a lesson study on the topic of sound in science of living curriculum: making a shift toward...
TRANSCRIPT
A Lesson Study on the Topic of Sound in Science of Living Curriculum: Making a Shift toward Teacher’s Own Professional Development
Dr. Lalit Kishore
Senior Fellow, Prabuddham Sanstha-KVSRES (NGO),
68-Jai Jwan Colony III, Jaipur-302018
E-mail:[email protected]
AbstractLesson studies are being advocated by many educators as tools for professional self-development of practicing teachers through detached self-reflection. Keeping this in view, a lesson study on the topic of sound for grade four students perusing the value-based curriculum of Science of Living (SOL) developed at Jain Vishva Bharti was done. Lesson study belongs to the family of action research for a teacher to improve his or her own practice. The research lesson was developed by the investigator and modified by two other teachers. The lesson was conducted with two teachers as observer who provided further feedback in its still better transaction. The lesson included inanimate sounds (jeev dhwanis) for the lesson, a song was followed by classification exercise, then production of animate sounds and with an experience of Mahapran Dhawani -a yoga exercise of consciousness humming sound as spiritual experience - and in the last a mixed-sound activity was done using a paper mouth organ. The classification, a process of science, was meant for cognitive learning while the latter two experiences were related to perceptual learning of spirituality. After post-lesson analysis with two teachers, the lesson plan was finalized as an outcome of the lesson study.
Keywords: Critical thinking, collaboration, lesson study, self-reflection, teacher development
Introduction
Science of Living (SOL) is a spirituality-based curricular innovation of Jain Vishva Bharti and it
claims to be a complementary curriculum from grade three to twelve has been opted by many
schools in India. According to Kishanlal and Surana (2009), SOL is capable of enhancing child
physical, mental, intellectual and emotional development.
The curriculum is spread over twelve units and follows the spiral approach to content
development (Muni Kishanlal). It’s first unit is that of ‘Sound’ and its first lesson for grade four
is a two-page lesson titled ‘Sweet Voice ’ ( Kishanlal & Surana, 2009) and has seven pictures
and some text to encourage picture reading.
The lesson discusses various kinds of sounds in terms of animate and mixed sounds or man-
made instrumental sounds. Its talks about soft, gentle, melodious, loud jarring sounds and
informs that humans do not like loud and jarring sounds. The lesson concludes saying, “there is
gentle music in the humming of bees and urges the practice of “Mahapran Dhawani’ or humming
sound as a part of a spiritual experience.” The lesson is meant to be complete in one period of
forty minutes as a part of action research.
A lesson study is a teaching improvement process of collaborative lesson planning to observe
how it works in practice (Lewis, 2000). In India, lesson study is being advocated by Kishore
(2009 a, b, c; 2010)
According to Thomson (1998), for short papers involving reviews, action research or lesson
studies, a minimum of writing time of four weeks is required with the number of pages limited 4
to 6. Sometime is of paper writing involves ‘searching again’ or ‘over0view’ of what other have
written about the subject which is reported as a summary of information resources or as an
evaluation of research information. For a conventional research paper Thomson recommend a
minimum period of 10 weeks.
The leaning in which the learner comes in contact with stimuli through mere exposure and
practice rather than understanding analysis is perceptual learning. On the other hand explicit
learning takes places consciously and results in knowledge through analysis and awareness of the
learning process (Reber, 1985).
In order to improve teaching practice and content of the lesson under review, a lesson study was
organized with tow in Minos professional development.
Objectives
The present lesson study had the following two objectives.
• To improve teaching by developing and transacting research lesson for the topic of
‘Sweet voice’ under the unit of ‘sound’.
• To produce a lesson plan that has an emphasis on cross-curricular linkage along with
cognitive and hands-on perceptive learning.
Methodology
The action research methodology of lesson study was used which involves collective plan-act-
observe-reflect’ cycle for improving the lesson plan. The sample consisted of grade students
(N=35, mean age: 9.5 years) studying at Merry Land School, Jaipur, (English medium, urban
Situation, middle social-economic group, CBSE-affiliated)
The procedure for the lesson study as follows
A lesson plan was made as per the visuals and content of the lesson in grade four book of SOL.
• The lesson plan was discussed with two other teachers’ one environmental studies
teachers and other teaching science at the high school level.
• With the inputs from the two teaches an improved lesson plan was developed that which
was called the ‘research lesson that included a classification exercise and paper moth
organ activity.
• The research lesson was transacted in the presence of two teachers as observers, who
after the lesson was over, gave feedback.
• The research lesson was redone on the bases the feed back to standardize it which was
vetted or validated by the two observers involved in the lesson study.
Observations and Reflection
It was observed that due to the stake of two other teachers in the lesson plan. The lesson
transaction got improved along with the following added advantages.
• A sense of professional collectivity among three teachers got developed.
• Suggestions for the improvement of the content and structure of the lesson the text book
got reviewed and improved.
• A cross-curricular linkage of the lesson was strengthened.
• A validated lesson plan got made
Since the experience of ‘mahapran dhawani’ or producing humming sound is a subjective
experience, it was not analyzed and it was limited to perceptual learning as suggested by
observers. Similarly, the paper moth organ activity was limited to providing a procedural eel of
the procedure an experiments and linking sound to vibrations.
Outcome: An Improved Lesson Plan
An outcome of the lesson, the following lesson plan outline emerged for other teachers and for
the practitioner as an improved plan for the next time
Topic: Sweet voice Class: IV Time: 40 Minute
Objectives of lesson
• To classify different natural and man-made sound
• To Impart perceptual learning experience of ‘mahapran dhawani’ and linkage between
sound and vibrations
Materials
Chalk board, activity sheet with a list of various sound, A-4 size Paper pieces for old
news papers.
Transaction steps
• Opening of the lesson collective singing of eight line song and recall of some familiar
sound (5 minutes)
• Classification through an activity sheet having a list of 15 sounds (10 minutes)
• Practice of ‘mahapran dhawani’ or humming sound (5 minutes)
• Activity of making a paper mouth organ through demonstration and to simultaneous
construction by students.
• Drawing attention to vibrations being produced a long with production of sound (15
minutes)
• Winding up word-search with puzzle for internalizing vocabulary (5 minutes)
Also, the lesson of the text book was redesigned in the activity cum worksheet format after the
lesson study.
Conclusion
For improving spirituality-based textbook and one’s practice as detached reflective teacher, the
systematic use of lesson study technique of action research can be helpful for professional self-
development of teachers.
References
Kishanlal, Muni and Surana, S. (2005), Jeevan Vigyan- A guide to Teacher Training. Ladnun:
Kendriya Jeevan Academy, Jain Vishwa Bharti
Kishanlal, Muni and Surana, S. (2009), Jeevan Vigyan- Science of Living, Part II (Class-IV),
Ladnun: Jeevan Vigyan Academy.
Kishore, L. (2009). Continual analysis and feedback can improve teaching, merinews, Sep. 13,
www.merinews.com.
Kishore, L. (2009), Science lesson through multiple intelligences produces favourable students’
reactions. M news, www.mynews.in.
Kishore, L. (2009). Bring lesson studies to centre stage for improving teaching. Mynews, Oct 22,
www.mynews.in
Kishore, L. (2010). Viability of multiple intelligences- based instructional method at middle
school level. Cplash, Feb.16, www.cplash.com
Lewis, co (2000), Lesson Study: the core of Japanese Professional Developments. Paper
presented of Area Annual Meeting, April 2000.
Reber, A.S. (1985, Dictionary of Psychology, London: Penguin
Thomson, A. (1998), How to write research papers, New Delhi: WR Goyal Publishers and
Distributers.
Performance of Mainstream School Teachers in Essay Writing In Hindi and English: A
Secondary Analysis
Dr. Lalit Kishore visiting Faculty Member, Jeevan Vigyan Academy, Jai Vishva Bharti, Ladnun-
341306
Abstract
A secondary analysis of score of essay competition on science of living- related topic in which (N=129, Hindi Teacher 63, English Teachers :66) both Hindi and English Language Teachers of main-stream schools participated revealed more variation of standard deviation indication a larger number of bad essays in English as compared to Hindi ones. While, no significant difference was seen among the ten top rankers in essays in both languages, a significant difference at 0.05 level (N=10, Chi-Squared test, d.f.=1) was seen among 10 last ranks with English language teachers performing poorly (N=10 chi-squared test, d.f.=1)
Keywords: Essay writing, Science of Living, Secondary Analysis, Writing Skills.
Introduction
In order to enhance the interest in the curriculum of Jeevan Vigyan on Science of Living and to
promote writing skills of teachers essay writing competitions are held among school teachers
every year. Such a competition was held in 2009-2010 by Jeevan Vigyan Academy (JVA)
Ladnun (Nagaur, Rajasthan). The teachers who participated in the competition were given marks
and first ten combined position were found for felicitating the winner by organizing an award
function.
A secondary analysis of the marks-list was done to find out the comparative was done to find out
the comparative performance teacher who submitted their essays in Hindi and English.
According to JVA (2009), the purpose the essay competition was to promote reading of Jeevan
Vigyan or Science of Living (SOL) books and information processing skills for to writing the
essay and imbibe the SOL experiments to move towards the development of a healthy calm and
balanced personality to benefit students. The teachers of recognized secondary and senior
secondary schools of the country were allowed to enter the essay writing competition.
About SOL
According to Kishore et. al (2010), the repeated definition of SOL is that it is an educational
innovation for developing sound and healthy personality of individuals who is turn will form a
healthy society by studying and discovering those principles and practices which refine the
intellectual, physical, mental, emotional and spiritual aspects of life.
According to Mahapragya (2008), Jeevan Vigyan is a harmonious, practical method of value-
oriented education which comprise of 16 values classified in the categories of social values,
intellectual values, mental values, moral values and spiritual values, while commenting the
present day education system Mahapragya says, “It (the Education System) puts over whelming
emphasis on intellectual development and ignores emotional development. It is this imbalance
which is the cause of all problems.
According to Kishan Lal and Surana (2005), the SOL syllabus from grade three to twelve has 12
units organized in a concentric manner also called ‘dwadashang yoga. ‘Developed in 1978, SOL
in being implemented form primary to post-graduation classes as a subject in many schools,
colleges and universities (Muni) Kishanlal (2010)observes that it has been proveed by various
research works that SOL propounded by “Acharyashri Mahaprajan in a significant subject for
modification of personality. In SOL, since theory in followed by practice, it plays an impo0rtant
role in transformation of personality.
Objective of the present study
To compare the Hindi and English language Schools teachers competence in essay writing
through secondary analysis.
Methodology
The secondary analysis methodology was adopted for the present study in which data already
available was used for a new specific purpose. The sample consisted of school teacher (N129
Hindi:63, English:66) working all over the country who had entered the essay writing
competition on SOL topics of Role of Jeevan Vigyan in the development of a healthy society”
and “Role of Jeevan Vigyan personality development’. The essay were submitted in 8 papers of
typed in double space on A-4 size papers.
The marks (MM=50) of the competition worked as the source of secondary analysis. The
statistical techniques of Chi-squared test and t-test were used for analysis of the scores.
Analysis
The t-test analysis of the marks of the teachers on the essays in summariesed in the following
table
Exhibit-1
The table summarizing the t-test analysis of marks
Languag
e
No. of teachers Mean S.D. t-value
Hindi
English
N1=63
N2=66
M1=20.49
M2=20.73
4.51
9.48
0.20
NS
Not Significant
The table reveals that there was no significant difference in the scores of Hindi & English teachers in
essay writing.
More variation in standard deviation was seen in the case of English teachers indication the number of
poor scores in English Essays for many teachers.
The non-parametric analysis of 10 top scorers regarding their performances in the essay with respect to
the language was done and their chi-square in give in Exhibit-2
Exhibit-2
The summary of the chi-squad analysis of 10 top ran holders
Language Frequency
Observed Expected
Chi –Square value
Hindi
English
5 5
5 5
0.00 (NS)
The Difference In The Quality Of The Top Rankers In Hindi & English Essays was not
significant.
Also, chi-squared analysis of the poorest 10 scorers was done to compare the participant which is
summarized in Exhibit
Exhibit-3
The table showing the summary of the chi-squad analysis of 100 most poor scorers
Languag
e
Frequency
Observed Expected
Chi –Square value
Hindi
English
3 5
7 5 1.6*
Significant at 0.05 level
Thus significantly poor scores were seen in the case of the tail-enders in the essay
competition.
Results
The results of the secondary analysis of the marks were as follows.
• There was no significant difference in the quality of essay by English and Hindi school
teachers.
• There is no significant difference in scores the top-ranked English and Hindi school
teachers in the essay competitions.
• There were significantly more poor scorers among English teachers than Hindi teachers
in the literary art of essay writing.
Discussion and Implications
The main finding of secondary analysis in that more English teachers are poor in the essay
writing skills. The reason for this could be that in most main-stream schools, the teachers of
English have learnt English as a second language or transitioned to English after have studied
through regional language as the medium of instruction. The main implication of the study is that
quality of English teaching needs to be improved through an in-service training and support
system for the mainstream school in the government sector and private sector. Also, there is a
need of secondary analysis of every data which has been collected to find implications for
improving education. Secondary analysis should be promoted as a part of action research by the
practitioners.
References
JVA (2009), Essay writing competition of Jeevan Vigyan, Science of Living-2009 Brochure, Ladnun: Jeevan Vigyan Academy.
Kishanlal, Munishri and Surana, S. (205), Jeevan Vigyan: A Guide of Teachers Training, Ladnun: Jain Vishava Bharti.
Kishanlan, Munishri (2010), Essay Writing competition on Jeevan Vigyan, 2010 Brochure, Ladnun ;Jain Vishava Bharti.
Kishore L. et al. (2010), Jeevan Vigyan e-newsletter, 1(10).
Mahapragya, Acharayashri (2008), Jeevan vigyan: a resolve to build a healthy society, Ladnun : Jain Vishava Bharti.
Anupreksha: The contemplation Technique of Science of living for value Inculcation
Dr. Lalit Kishore, 68, Jai Jawan Colony III, Jaipur -302018
Abstract
Keeping in view the need of value-orientation of education , the innovation of Science of Living
(SOL) is in practice in may school in India with emphasis on emotional and spiritual
development of students. To purify emotions and inculcate values, SOL is making uses of
‘anupreksha’ that combines auto-suggestion and affirmation by directing the relaxed mind
through contemplation. As an Indian psycho-spiritual tradition of self-on-self, an overview of
Anupreksha and its place in SOL curriculum has been discussed in the paper.
Keywords: Anupreksha, auto-suggestion, contemplation, emotional development, value
education.
Introduction
The curricular practice of Science of Living (SOL) was conceptualized by Archaraya
Mahapragya and is being implemented by Jeevan Vigyan academy of Jain Vishava Bharti and is
being termed as a “novel practice in context of the modern value oriented education’ and seen as
‘a system to establish the balance of development social, mental, moral, intellectual and spiritual
value’ (Kishanlal and Surana, 2005). According to Kishanlal and Surana, the goal of SOL is to
develop a healthy personality leading to the development of a healthy society and in turn, a
healthy nation (mahaprajan, 1994).
According to a report (NCERT, 2003), Vaarious schools of Indian thought such as Vedanta,
Mimans, Budhhism, Samakhya, Nyaya, yoga, Jaisism, Sufi, etc. treasure a rich analysis of
controlling mind, attention, memory, emotions and motivation along with cultivation of values
and virtues. The report mentions that according to the psychology of Indian tradition, an alround
development of personality requires physical, vital, psychic, aesthetic, ethical and spiritual
development of students.
The report of NCERT further says that since ancient time, India has cherished certain values that
not only directed people’s activities but also helped in the development of the total man. The
report adds that in recent years, serious concerns have been increasingly expressed about the
erosion of values among different sections of Indian society. Therefore, education for human
values is an important area to be explored.
According to Bhatacharjee (2003), psychology in Indian has made significant contribution in
building epistemology, ontology and pedagogy. He stresses that there was a need to identity
concepts and issues form Indian Psychological traditions and to assess their relevance to address
the problems of the present day education.
