar. YouTube'a yüklerken de birlikte de çalıştılar.
Projede çalıştıkları süre içerisinde herhangi bir problemle karşılaşmadıklarını söylediler. Ancak, Türkçe
şarkıyı Almancaya çevirirken zorlandıklarını ve öğretmenden yardım istediklerini söylediler.
Genel olarak, bir grup oluşturma ve birlikte çalışma, yaratıcılıklarını kullanma ve yeni şeyler
öğrenme şansı verdiği için projeye katılmanın kendileri için çok önemli bir deneyim olduğunu
belirttiler. Öğrenciler projenin çok güzel olduğunu ve bu tür projelere katılmak için daha sık
fırsatlarının olmasını dilediklerini söyledi. Öğrenciler projeyi "Muhteşem, Mükemmel, çok
güzel " gibi sözlerle nitelendirdiler ve nihai ürünleri ile gurur duyduklarını belirttiler.
2. Öğrencilerin öğrenme deneyimleri
6|P a g e
Öğrenciler birlikte çalışmaktan ve öğrenmekten zevk aldıklarını belirtti. Yaratıcılık ve yabancı
dil bilgisini kullandıkları projenin grup çalışmasına güzel bir örnek olduğunu söylediler.
Öğrenciler zaten müziği sevdiklerini, ancak proje yardımıyla müzik kullanımının dil
geliştirmede farklı yollarından haberdar olduklarını ifade ettiler.
4.2. Pilot çalışma sonrası öğretmen görüşleri
1. PopuLLar Projesinin öğretim kalitesi ile ilgili görüşleri
Bazen, özellikle çeviri yaparken onları motive etmenin gerekli olmasına rağmen öğrencilerin
çok mutlu olduklarını ve son ürünleri ile gurur duyduklarını söyledi. Birlikte bir şey elde
ettikleri için zorluklara değdi.
2. PopuLLar Projesi ile ilgili yorumlar
Öğretmen öğrenciler ile haftada sadece bir kez çalışmasına rağmen, onların motivasyonunun
yüksek, şarkıları tamamlamak için istekli olduklarını belirtti. Öğrencilerin normal ödevlerini
tamamlamak için göstermediklerini proje aşamaları tamamlamak gösterdiklerini ve serbest
zamanlarını dahi proje için kullandıklarına şaşırdığını belirtti. Projeyi en yüksek skorla
değerlendirmiş ve projeye katıldığı için çok mutlu olduğunu belirtti.
5. SONUÇ
Genel olarak, hem öğrencilerin hem de öğretmenin proje ile ilgili görüşleri çok
olumluydu. Bu deneyim ödüllendirici ve eğlenceli bulundu. Öğrenciler yaptıkları
iş ile çok gurur duyuyordu ve sürekli proje ortaklarından yorum istediler. Proje
ortağı ülkelerin şarkılarına dönüt verdiler ve onların şarkıları ile kendi şarkılarını
karşılaştırdılar. Öğretmen, proje çalışanlarına popullar deneyimine kadar
öğrenciler için müziğin önemini ve gücünü fark etmediğini ancak kesinlikle
gelecekteki öğretiminde müziği dahil edeceğini belirtti.
Videoları burada bakınız: http://www.popullar.eu/video-production.html
7|P a g e
PopuLLar – Motivace studentů cizího jazyka k výuce hudby
za pomocí příslušných médií
PŘÍPADOVÁ STUDIE
Pilotování projektu PopuLLar na gymnáziu Hády,
Česká republika
Tým Jazykové školy Pelikán
spatenka@skolapelikan.cz
OBSAH
1 KONSPEKT ............................................................................................................................... 3
2 ZÁMĚRY A CÍLE ....................................................................................................................... 3
3 KONTEXT ................................................................................................................................. 5
3.1 Škola ................................................................................................................................. 5
2.2 Studenti ............................................................................................................................ 5
2.3 Předchozí podobné zkušenosti ........................................................................................ 6
4 VÝZKUMNÉ METODY .............................................................................................................. 6
4.1 Připomínky/poznámky ..................................................................................................... 6
4.2 Rozhovory ........................................................................................................................ 7
4.3 Natáčení ........................................................................................................................... 7
4.4 Přehled studentských videí .............................................................................................. 7
4.5 Přehled studentských dotazníků...................................................................................... 8
4.6 Přehled dotazníků pro učitele .......................................................................................... 8
5 ZJIŠTĚNÍ ................................................................................................................................... 9
6 ZÁVĚR.................................................................................................................................... 12
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1 KONSPEKT
Tato případová studie zkoumá používání hudby, primárního společenského
zájmu studentů středních škol, na podporu jazykového vzdělávání, digitálních
kompetencí a tvořivosti.
Tento dokument se detailněji zabývá využitím metody projektu PopuLLar
v rámci programu Comenius, který je navržen tak, aby podporoval studenty ve
vytváření jejich vlastních textů k písni podle jejich výběru. Danou píseň poté
přeloží do cílového jazyka, který studují, k písni natočí klip (video) a sdílí mezi
napříč Evropou mezi studenty, kteří se také zapojili do projektu.
V této případové studii byly použity různé typy technik včetně strukturovaného
pozorování, dotazníků pro učitele a studenty, rozhovorů, natáčení a
bezprostřední zpětné vazby od studentů.
