Erasmus +

1. MUSIC IS…
LIFELONG LEARNING
SPANISH MEETING
20th-24th MARCH 2017

2. We have divided this ppt into 7 points:
1. Definition of the 3 Language Competences:
Oral Expression, Active Listening and
Emotional Intelligence.
2. Objectives of each Competence.
3. Initial Evaluation Rubric of each Competence.
4. Activities.
5. Personal (students) opinions.
6. Final Evaluation.
7. Final Product: WIX the website where fairy
tales are.

3. 1.- DEFINITION OF THE 3 LANGUAGE COMPETENCES:
Oral Expression means: to express, expresum. To TAKE
OUT
Expression will be the act, the effect to take out
something inside.
Active Listening: Is a communicative skill that consits of
making us aware of what another person is saying and
what they are trying to communicate.
Emotional Intellince: Is the human capacity that allow us
to have a positive attitude towards life. To detect and
mange our own and the other persons feelings. To
understand these feelings with emathy.
It allow us to adapt effectively our inner world: Self-
control, self-motivation, self-steem, effort, tolerance,
rectifacation of mistakes, problem solving, etc.

4. 2.- Objectives:
Oral Expression:
• To know exactly what you want to say or communicate.
•Say it and communicate it in an appropiate tone for the receiver.
•Say the topic in a way that the receiver understands.
Active Listening:
•Give the clue to the interlocutor that we have understood the
message.
•To encourage the speaker to give more information.
• To establish bonds of affection and appreciation.
Emotional Intelligence:
•To know what emotions are and to know how to identify them,
positive and negative emotions.
•To identify our emotions and those of others.
•To be able to detect how to express our emotions.
•To develop certain skills to self-motivate, regulate our emotions,
etc.
•To provide knowledge techniques of emotional control,
identification, confrontation of problems, problems solvings etc.

5. 3.- Evaluation Rubric:

6. 4.- Activities:
4.1.- Oral Expression:
Saying a message. Giving opinions and own ideas,discussing
with a good pronunciation, intonation, tone of voice,etc.
Students have to respect socio-communicative rules: silence,
turn of speech.
This vocal development must be join to coprporal and
instrumental expression.
Students have to think about the silence and and its value in
a specific moment.
Expressing with Orff instruments, cotidaphones, or sounds
created with their body: mouth, different types of slaps,
legs, chest, fingers, and so on.

7. Say a message. Give an
opinion. Say your own
ideas.

8. • Pronuntiation.
• Intonation.
• Tone of voice.
• Be able to speak in front of his
classmates.
• Or he needs help.
• ORAL EXPRESSION

9. Different intonation
2ºEP

10. VOCABULARY AND
GESTURES
CHAINS

11. • What am I?
• Am I the rain?
• Do you know a song related with the
rain?
• Que llueva, que llueva, la Virgen de la
cueva…
• Can we change the original lyric? Some
new related with our fairy tale?
• Body Expression.

12. BODY EXPRESSION
Haka Afrimaños

13. Contents related with mother tongue are:
•Enrichment of vocabulary.
•Onomatopeias.
•Make new words.
•Separate sylables.
•Synomims.
•Couple rhythmics words.
•Rhymes.
•Know different Literary genres.
•Refreins.
•Fairy tales, poems, narration, theatre.
Final Activities:
•To create songs: changing the lyrics, looking for different
melodies.
•To use gestures to enrichment the expression of these songs.
•To create stories, fairy tales using all the expresive knowledge
learned in the process.

14. ONOMATOPEIAS

15. 4.2.- Active Listening:
Pay attention, concetrate, understand
the message and the intetionality of the
emisor ina verbal and non verbal way.
Answer to the message in a musical and a
verbal way: gestures, body attitude,
using mimic, corporal and instrumental
answers.
Rhythmics , musical and corporalchains.
Repetition what their classmates want
(be aware or not).

16. Listen to the silence
BODY EXPRESSION

17. Active Listening
Music

18. Concentrate. Understand the
message. Answer,etc.

19. Listen to their classmates

20. 4.3.- Emotional Intelligence:
Share positive stories.
Make reflections in how music is an influence in our mood.
Analyze the feelings that different songs (instrumental and
vocal) transmit us: Soundtracks, sounds effects in
cartoons,…
Sing, tell, interpretate with the body a text or song looking
for express different feelings.
Overcome fears and shame in the development of oral
speech.
Enjoy with each activity.
Move your body in an appropiate space.
To know your feelings and the other classmates feelings.
To use the MUSIC to enjoy in your free time.

21. What do you feel if you
listen one Music piece or
another?

22. EMOTIONS-FEELINGS
6th EP

23. Listen to the instructions.
Enjoy with the activity.

24. Be respectful with the material and to know the
name of the instruments.

25. ENJOY IT!!

26. Monsters:
To identify their
own feelings and
the classmates
emotions.

27. Singing their feelings and emotions

28. Be respectful with the material and to know the
name of the instruments.

29. 5.- Personal (students) Opinion:
The development of this project has been very
interesting for us. We made a musical fairy tale
in a collaborative work, looking for ideas in
stories, rhymes, legends, myths, fables, musical
fairy tales, and so on.
We were looking for some different songs and
musical pieces on youtube.
We were looking for different emotions through
movement, active listenings, recorder videos, etc.
There were some negative aspects too. Language
activities that required more effort and analysis
for example looking for adverbs, interjections,
articles,… was a hard and bored work for the
students.

30. The activities have been very funny and useful.

31. 6.- Final Evaluation:
The impact of this project in the students has been positive.
All the students have participated in the activities of the Erasmus+
program in the classroom environment and with the rest of their
classmates.
For students with specific needs and social problems it has been a
great success because they have been integrated, considered.
We observed that students were motivated by participation and
curious to know everything about the erasmus countries.
Language activities through music have also made possible to break the
monotony of the Curriculum, integrated them into the daily school life.
There was a permanent interest among teachers in providing ideas,
finding solutions and sharing experiences.
We can´t forget the implication of the families in this project.
All of which has allowed us a good management of the emotions and
coexistence in the school because students perceive the relationships
that are established in the Educative Community of the school.

32. 7.- Final product: The creation of Music Fairy Tales.
https://ka2646.wixsite.com/cuentosconmusica
Our WIX website: