Vol. III Books, Music- ESL With Music
Volume VII Book, Music- Educación con Música
Volume VIII E-Book, Music- Mexican Culture
Volume IX E-Book, Music-Diciembre Mundial
Volume Xa Book, Music - Estas Son Las Mañanitas
Volume Xb Book, Music- Anillo de Compromiso
Volume Xc Music - ¡Baila, Baila!
Volume Xd Music - Quiero que Sepas
Volume Xe Music - La Ley del Monte
Volume Xf Music - Las Auras del Desierto
Volume Xg Music - Celtic Mesa
Volume XIII Stories- Pesquantum Saves the Pilgrims
Volume XIV Music- Yéego Wótaal
Volume XV Cantata- The Redeemer Cometh
Volume XVI Video- Papel Picado: Una Tradición Mexicana
Volume XVII Stories- How Music Came to the Earth
Volume XVIII Navajo Music for Classroom Enrichment
List of Videos
Song List and individual Songs
Songs for ESL
Learn English with Music INDEX
I Come in the Door
Row, Row, Row Your Boat
Go In and Out the Window
This Old Man
A-Hunting We Will Go
When You Meet Someone
She'll Be Coming 'Round the Mountain
The Farmer in the Dell
Vocabulary and Syntax......................................
Skip to My Lou
Eency, Weency Spider
The Mulberry Bush
There is a Boarding House
Heather has a Magic Feather
When the Train Comes Along
Old MacDonald Had a Farm
Betty & Bill's Boarding House Blues
I Love My Rooster
Rolling to Seattle
Red Iron Ore
Going to Boston
Old Chisolm Trail
First Counting Song
Three Blue Pigeons
Baa, Baa, Black Sheep
Hot Cross Buns
Count By Ten
Five Hundred Miles
Three Blind Mice
Ten Little Children
Making Shapes is Easy
Michael Row the Boat Ashore
There's a Hole in My Bucket
The Days of the Week
Hickory Dickory Dock
The Muffin Man
Twinkle, Twinkle Little Star
Early to Bed
Polly Put the Kettle On
Mother's Knives and Forks
What Time is It?
The Riddle Song
The Sleeping Princess
Oh, How Lovely is the Evening
Paper of Pins
Oh, My Darling Clementine
Down in the Valley
Polly Wolly Doodle
Green Grow the Lilacs
The Little Shoemaker
Cotton Needs Picking
Night Herding Song
The Bus Driver
I Love the Mountains
The Blue Tail Fly
Oats, Peas, Beans
I've Been Working on the Railroad
Teacher Manual + (80 songs on 3 tapes)
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Student Manuals (each level, each copy) $10 add Vol. IIIs to shopping cart
This edition is the first in a series of publications of traditional music. The first volumes are dedicated to the traditions of the mexicans of here (North America) and there (Mexico). It is hoped that the bilingual teachers, Spanish teachers, social studies teachers, choir, orchestra and band teachers, and all teachers who wish to share values of various cultures, and the community in general may benefit from this series.
This volume is based on many years of dedication to the
study of the people and their music by the authors, the contributors
named, and many others who have served as examples and inspiration.
It is hoped that here, you will find the spirit of the Mexicans
of here and there.
There are many collections prepared for the schools. Our work is unique because it is based on the theory that the style of the arrangement and performance contain elements at the core of the culture that the music represents. Singing is Spanish should not be the purpose of a class; rather, it should be: to learn by singing.
Applied Research Examples
On 18 December 1993 an Applied Practice and Outcomes Conference was hosted by the Division of Teacher Education, Western New Mexico University under the direction of Dr. Bob Rapp, Counselor Education. Notes from the conference were so closely aligned to our objectives in singing these songs in the schools, that short examples are included in this volume to support the teaching ideas.
Illustrations. We appreciate the contributions of Adornos Mariana for the majority of the art work in this volume. The illustrations are designed by Mariana Murguía-Ferrer. The cut plastic figures are made by artisans of Mexico City.
Every second language learning situation is different,
demanding a different kind of teaching. The premise of Cantos
Para Todos Volume III is that music and stories can enhance any
method for any age of learner.
The learning of a second language can be enhanced by writing stories and the lyrics for songs. The basic method is thus: the students have a common experience, then share thoughts together with the teacher writing what they say. Students participate actively, either by writing or dictating the stories. Stories written by students are linguistically, emotionally, experientially and developmentally appropriate for the student because they contain their own words based on their personal experiences. Such stories are used to encourage active learning about and synthesis of the environment, and to provide a literary base for reading practice and instruction. When the stories are based on experiences in the English speaking culture, the students are able to communicate their impressions of the new culture to their teachers and classmates as the stories are translated. As they share even the simplest ideas in English, they become able to communicate directly with others through stories even before they are "fluent" in oral English. Also, the sequence of stories becomes a documentation of individual progress in language.
Each of the (original) songs in this series was developed in a classroom where students were learning English as a second language (ESL), usually as part of a story or actual experience. You are encouraged to use these as examples for your own creative curriculum development. Songs can enhance the learning of the concepts and vocabulary of the story.
In addition to the original songs developed in ESL classrooms, many songs have been included for their lasting value to represent U.S. culture. You are encouraged to seek more songs and stories, and use this series as a model for ideas in adapting culturally authentic materials for language learning. The learning of a second language can be enhanced by using musical methods. Oral and aural participation of every student is encouraged by singing. As students gain confidence in their language ability and can actively participate in the creation of songs, the lessons become very personal, developmentally appropriate, and motivational. Language learned while the students are functioning in the affective domain will be retained. This collection is expected to grow constantly as the students learn new concepts. The participation of the students in the creation of the songs will grow as they gain skills of self expression.
The enclosed materials are organized into sections for classroom use: routines, vocabulary and syntax, time, literacy, emotions, vocations. Each section comes with recommendations for language development.
Our experience indicates that second language learners
need time to listen before producing language. Listening,
acting out, then singing songs is fun and productive.
Ideas for Effective English Teaching
A course was given by Dr. Roy E. Howard at Colegio Ghandi, Mexico, D.F. that had to do with professional training for English teachers about principles and theories of second language acquisition, along with a demonstration of teaching methods in the English classes. The focus was on a literature and song based approach, and other approaches were mentioned. Thirteen of those in attendance turned in critiques of the course, including these suggestions, which are shared in this book to give the reader ideas for English teaching and teacher training.
Identify ideas fom the conference that I can use in my class.
ïreinforce the teaching with items familiar to the children that I can find at school and home
ïhave the children participate physically in the process of acquiring English
ïuse songs to teach English
ïuse materials like library books, student made books, and materials you can acquire in the city
ïestablish a clear context for each new concept
ïpractice language structures many times in the class, with small groups and individuals
ïintroduce songs to the class so the children lower the affective filter and and become enthused about learning
ïread stories with more enthusiasm so the students pay more attention and the class is more interesting and active
ïchange words to songs to focus on particular concepts
ïdevelop many activities from a single story according to the objectives your are working on
ïhave the students converse among themselves about the material
ïhave the students write their experiences with a story or activity, and share what they write with other students
ïplay games that reinforce the curriculum
ïcreate plays from the readings
ïshow the illustrations in the book as you read
ïthe use of the overhead projector and 35mm slides to teach in the classroom
ïask the children to predict what will happen in the story
ïwork with small groups while others work alone
ïgo outside to see things and talk about common experiences
ïshow more pictures of the concepts
ïuse direct questions to promote sharing of opinions
How to Use This Book
There are many well established, graded materials for teaching English. This book does not intend to compete with or replace such curricula. The songs and ideas in Cantos Para Todos Volume III were developed in ESL classrooms in New Mexico and Texas as supplements to methods in use. This greatly expanded 1995 version was conceived at the suggestion of English teachers in Mexico City who felt they needed ideas for supplementing their current text. Therefore, the approach taken, is to give a few samples of types of songs, stories or other resources, then to model ideas that can be used with these, the regular textbook, or with library books. The six levels were conceived with elementary school grades one through six in mind, but ideas in each book may be adapted for any age level of students, including secondary school and adults.
This Teacher Manual for Cantos Para Todos Volume III serves volumes 1-6:
Level One: I Come in the Door
17 songs on Tape 1, side A
for beginners in English as young as age 6
Level Two: Good Morning
12 songs on Tape 1, side B
Level Three: When You Meet Someone
11 songs on Tape 2, side A
Level Four: The Rules
13 songs on Tape 2, side B
Level Five: What Time is It?
13 songs on Tape 3, side A
Level Six: Rolling
13 songs on Tape 3, side B
Prologue, page 4. The teacher should read this to understand the purpose and philosophy of these materials.
Advice and technical information about second language teaching, page 5-20. Advice from the point of view of ESL teachers may be of interest to EFL teachers as well.
Page 7 & 8, survey. Teachers should fill out page 7 when in a workshop with other teachers in order to get acquainted and to help the facilitator of the inservice get to know the teachers. A page similar to page 8 is in the student manual. Students can reveal much information to the teacher as they help each other fill out this form.
Teacher Directed Activity: _______. This section may give the teacher ideas for extending the objectives of a song or story in fun ways.
Journal Ideas. References to sources in the professional literature are given to stimulate interest in teachers to study about language teaching. If you cannot acquire the reference item, perhaps you can glean ideas from the vignette.
Literature Ideas. Books mentioned are commonly available in libraries. If you cannot get the specific book mentioned, perhaps you can get ideas for types of activities that can be done with books you do have.
Behavior, Classroom Discipline. Ideas are given for management of students in high affective activities. Do not be discouraged if it takes you time and practice before you can manage a classroom full of students who are learning in a fun activity. It will be worth the effort in the long run.
Grammar. As the students become familiar with the songs, and understand them, they will be acquiring patterns of language in a natural way. Reinforcement of the concepts by reviewing what they have learned and explaining the rules, can give them a valuable language monitor.
How to Teach considering the problems they bring from home: Ideas to help the teacher reach all of the students.
Topics: Routines, Vocabulary, Syntax, Literacy, Time, Emotions, Vocations. The Teacher Manual is divided by topics rather than levels, because teachers may use songs and activities from any level to make a point or reinforce a concept.
Teacher Manual + (80 songs on CD or
3 tapes) $30
Student Manuals (each level, each copy) $10