Yesterday, one of my Twitter colleagues remarked how much she enjoys using music in her Spanish classroom. She continued by asking what else could she do with a song other than have students complete a cloze activity. It’s very hard to give an answer to that question within the 140 character limit. Therefore I am going to share some of the ways that I have used a song recently. My Spanish III classes have just begun a Colombia/Juanes/Social Awareness unit and my Spanish IV classes have just finished the novel Vida y Muerte en la Mara Salvatrucha.
An oldie, but a goodie…..La Historia de Juan (Juanes). Everyone has heard this song and knows that it is filled with preterite verbs. There are several activities that I do with this song, but one of the newest is this document La Historia de Juan que representan las fotos (see the pictures below). After we have worked with the song, I will have the students first identify what the pictures mean in relationship to the song; next I will have them attempt to recreate a line from the song; finally, they will have to attempt to put the pictures in some order, with lyrics, that will make sense. It may not necessarily be the same order as the song.
For another old song, A Dios le Pido, BEFORE my students had any exposure to it, I gave them 12 strips for the first part of the song. Working with a partner, they read through the lyrics, in whatever order they got them, and tried to understand as much as possible. We shared this in class and then made guesses as to what the song might be about.
Their guesses ran basically along these lines: someone is in love, someone is sick, someone has Alzheimers, etc. Without watching the video while we listenend, they next tried to put the 12 strips in order. I recommend having the students derive some meaning before ordering, otherwise trying to order an unfamiliar song can be a bit daunting. It took two times listening, and they had the order. Then we watched that part of the video. It didn’t take much discussion to determine that the song was about more than they had originally thought. The second day with the song I did a type of go/stop activity (similar to MovieTalk) with the video as we identified what it was that we were seeing. We then listened again, identifying, by circling, which word was in the song (despertar, despiertan, despierten; recuerde, recuerda, recordar) . A Dios le pido day 2 Next, I had them,without looking, attempt to write down 5 things that Juanes had asked for in the song. They shared with a partner, and together, as a class, we listed as many as we could. We looked at the lyrics again and I asked them if they noticed anything different about the verbs that we had circled (brief foray into the world of present subjunctive, and I do mean brief: they have “opposite endings” and there is a “que” before them). Finally, the students determined what three things they might ask for.
Enrique Iglesias and Nicky Jam released the official video for “El Perdon” last Wednesday. It was a song that had been on my radar for about a month, as I waited to see what the video would be like to determine if I was going to use it. The video is mostly decent, there are a few things that might be inappropriate depending on your school situation and level. I played it for my students as the opening music last Thursday, and predictably, they really liked it. Sara Elizabeth Cottrell posted some wonderful ideas for this song on her blog Musicuentos and I strongly encourage you to explore her blog! I did something else with the song. First, we identified every word that they knew after only listening once. We listened again, and added to the list. It was great because we have certainly been working with “estaba buscando, gritando, matando, tomando etc.” They really felt good about what they understood after just those two times. Then, I had them listen to the way Enrique and Nicky pronounced words, asking if they were the same. Of course, they are not. This led to a good discussion about the difference in Spanish from Spain and Spanish from the United States (Nicky Jam was born in Boston) when your parents are from the Dominican Republic and Puerto Rico. Their listening was intense as the picked up on the “decir” of Enrique Iglesias; the e’taba bu’cando of Nicky Jam, etc.
Finally, one of the songs that I used with the book Vida y Muerte en la Mara Salvatrucha (from TPRSPublishing, was Tu Carcel. I had read about the song in another blog, and I’m really sorry that I can’t remember where (if you know, please tell me and I will credit that source). In the book, the anonymous author will eventually go to jail, but even before that happens, he is imprisoned in a jail that is of his own making/or of the gang. While the song is technically a love song, it was really easy to reinterpret the lyrics so that they applied to the narrator, the disappearance of his father, the death of his mother, etc. And that is exactly what we did with those lyrics.
So, there you have it, 4 different activities that are not cloze activities, that I have used in the past 2-3 weeks.
Spanish IV started the Immigration unit three days ago. I introduced it with the very popular song, Wake Me Up, from last year. It was done originally by Aloe Blacc and Avicci. Aloe Blacc (whose parents are from Panama), made an acoustic version of the song with Immigration as the video context. It was an immediate hook for my students because it was a song in ENGLISH that they already knew quite well…..but, they had never seen it from the perspective of immigration. The lyrics are the same as the original version, but they take on a completely different meaning in the context of the song.
We also work very early in the unit with the Statue of Liberty. I adapted an English article to Spanish Inmigracion Estatua de Libertad 2015, added the poem by Emma Lazarus, and finished our brief survey with this music: