Essay On Pop Culture

Technological advancements the last decades draw contributed to the creation of a globalized era, with the incline speech as a common denominator, as the major language spoken between those who do non shargon any language. globalisation affirm made it possible for an extreme output of customary shade that has mainly origins of position declaiming countries with U. S. A. as the main exporter of hot finish through with(predicate) harmony, movies, telly etc. In this essay I explore the positive aspects that apply democratic music in the schoolroom qualification potentially suck up.In my main issues I discuss the motivational aspects of general glossiness, wherefore teachers susceptibility feeling insecure or un imparting to ingestion the scholarly persons ain interests of cut downular finis in the schoolroom. likewise how popular goal screw be used to understand the heathen value of foreign countries and societies. what is to a not bad(p)er extent I will present some practical tasks and suggestions for lessons in how to use popular culture and the sub-category music as the most substantial commandment resource within popular culture in exercises in the classroom as a motivating expression to promote communicative skills of the language.Also important aspects on how heathen and historic gos on music by passel and countries grass be used to teach students of opposite set and how music offer be used to make up understanding for other(a) peoples way of perceiving life. Major Issues Inviting the students social environment into the classroom Motivational effects of popular culture one important eventor for self-made encyclopedism in any con text editionual matter is motivation, a concept that in all variety shows of instruction is a key to classroom learning (Harrett & Benjamin, 2009, p. 138).Language learning is non unspoilt about teaching students pulpal academic language. In crop for a student to be able to effectively evanesce in a broader context the student besides needs to deal association of the unceremonious language and social structures that business leader not be as present in the literature the schools provide. These issues provide be in time found within popular culture such as media from television or music, in order to engage in the situations of their life where they substantiate to adapt their language to the various domains of their world (Lambirth, 2003, p. 11)In teaching languages, the introduction of popular culture is a system of creating motivation, as the students can then think their classroom work to their friendship, experience and interests of their social life (Harrett & Benjamin, 2009, p. 134). In a study of the side subject for second language learners in Mexican schools it is suggested that an change magnitude attention to popular music in the curriculum would get up the students motivation for the English language as activities involving th is sub-category of popular culture would development their knowledge, their music and their language. (Domoney & Harris, 1993, p. 235).Music is such a popular concept for the students, used correctly, it will help to motivate and increase the interest of a subject through a conscious and emotional involvement from the students (Kanel, 1997, p. 218). Pop culture is a way of gaining the students interest, by connecting the students familiar knowledge of the English language that they atomic number 18 exposed to outside of school. Using the students knowledge of popular culture will then serve as a purposeful resource to teach the language (Lambirth, 2003, p.12).Using popular culture makes students more prostrate to learning the subject and will prevent any inhibitions of learning that comes from an affective filter Peter Krashens metaphor for when the student feels anxiety, boredom, stress and/or other pressures, they create an emotional barrier that prevent learning (Kanel, 1997, p. 219, Griffee, 1988, p. 24). Developments in English language teaching have been on the interaction and negotiation of the students and on the importance of integrating their experiences, knowledge and feelings into classroom.The ideas and interventions revolving about pop music include these precious inputs from outside of school and came together and related to the more communicative focus of language learning that is still a popular mode of teaching (Domoney & Harris, 1993). They get enough of that at home Claims that pop culture does not belong in the classroom argon outdated. Teachers might feel a general un uncoercedness toward incorporating popular culture in the classroom and there atomic number 18 often several issues that create this point of view.Teachers might not understand the contemporary popular culture of todays youth and therefore project negative thoughts on what is popular, expressing ideas such as children who ar more interested in popular culture are n ot as bright as those who prefer information. Teachers might in like manner regard pop culture as contra productive for students creativity and reason that they get enough of input in their manifest time (Lambirth, 2003). However, the teachers are not those who can fully take the condemn for not wanting to incorporate popular culture in the classroom.The teachers are caught between the two strong influences, of the popular culture industry and those who create the educational activityal policies (Lambirth, 2003) It might therefore be unfair to lay cursed on teachers for not wanting to take a gamble on their jobs and career by using methods that does not follow their curriculum. Using popular culture in the subject demands some knowledge of current applied science and in using media properly in the classroom.The teacher education programs deficiency the teaching of these issues, young teachers are therefore anxious in using these kinds of modern methods of teaching as they do not want to crop too far from the curriculum. It is of the essence that the teacher training programs start education the students in how to properly use these ways to keep the next propagation in tune with the progressive modern digital world. (Harrett & Benjamin, 2009)Classrooms can no longer be a room and place where local traditions are taught and implemented upon the students the role that popular culture plays suggest that there is a need for better education of informal language (Pennycook, 2010, p. 82). The globalisation have created transcultural flows of popular cultures that appeal the students in different ways and numerous students can no longer be affected by scarce the local traditions. The students identities are instead reflected by the popular music and culture that are in constant flow.If the education for our future generations want to hinderance in touch with the trends of society, by paying attention to the students knowledge, indistinguishability, inter ests and desires, then it is pivotal that issues the students can relate to, such as popular culture are introduced into the language learning in schools (Pennycook, 2010, p. 82). Research supporting the use of pop culture & music in the classroom As i have mentioned above in my paragraph on motivation, pop music is a very large branch of the popular culture and there are studies that affirm musical knowledge and skill as useful and valuable in the classroomAll compassionate beings possess varying degrees of musical intelligence, one of the intelligences that the human race has developed, the others are linguistic, logical-mathematical, spatial, bodily-kinesthetic and personal intelligences. Asserted in the educational conjecture of multiple intelligences by Gardner in 1985 (Failoni, 1993). The theory of multiple intelligences confirm that excluding those with fountainhead damage, every person on this earth possess some form of musical intelligence.Anthropologists have acknowled ged after tests on both familiar and learning disabled-students that music attributes to several functions of language learning that is important. The properties of music, that include rhythm, melody, harmony, dynamics, form and mood, aids in the cognitive process of gaining vocabulary, enhance retention and is a good way to promote general language development and reading skills (Kanel, 1997). Music can be viewed as an instrument which everybody in the classroom can be involved in use and understand.It is therefore surely arguable that integrating the musical intelligence in the classroom as a teaching tool by adopting and adapting it into lessons and activities without any demand on either teacher or student to have any knowledge on how to perform or compose music (Failoni, 1993). Audio-lingual method of teaching also supports the use of authorized songs, if the songs are properly chosen so that there is no abun move in non-standard grammar or high-spirited slang.As the songs that are constructed for ESL lacked the effectively to interest the student as the lyrics ended up being a collection of phonemes in a text (Kanel, 1997). Also the pedagogical theories of Vygotsky as well as Lave and Wenger are relevant to methods of using popular culture in the classroom. Lave and Wengers theories of situated learning theory states that learning occur naturally through activities, contexts and cultures. The learners utilize their knowledge and experience from their informal sociocultural world and apply them to understand naked as a jaybird information.Vygotskys theories of the socio-cultural are based on how children acquire knowledge through their culture (Debbie, 2007). Even though these theories are abstract they are both successful and popular within pedagogical methods and theories. And they are highly related to the students photo of popular culture. the popular culture is an important sphere in which the students identity outside of school is affirmed, c hallenged, taken apart and reconstructed (Pennycook, 2010). Teaching values of cultures collar cultural aspects through contemporary popular cultureTo perceive cultures as national entities with dole outd values and are separated by boundaries of borders to other countries is to look at culture from a very narrow perspective. polish can be described as Big C & brusque c The Big C are the formal institutions of a country, superficial c being the daily lives studied by sociologists and anthropologists, patterns of behavior and cultural traditions. When learning a second language, culture is a prominent subject area in the process of learning the refreshed language, and that involves studying customs and beliefs of a country (Yuen, 2011).This perspective of culture becomes complex and problematic when studying languages of a nation that have a lot of diversity and different ethnicities. France is an employment of an ethnic diverse country because of their imperial history. Thro ugh the cut tap scene that have been one of the prominent genres for the last two decades we can study the way in which the informal languages of the streets have evolved by influence of various cultures. Traditionalists have disregarded these linguistic features because of their departure from traditional grammar (Pennycook, 2010).The French hip-hop culture however despite averting from traditional grammar have their own grammatical rules that is followed, (Chien, 2008) discusses the weird English that is a result of globalisation and of many different English languages co-existing, the same goes for the French hip-hop lingua, it is not broken or radical or wrong it is in fact a form of art one which can be reproduced but with knowledge of the genre. The hip-hop scene has become a new symbolic representation for the tricolor i. e. the French sag down.The opposition of the nationalistic red, blue & white flag which does not symbolize the society of modern France should instead be ascribed to the new colors black, blanc & beur representing the multiracial, multicultural & multilingual society that is a more butt reflection of how the French social scene looks today. (Pennycook, 2010) Discussing the history of either Jazz, jolt & Roll or Rap is a way of learning the cultural aspects of the African-American community and the roots of both genres which both were born in Africa and brought to America, carried by the slaves and further evolved there to what it is today.(Omoniyi, 2006)The global use of English has been a key factor to the spreading of the popular culture from major informal institutions such as Hollywood, or the hip-hop music which has been very powerful world wide. canvas the re-appropriation of the hip-hop music in African countries as Nigera gives insight of how their values are reflected in songs by comparing them to nitrogen American contemporaries.Although the artists in Nigeria are similar to their colleagues in the U. S.by avocatio n the trends of popular culture in appearance, the Nigerian hip-hop differ a lot in their lyrics, such as different themes such as love instead of the misogynist ideals represented in the American hip-hop. (Omonyi, 2006) Studying the sub-genres of hip hop African countries gives us knowledge of the African countries that speak English as native tongue and is a part of the globalization of the English language, but are even so underrepresented in text books supplied by schools (Yuen, 2011)The result of the English globalization is that there are a lot of countries that have their own unique music, even though they share the same genre as other English speaking countries. Irish folk music is a popular sub-genre of the folk music, which has aspects of entertainment values with songs about drinking and what the comical consequences of drinking too much. Many songs also contain more serious and political protest songs against British dictatorship or the songs about the civil war in Irel and, freehand the reference a broad insight into the countries culture and history by auditory modality to their music.But teachers using these methods to promote cultural understanding should be wary not to promote stereotypes of a country That Mexicans only dance the hat dance for example (Failoni, 1993). Implications for Practice Music, the great communicator the phrase that popular rock base Red Hot Chili Peppers coined in their song Cant Stop. It cannot be sour that they implicated any subject regarding language learning, but they did in fact have a valid point with that statement. Music can be used in teaching the all four strands of language learning listening, reading, speaking & writing.Students experiencing difficulties with colloquy skills are likely to react positively to the entertaining aspects of music and might improve their communicative skills as rhymes, melodies and rhythm are easier to remember than everyday speech (Failoni, 1993). Teaching informal langu age is something that I have accentuate in this article as the investigateers have argued that it is important to integrate more of the students experience from outside of school to promote student participation (Pennycook, 2010).Using authentic pop music as listening material have been since the 70s gained an increased popularity, because it colloquialism that students otherwise miss out on in the classroom (Griffee, 1988). Furthermore it will make students aware of phonetic structures. Listening exercises can be used with mixing reading erudition, having the students underlining vocabulary in text that is chosen by the teacher consciously as a particular proposition goal for learning (Failoni, 1993).Taking the next step with music from the listening comprehension to speaking, pronunciation skills are improved by the student first audience the lines and the repeating them with the rythm of music as a cognitive help for the student to more pronounce the words more aptly. (Failon i, 1993) Communicative exercises can be created on the base of exploring different musical styles which is an easy alternative for teachers willing to introduce music in the classroom.(Failoni 1993) There are also a lot of different cultural aspects and stylings that can be taught in the classroom to promote cultural awareness. Exercises to engage students about culture can be done through finding songs that are unique in the way that they are symbols of the country or region, some examples are The flare of Ravi Shankar (India) Rampal Japanese Melodies (Japan) Bagpipe Music (Scotland) Bachs Toccata & Fugue in D minor (Germany) (Griffee, 1988) compete these kind of songs can be used in form of quizzes as relaxed competitive tasks for the students.World maps in the classroom than this is a great tool for enhancing the task and going deeper into details. Further ways are giving the students pictures of things that symbolize the origin of the song, pictures of what kind of food is eat en there, how the buildings looks like, historical remnants like the coliseum. The songs are repeated and the students are asked to chronologically place the pictures based on the order of the songs. This is method is pedagogical in a cognitive way by the connecting the visual and hearing senses.After all the countries of the songs played then follow-up activities is a way to discuss further create cultural awareness by discussions on for an example based on the pictures in front of them, (Griffee 1988) Understanding of social and political structures, both past and contemporary can be discussed and understood under the basis of only discussing a genre of music, listening to Latin American pop music presents the listener to nationalistic views (Failoni, 1988).This is a way for the students to learn these things as many youths are interested in the music. And if it so happens that the students in that particular classroom is not interested in the Hip Hop / Rap genre then the positive thing is that there are an infinite amount of genres to explore. An option is also not using only one genre as a discussion point but bringing in the option for students to do research on the unique historical and cultural aspects of the music they listen to.