#HIPHOPISHIPHOP is a Hip Hop version of “We Are The World” charity single. 14 rappers from 14 different countries express their love for Hip Hop in their own languages and styles. All profits will be donated for children’s education through UNICEF.
Great, I thought, it would be nice to be able to avoid all those ad-ridden online lyric sites.
But the article underneath the headline pointed out a number of shortcomings to the service (you type in the name of the song plus the word “lyrics”), including the fact that many songs aren’t included (it didn’t show “The Bowling Song,” “Take Me Out To The Ballgame,” or “We Shall Overcome” when I tried it, though it did come up with “Little Boxes.”
Incredibox, the incredibly easy music-creating site that’s been on The Best Online Sites For Creating Music list for years, has just announced its annual update.
Version Four has even more sounds to mix, and will only make it more fun for students to use. I have my English Language Learners create their tracks and then describe — verbally and in writing — why they made their particular composition and what they want people to visualize when they listen to it.
“What A Wonderful World” by Louie Armstrong is a super-popular song, and well-used by teachers of English Language Learners throughout the world.
This evening, Wendi Pillars shared a spoken version by David Attenborough that I hadn’t seen before, and I thought I’d take the opportunity to share the versions I’ve used with my students. I hope readers will share ones they like, too.
Here’s the version I use with my students:
Here’s the one Wendi shared:
Here’s a very unusual one I’ve share on my blog previously. It’s called “An Abridged History of Western Music in 16 Genres”:
Creating art can be a great language-learning activity for English Language Learners!
We’re lucky to have an extraordinarily talented and caring art teacher — Mr. Johnny Doolittle — at our school. Every year he gives up his free period for many days to lead our English Language Learners in many different activities, including origami when we are studying Japan in Geography class; drawing when we are learning art vocabulary; and replicating a Depression-era mural we’re going to see at Coit Tower in San Francisco on our annual field trip.
Often, we combine these lessons with days when his mainstream art students help teach our newcomers — a neat opportunity for practicing speaking skills. Our class also talks, writes and reads about all the activities we do with Mr. Doolittle and his students. And since many of our ELL students don’t have much time in their schedule for electives like art, our time with his classes provides a little taste of that activity.
Here’s a video of our most recent week-long art project — replicating a mural that we’re going to see tomorrow on our field to San Francisco. Believe me, students will be looking very, very intently at the artwork when we get there and talking about it with their classmates — in English!