Výsledky této studie prokázaly, že studenti, kteří se zapojili do projektu,
přistupovali ke svým úkolům velmi zodpovědně a s nadšením. Většina z nich
přiznala, že PopuLLar pomohl zlepšit jejich jazykové dovednosti a obohatil
slovní zásobu. Celá pracovní skupina získala nové zkušenosti během
jednotlivých etap projektu, které se dotýkají cílového jazyka, jejž si zvolili na
samotném začátku.
2 ZÁMĚRY A CÍLE
Je nezbytné neustále motivovat studenty středních škol, a to zejména k učení
se cizích jazyků, využívání digitálních kompetencí a podpoře kreativity.
K dosažení těchto cílů je nutné, aby pedagogové zapojili do výuky oblasti zájmu
studentů. Čím blíže bude výuka spojení se zájmy studentů, tím větší budeme
mít šanci je zaujmout.
Jednoho z hlavních problému v souvislosti s výukou prvního a druhého jazyka
je to, že navzdory maximálnímu úsilí v Evropě se učení ostatních jazyků vedle
angličtiny stává upozaďovaným (více v Teaching Languages at School in
Europe, 2008). Jeden z přístupů k této problematice se věnuje představování a
pochopení celého širokého spektra kultur a jazyků. Bohužel existuje jen velmi
3|Page
málo podkladů a materiálů, které by mohly navázat na tuto myšlenku, a
zároveň přímo zapojovali a motivovali studenty k pochopené této úvahy.
PopuLLar projekt nabízí klíč k odemčení spontánnosti ve studentech a jejich
zájmu k novým jazykům a kulturám.
Partneři projektu vytvořili sadu materiálů, které přibližují projekt učitelům a
studentům. Tyto materiály jsou dostupné také v digitálním formátu, který
využívá video a vysvětluje celý proces projektu krok za krokem.
Materiály jsou postaveny na myšlence absolutní autonomie studentů – celý
projekt je v jejich rukou. Studenti jsou vyzváni k tomu, aby se svobodně
rozhodovali a vytvářeli vlastní texty. Výsledné video reflektuje jejich kreativitu
a odhodlání, stejně jako jejich úsilí při vytváření písně v jazyce, který studují,
kdy musí přizpůsobit překlad k melodii skladby. Může být tento přístup
prospěšný na rozdíl od tradiční každodenní výuky? Může to skutečně vzbudit
zájem o další jazyky?
Učitel v tomto projektu vystupuje pouze jako prostředník, který má za úkol
ověřit, zda studenti postupují podle pravidel, která jsou nastavena v příručce
PopuLLar. Jinak ale studenti pracují naprosto samostatně a ideálně v odlišném
prostředí a čase.
PopuLLar je projekt pro studenty středních škol, kteří se chtějí učit jazyky za
pomocí nových technologií a hudby jako nástroje na podporu motivace.
Cíle projektu jsou:
•
Pomoci studentům propojit jejich lásku k hudbě s tvořivostí, digitální
gramotností, dovednostmi, skupinovou spoluprací a především s výukou cizího
jazyka.
•
Podpořit schopnost mladých evropských studentů aplikovat kreativní
myšlení, zvídavost a touhu k nabytí komunikačních dovedností a znalostí
v oblasti inovativních přístupů k výuce.
•
Přispět ke studiu cizích jazyků a jazykové gramotnosti obecně.
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3 KONTEXT
Pilotování a testování výstupů projektu bylo v českém prostředí uskutečněno
gymnáziem Hády ve spolupráci se studenty Jazykové školy Pelikán.
3.1 Škola
Gymnázium Hády je vzdělávací instituce, která se zaměřuje na poskytnutí
optimálního podkladu pro následné pokračování studia. Nachází se v Brně a
je považováno za jedno z nejpopulárnějších gymnázií, kde jsou studenti
povinni absolvovat přijímací zkoušky. Celá budova splňuje podmínky
moderní vzdělávací instituce.
Škola poskytuje studium ve dvou studijních oborech a čtyř vzdělávacích
programech. Studenti také mohou rozvíjet svůj potenciál ve sportovních
třídách, nicméně hlavní myšlenkou školy je komplexně připravit studenty
na vysokoškolské studium.
2.2 Studenti
Skupina vznikla ze studentů obou škol, kteří studují španělštinu, tedy jejich
cílový jazyk. Většina z nich je samozřejmě fanoušky hudby v různých
podobách a stylech.
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2.3 Předchozí podobné zkušenosti
Žádný ze studentů nemá v podobné nebo blízké oblasti zkušenost
s projektem PopuLLar. Podle dotazníkového šetření by se většina studentů
ráda zapojila do podobného projektu znovu.
4 VÝZKUMNÉ METODY
Informace v této případové studii se týkají skupiny o 17 studentech.
Věk těchto studentů se pohybuje v rozmezí 16 – 19 let.
Skupina se skládá z 11 dívek a 6 chlapců.
Studenti si jsou vědomi toho, že využijeme jejich výstupů a názorů pro účely této
případové studie v rámci projektu. Tato problematika byla se studenty vyřešena
ještě před zahájením pilotování.
Studenti si jsou vědomi toho, že se zúčastnili testovací/pilotní verze projektu.
Vzhledem k tomu, že PopuLLar vyžaduje, aby studenti pracovali naprosto
autonomně, celému pilotování předcházela informační schůzka.
Bylo využito různých způsobů pro účely této případové studie:
4.1 Připomínky/poznámky
Před setkáním se studenty byl připraven blok otázek, které byly
následně zpracovány pro účely této studie.
Tento dokument byl předmětem diskuze v rámci projektového týmu
PopuLLar, konkrétně odborníků na vzdělávání z těchto partnerských
organizací: Mosaic Art and Sound (UK), Jazyková škola Pelikán (Česká
republika), University of Valladolid (Španělsko), Cukurova University
(Turecko), Kulturring Berlin (Německo), Kindersite (UK) a Opera Bazar
(Itálie).
Během pozorování byly zkoumány jednotlivé faktory, které jsme později
zpracovali do podoby reflexních poznámek.
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4.2 Rozhovory
Rozhovory byly provedeny se studenty i samotnými učiteli, kteří se do
projektu zapojili.
Obsah a konkrétní podoba otázek byla již dříve analyzována tak, aby
plnohodnotně reflektovala na stěžejní oblasti projektu.
4.3 Natáčení
Pro natáčení byla použita digitální kamera. Natočení přímých reakcí a
pocitů studentů bylo důležitým aspektem při hodnocení celého
projektu.
4.4 Přehled studentských videí
Důležitým mezníkem projektu byla pro studenty konečná produkce
jejich videí: videoklipy s jejich výkonem, které jsou tvořeny vybranou
písní s jejich vlastním textem. Jedna verze je pořízena v jejich rodném
jazyce a druhá v jazyce cílovém, tedy v tom, který studují.
Kritéria pro hodnocení a analýzu studentských videí v rámci plnění cílů
projektu jsou následující:
•
Text písně by měl odpovídat melodii (zde se ukázalo, že
studenti musí vyvinout poměrně značné úsilí proto, aby
e jim podařilo přizpůsobit text a rytmus / melodii /
načasování instrumentální části).
•
Celá skupina se podílí na vytváření videa (např.
v podobě sborového zpěvu, mnoho herců v klipu, atp.).
•
Srovnání kvality obou jazykových verzi videa.
•
Nadšení a zaujetí studentů do jednotlivých fází projektu.
•
Hodnocení kreativity videa (a zároveň písně a textu).
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4.5 Přehled studentských dotazníků
Dotazníky pro studenty byly připraveny na základě pedagogických
materiálů projektu PopuLLar.
Tyto dotazníky jsou výsledkem společné práce všech partnerů projektu
a zaměřují se na zodpovězení otázek souvisejících s cílem projektu. Bylo
jich dosaženo během přátelské komunikace se studenty.
Dotazníkové šetření bylo rozděleno na dvě části, kdy jedna se
vyplňovala před a druhá po proběhnutí pilotáže. Dotazníky se týkají
očekávání studentů a přístupu k učení. Průzkum vyplňovaný po
ukončení procesu obsahuje informace o výsledcích a porovnává je
s očekáváním.
4.6 Přehled dotazníků pro učitele
Dokumenty byly připraveny v rámci projektu PopuLLar na základě
pedagogických materiálů tak, aby odráželi relevantní pohled pedagogů.
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5 ZJIŠTĚNÍ
Obecně můžeme říci, že zpětná vazba od studentů byla velmi pozitivní.
Celá pracovní skupina dokončila všechny fáze projektu. Zde naleznete
podíl práce studentů na jednotlivých krocích:
Úkoly projektu
Forming a group
Choosing a song
Choosing the topic of the song
Writing the lyrics
Translating the lyrics
Singing the songs
Playing an instrument
Creating a script for the video
Recording the video or audio
Dancing in the video
Editing (audio/video)
Uploading
Others
Podle průzkumu bylo nejtěžším úkolem pro studenty napsat a přeložit
text. Je nutné vzít v úvahu fakt, že právě tento úkol byl vypracován
většinou studentů, což mohlo ovlivnit výsledek šetření.
Máte pocit, že jste se získali nové
vědomosti?
Not at all
A few new things
Learnt some new
things
A lot of new things
Great learning
experience
9|Page
Výsledky projektu můžeme považovat za velmi pozitivní v souvislosti se
zlepšením jazykových dovedností u studentů.
Studenti se do projektu zapojili s velkým nadšením. Dokazují to jejich
názory získané během rozhovorů provedených s učiteli a samotnými
student po ukončení poslední fáze projektu – vice než 80 % student by
se s radostí do projektu zapojilo znovu. Tento fakt je doložený
vytvořením Českého pilotního videa a následně přepracovaného
Německého pilotního videa:
Obě videa byla vytvořena autonomně.
10 | P a g e
Byl vytvořen přehled názorů studentů a učitelů, které jsme použili
v tomto dokumentu. Na základě tohoto procesu vznikl následující slovní
mrak, který dokládá celkovou náladu a pocity účastníků, kteří se do
pilotní fáze projektu zapojili.
Studentská práce a přístup k projektu nás velice příjemně překvapil
stejně jako široká škála videí, které napříč zeměmi EU vznikly. Jeden
z těchto názorů získaný na základě dotazníků předkládáme:
“Studenti se zhostili svého úkolu velmi zodpovědně a neváhali vyjádřit
své myšlenky a názory. Jejich výstupy považuji za velmi významné
zejména proto, že celá pracovní skupina pojala celý úkol poměrně
netradičním a odvážným způsobem a nesnažili se tudíž hledat inspiraci
z podobných videí ve svém okolí.”
