| In preparing methods on how to learn English, | | | | Playing Baroque and Mozart music in the |
| music should be included almost by necessity! | | | | background while teaching can enhance the rate |
| Music - What It Does To You! What It Can Do | | | | of learning. A computer with speakers or CD |
| For You! | | | | player should be a necessary part of a teacher's |
| After listening to a live performance of a Brahm's | | | | equipment in the classroom. |
| symphony, one listener said: | | | | How welcoming when students enter the room to |
| "Every time I heard that emotional melodic tune | | | | immediately be greeted by soothing sounds. |
| from the violin section I felt like I wanted to cry | | | | Whatever the emotional or physical state of a |
| because of how rich the melody was. Every single | | | | student before coming to this learning period, |
| time it was played, I felt satisfied and complete." | | | | within minutes, a positive change can take place |
| (Associated Press Content - "How Music Can | | | | through the power of the music. |
| Represent Human Emotions" by Drake Hugo) | | | | What Music Can Do FOR You |
| Can anyone doubt the powerful effect of music | | | | In addition to considering what music can do to |
| on a person's emotions and physiology? | | | | you, it is also important for teachers to utilize |
| Music can rouse the emotions to heights of | | | | another aspect of music in learning, namely, what |
| jubilation and joy, calm the emotions into states | | | | music can do for you in teaching language |
| of relaxed peacefulness, and, of great interest to | | | | vocabulary. |
| teachers, focus the mind and help create an | | | | A wide variety of popular songs contain lyrics that |
| optimal learning environment. | | | | mirror the way people of that culture speak in |
| The Significance of Baroque | | | | their everyday lives. |
| A style of European classical music from the | | | | When a student is exposed to a catchy, rhythmic |
| period between 1600 and 1750 known as Baroque | | | | tune, and learns to sing along gradually memorizing |
| music, including works by such composers as | | | | the words, grammar and vocabulary are |
| Bach, Vivaldi, and Handel, is especially useful in this | | | | absorbed without any conscious effort. |
| regard. | | | | A song can be selected with lyrics that |
| Additionally, certain musical selections from | | | | correspond with the theme of the lesson and |
| Mozart, especially the piano sonatas, are held by | | | | played to the students. Song sheets containing |
| many to help calm the body and mind. Dr. Claudius | | | | the words can be printed and handed out so the |
| Conrad, a senior surgical resident at Harvard | | | | students learn to sing along with the song. |
| Medical School, often plays Mozart to patients | | | | Certain words and phrases will then easily be |
| who are critically ill. | | | | remembered, especially if the chorus line contains |
| This stimulates certain hormones to flow from | | | | useful vocabulary. |
| the brain throughout the body via the | | | | How To Learn English? - Why You Should Use |
| bloodstream creating a calming effect or on the | | | | Music |
| other hand stimulating various bodily systems. | | | | Apart from the fact students learn new words |
| For learning purposes, music with a tempo of | | | | quickly and remember them, playing a song in a |
| around 60 beats a minute appears to have the | | | | learning period adds variety to the lesson, |
| greatest effect. | | | | introduces a fun aspect. |
| "Researchers found it's the slow tempo section in | | | | It makes the learning experience enjoyable, one |
| Baroque concertos, - the largo or andante | | | | even to be anticipated and looked forward to. |
| movement with a restful tempo of about 60 | | | | By understanding what music does to you and |
| beats a minute - that brings the amped-up | | | | what it can do for you, teachers will have a |
| learning effect." (Ostrander, S. & Schroeder, L. | | | | learning medium that demands little in time and |
| 1994. Superlearning 2000, p. 67) | | | | energy from them, but which is extremely |
| If selected pieces of music can do this to you, it | | | | powerful in accelerating the learning process. |
| should be a powerful motivation for teachers to | | | | So how to learn English with less stress and more |
| use it in a learning session. | | | | fun? Use music! |
| What Music Can Do TO You | | | | |