Thus, Indian psychological traditions are rich in techniques of transforming mind and inculcation
of values which need to be included in education and classroom practices.
Anupreksha as a technique for value inculcation
According to SOL, contemplation is a practice of concentration and affirmation. And, with
repeated practice the student becomes free from weakness and incucates values. The meaning of
contemplation is ‘to perceirve with the self’ and do so ‘without attachment or aversion/’
(Kishanlal, Muni and Surana, 2005) leading to development of ‘strong will power’ to acquire
value. It is said that a disciplinary practice of contemplation for 20 to 30 minutes for 2 to 3
months leads to value inculcation.
NIOS (2006) observe that Anupreksha is ‘contemplations on good thoughts’ and if one has to
inculcated values like credibility, truth, fearlessness, self-reliance, etc. contemplation on ef well-
worded thoughts can be helpful. SOL has included 16 classified values in its curriculum as
summarized in the following exhibit.
Exhibit-1
Table showing the classified 16 values under SOL.
S. No. Value –Class Values
1 Social Values Dutifulness
Self-reliance
2 Intellectual values Truth
Coordination
Sect-neutrality
Human oneness
3 Mental values Mental balance
Patience
4 Ethical values Credibility
Compassion
Co-existence
5 Spiritual values Neutrality
Tolerance
Gentle Sweetness
Fearlessness
Self-restraint
Citing Acharya Mahapragya, NIOS further says Anupreksha is concentrated thinking which
affects ‘intellects’ and its content practice leads to acculturation’ of the value thoughts.
Anupreksha Technique: The Steps
Anupreksha stats with bracketing of mind with Mahapran Dhawani or humening sound and
relaxing the body thought auto suggestion or kayotsarga. According to Mahaprajna (19940,
Auto-suggestion plays a significant role in Anupreksha and combining it with ‘intense willing’,
the practione’ can modify has or her psychological distortions, change his or her attitude and
behavioral patterns and generally develop his personality.
Thus Anpreksha is a psycho-therapy. Mahaprajna holds that contemplation is a ladder which
facilitates ascending to higher level of conscribes.
Anupreksha technique suggested by Mahaprajna (1994) is carried out in three phases as
summarized in the following exhibit.
Exhibit-2
Three phases of contemplation
S No. Phase Components
1 Preparation phase Posture (Lotus/Half Lotus/Simple/Diamond
Mudra (Gyan mundra)
2 Pre- mediation phase Mahapran dhawani (sound of buzz of bee, humming sound)
relaxation (Katyotsarga, Auto-Suggested relaxation of different parts of the body
3 Contemplation Internal trip (moving consciousness up the spinal cord.
Colour concentration through breathing.
Colour concentration on specific psychic centre.
Concentration on a worked through recitation
4 Closure With Mahapran dhawani
In anupreksha experiments, different colours are to be visualsed at different psychic
centers of the body where in consciousness is support to be highly concentrated. In yoga, these
psychic centers are also called chkras. According to SOL (NIOS, 2006), there are 13 psychic
centers or chentanya kendras in human body.
It needs to be mentioned that the prescribed sentence (thought) is to be first recited
emphatically nine times and then mentally nine times (Mahaprajana, 1994). This should be
followed by a contemplation on human value to be acquired by a suitable phraseology. The
contemplation phase of Anupreksha is tabulated in following exhibit
Exhibit-3
Table for contemplation exercises suitable for students (Mahaprajana, 1994, selected
examples)
S. No
Nature of virtue or value to be acquired
Psychic centre
Psychic colour to be visualized
Sentence to be receted
1 Balance of mind
Intuition Bright gree
(emerald)
My urges and impulses have been brought under my conscious control.
My mental equilibrium is increasing
2 Patience Vital energy
(tip of the nose)
Bright yellow
As that of gold
I shall develop my capacity of endurance.
I shall never surrender to unfavorable circumstances.
3 Honesty Enlightenment White as that of full moon
My will power is increasing
My honesty is being enhanced
4 Self-discipline
Pease Bright yellow
My ability of self-control is increasing.
My mental agitation is reducing
5 Strength Chest region Red like rising sun
My strength is increasing
My weakness is reducing.