11 | P a g e
6 ZÁVĚR
Podle našeho názoru jsou dosavadní výstupy a výsledky projektu velmi
uspokojivé. Studentské práce, dotazníky a další výstupy na nás působí
pozitivně a poukazují na to, že projekt je navržen bez větších překážek
nebo problémů. Samotné pilotování proběhlo hladce a otestovalo
funkčnost a vhodnost všech projektových materiálů.
Přes výše zmíněné okolnosti jsme připravili dokument, který obsahuje
několik drobných doporučení ke změně procesu projektu, případně
některých materiálů, které by vedly ke zlepšení projektu PopuLLar jako
celku.
Projekt považujeme za velmi úspěšný s velkým potenciálem do
budoucnosti, který je doposavad podporován značným úsilím v podobě
šíření a hodnotících zpráv projektu.
12 | P a g e
PopuLLar - Motivating Secondary School Students to Learn
Languages with Relevant Media
CASE STUDY
Piloting the PopuLLar project in the UK, with high schools
students in Islington and Barnet, London
Teresa Dello Monaco
teresa.monaco@mosaicartsound.com
Contents
1. Abstract
3
3
2. Context
2.1 The School
2.2 The students
2.3 Previous similar experiences
5
5
5
5
3. Research Methods
3.2 Interviews
6
6
6
7
7
8
4. Findings
8
5. Conclusions
10
2|Page
Abstract
This case study examined the use of music, as the primary social
interest of secondary school students, to promote students' language
learning and, transversally, digital competences and creativity.
More specifically, this case study examined the use of the method of the
PopuLLar EU Comenius project which asked the students to write their
own lyrics to songs of their choice. They then translated their songs into
the target language they are learning; recorded their song (video) and
shared it with students in other countries who did the same.
This case study used a variety of techniques including structured
observation, pre and post teachers and students questionnaires,
interviews, filming and review of students productions.
The results of the study indicated that the students liked the suggested
activities as it was something beyond the usual school patterns and
gave them the opportunity to enjoy spending time together and learn
more about technology and languages, in a pleasant and funny way.
The results also showed that most of the materials prepared by the
project pedagogy team was useful, notably the steps explained through
the videos available on the website. The students developed the
activities in extra-curricular time and, as the teacher mentioned, it was
quite surprising to notice the dedication and the soundness they put into
carrying out the project. The students confirmed that the language
exercise that project entailed was conducive to deepen the language
learning and since music, creativity and fun were involved, they are
more than certain to remember what they learnt through the ‘PopuLLar’
language practice.
Aims and Objectives
There is a huge need to motivate secondary school students, in
particular, to learn languages, focus digital competencies and be
creative. To achieve a real influence over these areas educators need to
harness the existing interests of students in to their learning. The closer
teaching can be allied with the interests of students the greater the
potential for engagement.
3|Page
One of the main issues around the 1 plus 2 language policy is that
despite the best efforts of Europe the teaching of English is rising and
other languages becoming less (Key Data on Teaching Languages at
School in Europe 2008). One of the answers to this quandary is to
introduce an understanding of the number, richness and culture of other
languages. But there are very few materials that can meet this challenge
in a way that can directly engage and motivate students to foster this
understanding.
The PopuLLar project offers a key to unlock students' spontaneity and
interest towards new languages and cultures.
The project partners created a set of materials to explain the project both
to teachers and students, in digital format including a video guide that
explain step by step how to develop the project.
They clearly explained that the students have the 'ownership' of the
project. The students are invited to freely explore their music and create
their own lyrics. The resulting video performances will show their
creativity and commitment as well as their effort in making their song into
another language version, therefore adapting the translation to the
melody of the song by delving into a different language. Can this be
more rewarding for them than a 'routine' language exercise of their daily
teaching? Can this arouse a renewed interest towards new languages?
The teacher was involved as a facilitator and to check that the students
had observed the rules explained in the PopuLLar Guide, but the
students could even perform the project activities in a place different
from the school and at evening hours.
PopuLLar is a project for secondary school language students to use
music and technology as a tool to motivate language learning.
The project's aim are:
•
to help student students to combine their love of music, with
creativity, literacy, digital competences, group collaboration and, most
importantly, use of new languages .
•
to enhance the ability of young European students to apply
creative thinking, curiosity and enquiry, social and communications
skills, and achieve a positive change through innovative approaches to
teaching.
•
to ultimately promote language learning and linguistic diversity.
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Context
2.1 The School
The Brit School was the school initially invited to develop the
PopuLLar piloting. Just before the start of the piloting, they
had to withdraw from the project since new school
commitments for the students engaged in the PopuLLar
project would not allow them enough time to dedicate to the
project activities.
Several students from other schools had shown their interest
in piloting the practices and it was decided to gather a group of
students from these schools, Highbury Grove School,
Woodhouse School and Barnet and Southgate College. They
were facilitated by a language teacher who also works at The
Mosaic language courses.
2.2 The students of the piloting class
The piloting was conducted with 22 students who were 17 and
18 years old. The students had diverse cultural background,
some of them having their mother-tongue different from
English. All students loved music and were keen in acting for a
video for the project. Some of them had expertise in video
making and editing and loved using their technical skills. All of
them had experience of internet communication and use
FaceBook and generally internet on daily basis.
2.3 Previous similar experiences
The students never before PopuLLar had been asked to
combine creative song writing and second language learning
and to share productions with peers in Europe. The experience
was completely new to them.
5|Page
Research Methods
The students were aware that we were doing our observations on
the processes and results of the experience. When we introduced
filming as part of our ways of observations, permission was asked
previously to the students.
The students were aware that they were piloting new educational
resources.
As the PopuLLar project required that the students would work
autonomously, we had only several encounters with them and
therefore did not attend all their meetings of project
implementation.
The ways to carry out the observations for our case study were
varied, as follows:
Before meeting the students, we had prepared a series of
questions and descriptions of situations to observe.
These had been discussed during the PopuLLar
project
partnership meetings among professionals from the following
partner organizations: The Mosaic Art And Sound (UK), Pelikan
Language School (Czeck Republic), University of Valledolid
(Spain),
Cukurova University (Turkey), Kulturring in Berlin
The context did not allow to take notes while observing, but we
could fix the observations in reflective notes afterwards.
3.2 Interviews
Students and teacher were available to let us know how the
experience was flowing.
Interviews were arranged with the students as well as with
the teacher.
The content and questions of the interviews had been
previously analyzed by following the same procedure as for
the Observations/Notes.
6|Page
The important milestones for students regarding the
development of the project are their final productions: video
clips with their performance showing the interpretation of the
song with their lyrics. One performance in their native
language and a second performance in their target
language.
The criteria to analyse the students' video clips towards the
aim of the project have been the following:
- match of lyrics with the song (does it become obvious that
- does it become obvious that the whole group participated in
video)?
- do the native and the target language version show a
similar level of quality?
- does it become obvious that students had fun and were
- does the video (and the lyrics/ singing) show a high level
of creativity?
The students put a lot of effort, creativity and organizational
skills to create something special to share with other
students.
They even found dresses to match the event of their song
inspired to a song by The Beatles, ‘Yellow Submarine’.
The students used the project materials and followed the
instructions to create lyrics. They had quite a lot of fun by
following the procedure, but at the same time they were also
surprised to notice that the process was so easy and smooth
even among students who had not worked together earlier
(students were from different schools).
The students were able to assign tasks within the group, so
they created sub-groups, e.g. those writing the lyrics, those
filming and editing, those who directed the action to be
filmed, those in charge of translating. They had discussed
and decided together the script of the video and rehearsed
with care.
There were students with filming and editing skills and this
gave the opportunity to create reasonable good products.
The students questionnaire template was prepared within
the set of pedagogical materials of the PopuLLar project.
7|Page
These were a result of a collaborative work of the project
partners and focus on the aims of the project and its results
by using a friendly communication with the students.
The Questionnaire were divided into a Pre-Questionnaire
before the start of the experience including information on
the expectations of the students about the proposed new
approach to learning and a Post-Questionnaire after the end
of the activities where they could reflect on the results and
compare them with their expectations.
Not all students completed the questionnaires, but, overall,
their expectations not only were met, but in some cases the
experience clearly exceeded in a positive way what they
expected.
The template of the questionnaire was prepared within the
PopuLLar set of pedagogical materials, these reflect the
The teacher was pleased with the outcome since the
students had worked completely autonomously showing
maturity and skills appropriate to fulfil the tasks. The teacher
was pleased for the time that the students dedicated to the
project and because they worked out of curricular hours.
In his opinion the project contributed to enhance the
students’ skill to work as a team and promoted learning
languages in a creative way. It was interesting also to reflect
on the retaining power of music. It also whetted the students’
appetite for internet and technology and enhanced their
interest in communicating with students across Europe.
Findings
The students liked dedicating time to arrange a visual setting
and an amusing dramatization to the first video.
The first video is more about acting together, while the
second and the third video are more about gathering and
assembling images and creatively engage with what they
called their ‘artistic research’.
The technique used for video 2 and 3 was mostly inspired by
viewing other students’ works and partially by the difficulty of
8|Page
agreeing on many more rehearsals dates that would have
been necessary for another collective dramatization.
The students found that singing and translating were the
most difficult parts. Especially singing, since most of them
rarely do activities connected to singing and playing an
instrument. Only some students were versatile music
performers and for the final video they decided that for the
music part they would rely on these.
However, it is interesting to notice that the practice was
embraced by students with no music training. In fact, this
was an aspect clearly mentioned and clarified at the
beginning by the project partner, that the project is not
intended for those who are trained in music, but it is for all
students who may have different talents to add for a nice
outcome of the practice.
They were quite attracted by the exchange with the Turkish
students and found the lyrics from the students in Turkey
interesting.
They took the work to be done very seriously and were well
aware that their participation and evaluation would give the
project important inputs.
They had fun and enjoyed being together and knowing each
other better in informal settings. They were able to work as a
team with almost no intervention by the teacher.
The whole group was willing to cooperate, although towards
the end of the piloting their school commitments did not allow
them to meet each other as they had planned at the start.
Although with some difficulties, they enjoyed much the
translation part and were able to delve into some language
subjects with a good sense of research and problem solving.
They find the materials prepared by the project very accurate
and useful.
The teacher was quite surprised that the students had done
everything almost completely autonomously and was
pleased that they considered the time spent together
developing the project as an activity for enjoyment and
learning together.
He believes that the PopuLLar activities are well explained
and the didactic materials are innovative and valuable.
He will make use of the materials in the future and will
recommend them to students and teachers alike.
The link to the students’ videos:
9|Page
Conclusions
The project gave the students the possibility to learn about
each other's expertise, to share knowledge and to gain an
appreciation of every student’s perceptions when translating
a text.
They were able to ‘own’ the project and felt with no doubt
that music can match perfectly second language learning.
They would love to have more activities like PopuLLar
embedded in their school curriculum because this would
make school closer to their life and learning more enjoyable..
10 | P a g e
PopuLLar – Motivare gli studenti della Scuola Secondaria ad Imparare
le Lingue Straniere con Mezzi di Comunicazione Adeguati
CASISTICA
Sperimentazione del Progetto PopuLLar al Liceo Musicale A.
Passaglia - via Fillungo 205, Lucca- Italy
www.popuLLar.eu
OPERA BAZAR
Prof. Massimiliano Giusti, Students’ Co-ordinator
max@punctustudio.it
CONTENUTO
1 INTRODUZIONE....................................................................................................................... 3
2 FINALITA’ E OBIETTIVI ............................................................. Error! Bookmark not defined.
3 CONTESTO............................................................................................................................... 8
3.1 La Scuola ........................................................................... Error! Bookmark not defined.
3.2 Gli Studenti ...................................................................... Error! Bookmark not defined.
3.3 Esperienze simili ............................................................... Error! Bookmark not defined.
4 METODI DI RICERCA ................................................................ Error! Bookmark not defined.
4.1 Osservazioni/note ............................................................. Error! Bookmark not defined.
4.2 Interviste .......................................................................................................................... 8
4.3 Filmare .............................................................................. Error! Bookmark not defined.
4.4 Revisione dei video degli studenti .................................... Error! Bookmark not defined.
4.5 Revisione dei questionari degli studenti........................... Error! Bookmark not defined.
4.6 Revisione dei questionari degli insegnanti ....................... Error! Bookmark not defined.
5 RISULTATI................................................................................. Error! Bookmark not defined.
6 CONCLUSIONI .......................................................................... Error! Bookmark not defined.
2|Page
1 Introduzione
Questa casistica ha esaminato l'uso della musica, come interesse sociale
principale degli studenti della scuola secondaria, per promuovere
l’
apprendimento delle lingue e trasversalmente le competenze digitali e la
creatività.
Più in particolare, il caso studiato ha esaminato l'uso della metodologia del
progetto PopuLLar finanziato dall’ Unione Europea che ha chiesto agli studenti
di scrivere i propri testi per le canzoni che hanno scelto. Gli studenti poi hanno
poi tradotto le loro canzoni nella lingua straniera che stanno imparando;
registrato la loro canzone (video) che poi hanno condiviso con gli studenti di
altri paesi che hanno fatto la stessa cosa.
Questa casistica ha utilizzato una varietà di tecniche tra cui l'osservazione
strutturata, pre e post e questionari per insegnanti e studenti, interviste,
riprese e la revisione delle produzioni degli studenti.
I risultati di questo studio indicano che gli studenti hanno aumentato la loro
motivazione ad imparare e
hanno raggiunto un maggiore livello di
responsabilità. Gli studenti inoltre hanno migliorato il livello delle produzioni
musicali e hanno aumentato la loro motivazione ad apprendere le lingue.
Anche la conoscenza relativa alle nuove tecnologie per raggiungere obiettivi
specifici è stata migliorata.
2. Finalità e Obiettivi
C’è un enorme bisogno di motivare gli studenti e in particolare quelli che
frequentano la scuola secondaria ad imparare le lingue focalizzando sulle
competenze digitali e sulla creatività. Per poter avere una vera e propria
influenza su tali aree e per poter migliorare l’ apprendimento gli educatori
hanno bisogno di sfruttare gli interessi degli studenti. Piu’ l”'insegnamento si
avvicina agli interessi degli studenti maggiore è il loro potenziale di
coinvolgimento.
Uno dei temi principali della politica linguistica (lingua 1 più 2) è che
nonostante gli sforzi europei l'insegnamento della lingua inglese è in aumento
mentre le altre lingue sono meno insegnate. (Cifre chiave dell'insegnamento
delle lingue a scuola in Europa 2008)
3|Page
Una delle risposte a questo dilemma è quello di introdurre una
consapevolezza sul numero, ricchezza e cultura delle altre lingue. Ma ci sono
pochi materiali in grado di affrontare questa sfida, di coinvolgere direttamente
e motivare gli studentI e favorire questa consapevolezza.
Il progetto PopuLLar offre uno strumento per sbloccare la spontaneità e
l'interesse degli studenti verso nuove lingue e culture.
I partners del progetto hanno creato un una serie di materiali per spiegare il
progetto, sia per insegnanti che per studenti, in formato digitale, compresa
una guida video che spiega passo passo come sviluppare il progetto.
Hanno chiaramente spiegato che gli studenti hanno la 'proprietà' del progetto.
Gli studenti sono invitati a esplorare liberamente la loro musica e creare i
propri testi. I risultati in video rappresentazione mostreranno la creatività e l’
impegno degli studenti e anche il loro sforzo per produrre la loro canzone in
un’ altra versione linguistica e adattare la traduzione alla melodia e addentrarsi
cosi’ in una lingua diversa
Per gli studenti questo puo’ essere più gratificante dei loro esercizi di routine
per l’ apprendimento delle lingue? Può questo suscitare un rinnovato interesse
verso nuove lingue?
L'insegnante è stato coinvolto come facilitatore e per verificare che gli studenti
avessero osservato le regole spiegate nella Guida PopuLLar, ma gli studenti
potevano anche svolgere le attività del progetto in un luogo diverso da quello
della scuola e nelle ore serali.
