Presented by:

Natalia Méndez LugoNatalia Andrea Contreras

•PHASES OF VISUALIZATION

•ADVANTAGES

•DISADVANTAGES

•ACTIVITIES

•CONSIDERATIONS

•WAYS TO ACCESS

•PEDAGOGICAL IMPLICATIONS

•REFERENCES

PHASE ONE:GUIDED VISUALIzATION

PHASE TWO: FREE VISUALIzATION

We can explore students` musical intelligence, as well as other intelligences

We can enhance students` imagination at the same time that they are interacting with the language

It is a different activity which is not commonly used in our classes, so it can increase motivation.

we can develop all the skills.

You can link what you are teaching to the story or the activity you are developing.

This type of activity promotes individual and group work.

Students don`t interact with native spoken language, just the teacher`s talk

In low levels this activity cannot be very productive because students might not understand what is being said.

This kind of activity must follow some stages to achieve its objectives in a succesful way. Otherwise, student will get lost.

If music is chosen in a wrong way, it can evoke negative feelings. Try to select music that evokes a positive, relaxed or happy mood.

Making a drawing according to what they are listening and then socialize it with other students

Creating a story

Answering questions about what they are experience when listening to the music

Descriptive writing.

Free speech

Full class discussion

Considerations for teaching settings

The easy access to this type of resources makes the use of it suitable for any kind of setting.

Ways to access this type of resource

It is an unlimitted resource because you can find any kind of music anywhere and you can download it easier from internet.

You only require: The music The students ´ imagination and creativity The teachers´ creativity and motivation Nice environment.

As it is created a relaxing and comfortable environment , the affective filter gets lower letting the learning process be easier and meaningful.

This kind of innovative activities can generate a bridge among reality, imagination and the learning-teaching process.

The oral production becomes more spontaneous and freer what represent real life situations.

Music activates different parts of the brain allowing students to concentrate better and store information in ameaningful way.

A study done by Nantais and colleagues in 1999 (as cited in Jensen & Dabney, 2000) report that music stimulates the right frontal lobe area of the brain, which is where verbal functioning, verbal skills, planning, social conduct take place. Jensen concludes, "The overall, positive effects of music on learning, such as activation and stimulation of the brain's limbic system, stress reduction, and increased molecular energy--all of what affect cognition and creativity--are well documented." (Jensen & Dabney, 2000, p. 78). It seems that there is evidence that music activates procedural memory, which lasts longer than declarative memory. (Jensen, 1998, p. 38)

http://www.todoprogramas.com/musica/

ARES

http://aneltnotebookusing music and visualization to promote discussion.mht/Sue Swift

David Heathfield, Music for visualization. British Council traching English – resources- Music for visualization