PopuLLar è un progetto per gli studenti di scuole secondarie che usa la musica
e la tecnologia come strumento per motivare l'apprendimento delle lingue.
Le finalità del progetto sono:

aiutare gli studenti agli studenti a
coniugare il loro amore per la
musica, con la creatività, l'alfabetizzazione, le competenze digitali,
collaborazione di gruppo e, soprattutto, l'uso di nuovi lingue.

migliorare la capacità dei giovani studenti europei ad applicare il pensiero
creativo, la curiosità e l’ acquisizione di capacità sociali e di comunicazione e
ottenere un cambiamento positivo attraverso approcci innovativi per
l'insegnamento.
4|Page

Infine promuovere l’ apprendimento delle lingue e la diversità
linguistica.
3 Contesto
L'azione piltota in Italia è stata realizzate al Liceo Musicale A. Passaglia.
http://liceoartisticomusicalelucca.gov.it/ Questo liceo è la prima scuola
secondaria musicale in Italia e la prima ad introdurre nel percorso formativo lo
studio di tecnologie multimediali. Per poter diventare studente di questo Liceo
Musicale è necessario superare un esame di ammissione che attesti oltre
all'interesse per la musica anche particolari abilità musicali ritenute necessarie
per raggiungere le competenze culturali e professionali necessarie per un futuro
lavoro in questo settore. Gli studenti che frequentano il Liceo Musicale
Passaglia seguono i normali percorsi formativi della scuola secondaria ma
seguono anche classi di storia della musica, composizione e imparano a
suonare due strumenti musicali. Inoltre praticano anche coro e orchestra dal
classico al jazz, dal pop alla lirica. Infine imparano nuove tecnologie per la
produzione audio e video, in particolare concentrandosi sulla ripresa del suono.
3.1 La Scuola
La scuola è 'situata nel centro storico di Lucca e ospita gli studenti in un
bellissimo e stimolante palazzo cinquecentesco. Si tratta di una scuola
pubblica con molte classi. Nove classi appartengono al Dipartimento
Musicale. La maggior parte degli studenti (circa il 70%) viene a Lucca
per frequentare questa scuola da diverse città mentre una bassa
percentuale proviene da paesi diversi. La scuola offre una serie di
attività extra-curricolari e lavora in collaborazione con il Teatro
Comunale di Firenze, Teatro Comunale di Lucca. La collaborazione con i
teatri offre agli studenti la possibilità di scrivere e suonare musica
orchestrale per nuove opere.
5|Page
3.2 Gli studenti della classe sperimentale
Gli studenti delle classi di pilotaggio amano la musica e la musica è parte essenziale
della loro vita e sperano di poter trovare un lavoro in questo settore. Gli studenti
vivono per scoprire nuove modalità di produzione e creazione di suoni partendo da
zero.. Si aggregano spontaneamente in gruppi anche al di fuori del tempo scolastico
per riprodurre musica scritta o improvvisata. Il loro livello di realizzazione è
abbastanza alto e la percentuale di fallimento è vicino a zero. Come seconda lingua
studiano solo l’ inglese.
3.3 Esperienze simili precedenti
Sia gli studenti che l’ insegnante non avevano avuto esperienze simili.
4 Metodi di Ricerca
Il numero di studenti che hanno partecipato a questo caso studio è stato 30
L’ età degli studenti era compresa tra 16-19 anni
Il 50% studentesse e 50% studenti
Gli studenti erano consapevoli che stavamo facendo le nostre osservazioni
sui processi e i risultati dell'esperienza. Quando abbiamo introdotto le
riprese come metodo di osservazione, è stato chiesto in precedenza il loro
permesso.
Gli studenti erano consapevoli che stavano sperimetando nuove risorse
educative.
Poiché il progetto PopuLLar ha richiesto che gli studenti lavorassero in
autonomia, abbiamo avuto diversi incontri con loro ma non abbiamo
partecipato tutte le loro riunioni durante i mesi di attuazione del progetto.
I modi per effettuare le osservazioni per il nostro caso di studio sono state
varie, come segue:
6|Page
4.1 Osservazioni/note
Prima di incontrare gli studenti, abbiamo preparato una serie di
domande e descrizioni di situazioni da osservare.
Queste erano state discusse durante le riunioni di partenariato del
progetto PopuLLar tra i professionisti dalle seguenti organizzazioni
partner: The Art Mosaic And Sound (UK), Scuola di Lingua Pelikan
(REPUBBLICA CECA), Università di Valledolid (Spagna), Cukurova
University (Turchia), Kulturring in Berlino (Germania), Kindersite (UK) e
Opera Bazar (Italia).
Il contesto non ci ha permesso di prendere appunti mentre
osservavamo ma abbiamo relazionato le nostre osservazioni subito
dopo.
4.2 Interviste
Le interviste sono state organizzate con gli studenti e con i loro
insegnanti.
Il contenuto e le domande delle interviste sono state analizzate
utilizzando lo stesso procedimento delle Osservazioni/Note.
4.3 Filmare
Con una videocamera digitale abbiamo filmato parte delle esperienze
effettuate durante la nostra visita per evidenziare aspetti importanti
delle attività degli studenti.
7|Page
4.4 Rassegna dei video clip degli studenti
Per quanto riguarda il progetto le tappe importanti per gli
studenti sono state le produzioni finali: video clip delle loro
rappresentazioni che mostrano l'interpretazione dei testi delle
canzoni. Uno spettacolo nella loro lingua madre e un secondo
spettacolo nella loro lingua di destinazione.
I criteri per l'analisi dei video clip degli studenti relativa alle
finalità del progetto sono stati i seguenti:
•
Qualità del testo della canzone e abbinamento dei testi
con la musica (è evidente che gli studenti hanno fatto
del loro meglio per trovare una corrispondenza tra i
loro testi e il ritmo / melodia / temporizzazione della
parte strumentale?)
• è evidente che l'intero gruppo ha partecipato a fare il
video (ad esempio, molte voci / molti studenti nel
video)?
• la versione in lingua madre e quella nella seconda lingua
mostrano un analogo livello di qualità?
• è evidente che gli studenti si sono divertiti e sono stati
entusiasti del loro progetto?
• il video (e il testo / canto) mostrano un alto livello di
creatività?
4.5 Revisione dei questionari degli studenti
8|Page
I questionari degli studenti sono stati predisposti all'interno del
set di materiali pedagogici del progetto PopuLLar.
Questi sono il risultato di un lavoro di collaborazione fra i partners
del progetto e sono focalizzati sulle finalità del progetto e dei suoi
risultati, utilizzando una comunicazione amichevole con gli
studenti.
Il Questionario è stato suddiviso in un Pre-Questionario distribuito
prima dell'inizio delle attività che comprendeva informazioni sulle
aspettative degli studenti circa la proposta di un nuovo approccio
all'apprendimento e un Post-Questionario distribuito dopo la fine
delle attività in cui gli studenti potevano riflettere sui risultati e
confrontarli con le loro aspettative.
4.6 Revisione dei questionari degli insegnanti
I questionari sono stati preparati all'interno del set di materiali
pedagogici PopuLLar e riflettono la prospettiva del docente.
5 Risultati
La fase iniziale dell'attività di sperimentazione del progetto è stata complicata
da fattori esterni al progetto: un’ alluvione ha tenuto chiuse le scuole della
città del centro storico per più di due settimane, all’ alluvion epoi ha fatto
seguito uno sciopero degli studenti.
Durante la sessione di informazione sul progetto PopuLLar gli insegnanti e gli
studenti sono stati molto incuriositi e interessati a usare la musica e il canto
per migliorare la lingua inglese ma durante la prima e seconda ora di lavoro ci
sono stati solo pochi partecipanti. Una spiegazione puo’ essere dovuta al fatto
che la maggior parte degli studenti sono pendolari e le ore in più spese a scuola
significa rientrare a casa molto tardi nel pomeriggio. Nonostante queste
difficoltà , dopo la fase iniziale, abbiamo raggiunto più di 30 partecipanti. Gli
studenti hanno lavorato divisi in gruppi in base al loro tempo libero a scuola e
hanno attuato tutte le fasi del progetto utilizzando il tutorial tecnici audio e
video e quelli per il caricamento su YouTube e la pagina Wiki . E 'stato molto
divertente per loro comunicare con i loro coetanei in altri paesi usando la
musica e poter confrontare le versioni finali della stessa canzone e come
cantarle in diverse lingue.
9|Page
L’ insegnate di musica e tecnologia insegnante si è trovato bene nel
suo ruolo di facilitatore nel progetto e gli studenti alla fine erano molto
orgogliosi di partecipare ad un progetto complesso dove la storia, i testi, la
poesia, la musica e la scrittura erano collegati con le registrazione audio e
video.
La maggior parte degli studenti hanno commentato che avrebbero preferito
scrivere i testi direttamente in inglese e che la correzione fosse fatta dai loro
coetanei inglesi. Le diverse fasi del progetto sono state completate in più di sei
mesi e include la creazione, la traduzione e le prove prima della
rappresentazione finale. Il numero totale degli studenti che hanno partecipato
è stato di trenta e un insegnante in qualità di coordinatore e facilitatore .
Dopo la fine della scuola e il completamento del progetto, gli studenti hanno
deciso autonomamente di incontrarsi di nuovo nel mese di ottobre 2013 per
poter realizzare
con l'orchestra una sessione di registrazione della
composizione italiana che verrà utilizzata per la Sezione Giovani del sito del
Teatro Comunale a Lucca.
I video degli studenti:
6 Conclusioni
I risultati finali degli studenti del Liceo Musicale A. Passaglia hanno
dimostrato che il progetto PopuLLar nel contesto degli studi secondari
ha dato i risultati promessi. Gli studenti e l'insegnante hanno
confermato che l'introduzione del progetto ha portato a scuola un
nuovo strumento per imparare le lingue e che gli studenti lo hanno
giudicato divertente e interessante. Inoltre il progetto ha fornito la
possibilità di acquisire e applicare una conoscenza più approfindita nel
campo dei nuovi media e tecnologie.
Potrebbe essere un’ opzione quella di consentire agli studenti di
comporre il testo direttamente in lingua straniera e di avere i testi
corretti dai loro coetanei di madre lingua.
Possiamo concludere che la partecipazione al progetto ha coinvolto con
successo gli studenti e ha creato un'opportunità per migliorare la
promozione della diversità linguistica e l'uso delle tecnologie digitali. Il
progetto ha sicuramente un grande potenziale in scuole come la nostra!
10 | P a g e

Best Practice Case Studies

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