According Mahaprajana (1989), the fact that man’s attitude and behavior are not simple mental
functions which can be regulated and changed at will or by will-power alone. Therefore, colour
concentration is required and it has become clear through studies that colour have profound
influence on the mental states and behavioral patterns of a person, one can obtain a potent tool to
purify the vitiated and distorted tendencies of man.
References
Bhattacharji, D.K. (2003). Psychology in Indian Tradition; Conceptual and Methodological Issues for Indian schools, Seminar invitation letter; New Delhi: National Council for Educational research and Training.
Kishanlal, Muni and Surana.S. (2005): Jeevan Vigyan: A Guide to Teacher Training, Ladnun: Jain Vishva Bharti- Kendrya Jeevan Vigyan Academy.
Mahaprajana, Acharya (1989). Preksha Dhyana: Perception of Psychic colours, Ladnun: Jain Vishava Bharti.
Mahaprajana, Acharya (1994), Preksha Dhyana Contemplation and Auto-suggestion, Ladnun: Jain Vishva Bharti 10,33
NCERT (2003). Psychology in Indian traditions: conceptual and methodological issues for Indian School, Background paper for NCERT national seminar; New Delhi; national council for educational research and training.
NIOS (2006): Jeevan Vigyan mein praman patra, New Delhi: National Institute of Open Schooling.
An intervention cum action research on linking rap lyrics writing with science learning at
upper-primary level
Dr. Lalit Kishore, 68, jai Jawan Colony III, Jaipur 302018
Abstract
An intervention cum action research was taken up to provide an experience in writing and
rendering short rap lyrics on the concept of force at grade level six. The objectives of rap lyrics
related to the following aspects: Demystification of the process of writing rap lyrics, linking rap
music with science instruction at upper primary level and knowing the reactions of students to
pedagogical use of rap music. A group grade sis students (N=30, age:11-12 years; English
medium urban school) reacted favourably at 0.01 level significance (chi-square d.f.=2) to the
intervention. The self reflective suggestion out of the action reaction was the rap lyrics quarterly
as home assignment and organizing two rap jam sessions of one and a half hour durations in an
academic session for grades six to eight
Keywords; Action research, rap lyrics, musical intelligence, science instruction ; students
reactions.
Introduction
May educators feel that music as pedagogical feel is ignored in science and mathematics. Some
research suitable shows that for pedagogic purposes, the suitable lyrical forms are the rap and
hip-hop since they are just for rhythm. These two lyrical form accept half-singing and half-
musical talking to which both teachers and students take up with little practice. The musicality of
rap and hip-hop improvised around simple sets of rhythmic patterns which have the folk-origin.
According to Kishore, music contained in rhythmic sounds has the possibilities of inspiring
teacher to teach across curricular areas when used with clapping or simple percussion
instruments like maracas, symbols etc.
Since music is a way of communication in all cultures it can function as an interacting way of
learning across various school subjects.
Moreover, poetic and lyrical form other then rap and hip-hop are available which do not rely on
rhyme like haiku, tanka and form poetry.
Writing and rendering poetry is also a worthwhile Endeavour of an artistic and service nature for
teachers of any discipline (Bricklin, et al, 1990)
Methodology
The action research cum intervention methodology was used for the present study which had the
following objectives;
• To develop and use an exemplar lyrics for the grade eight science for classroom
instruction.
• To demystify the process of writing pedagogic rap lyrics and empower students creating
such lyrics and render them.
• To study the reactions and comments on the intervention
• To self-reflect and make suggestion for improving the class room practice of creating and
rendering rap lyrics for revision work of science learning
The action plan developed and implemented for the action research was as follows
Development and practice of exemplar material : 10 hour
Implement Exposure to students : one lesson session of 40 minutes
Demystification of rap lyrics writing : one lesson session of 40 minutes
Creation of lyrics by students in groups : one lesson session of 40 minutes
Presentation of student’s work : one lesson session of 40 minutes
Analysis of student’s reactions : one lesson session of 40 minutes
Writing of action research report : one lesson session of 40 minutes
The sample of the study consisted of 30 students of grade six in the age group 11-12 years
belonging to middle socio-economic group studying in a private urban English medium school.
The topic for the intervention was ‘force’ as per the national curriculum (NCERT, III)
The sample’s reactions to the intervention were collected on a three-point scale as favorable,
neutral and unfavorable to be analysed by chi-squared technique. Also, students comments to the
intervention were collected and those with more than 20 percent occurrence were treated as
typical. Further, a self-reflective exercise for 15 minutes as carried out to work out the future
directions for the use of intervention to institutionalized
Analysis and Results
The student’s reactions as favorable, neutral and unfavorable were collected on a blank ship
without revealing their names and comments on reactions as statements. The reactions of
students to the intervention are summarized in the following exhibit.
Exhibit -1
Chi-squared analysis of students’ reactions
Reaction Frequency Chi-Square value
Observed Expected
Favourable
Neural
Unfavourable
Level of significance :0.0 ; d.f.=2
The table reveals that the students liked the intervention at 0.0x level of signifance.
The typical comments of the students to the intervention with 20% and above recurrence
are given in exhibits -2
Exhibit-2
The box listing typical comments of students with 20% and more recurrence
•
•
•
Some other comments of students were: X1; X2;X3 and X4
Also, the self-reflective exercise by the action researcher resulted into the following suggestions
to the self to improve the practice and take it further (see Exhibit-3).
Exhibit-3
The box showing the list of suggestions worked out through self-reflection
•
•
•
Thus, the main finding of the present intervention cum action research is that if introduced and
implemented in a systematic way rap lyrics have the potential of enlivening science instruction at
middle school level as a creative pedagogical activity for the teen-agers.
References 1-10
Science vocabulary reinforcement with it pitch varying rhythmic rendering of grade six
science: a pedagogical experiment
ABSTRACT
A pedagogical experiment to link musical speech vocabulary building for a topic of grade six
was conducted .with emphasis on pitch variation and syllabic clustering of vocabulary of a
science lesson was render as revision work. The procedure for the experiment consisted of five
steps, namely, demonstration; group work with identified textual passages for identification and
classifying words on the basis of number of syllabus in them. Group-wise singing practice and
group presentation with collective singing. The students (N=XX; Age; 11-12 years; Urban
setting) reactions to the experiments were favourable (P<0.01, d.f.=2) and most of their
comments were positive to the experience of group singing for remembering now words.
Key words: Musical intelligence, Science instruction, syllable classification, singing
speech
Introduction
It’s a matter of common observation that children all over the world clap, rock, sway and
take delight in the rhythm of voiced words. In other words, the rhythmic rendering of a language
is liked by children and can be used by teachers to provide child-psychological basis to teaching
of various subjects in early grades since rhythm in voiced words provides musical tone to the
communication.
According to Rohde and Stein (1991), music and rhythmic rendering of content can
easily reinforce new vocabulary and key information along with working as transitional activity.
Also, a subject teacher can make use of musical or rhythmic speech to revise information by
manipulating simple speech elements of pitch, volume, tempo and beat. To begin with it is
important for the teacher manipulate the pitch since it tells how ‘high’ or ‘1000’ the sound or its
frequency is. The practice in pitch modulation can lead to acquiring a musical speech to make
classroom teaching and learning an interesting subject.
Rohde and stein further suggest a simple activity of vocabulary singing by indentifying
and listing the single syllable words, two-syllable words, three-syllable words and four syllable
words. Thereafter, making a set of syllabic verses with four single syllable words in the first
time, three two-syllable words in the second line; two three syllable word in the third line and
one five-syllable word in the fifth line. The rhythmic song can be extended further by repeating
the foregoing pattern. According to Rohde and Stein, for singing such vocabulary verses, use the
pitch variation pattern for single syllable four word line as ‘do la do do’ pitch variation. Where
‘do’ stands for high pitch and ‘la’ for low pitch. For every two syllable word use ‘do-la’ and
three-syllable words for proper stress one would require to consult the dictionary.
According to Bricklin et. al (1990), music often evoke strong memories and facilitate
heartfelt communication. They recommend that sixty-beats-per-minute tempo for rhythmic
music and helps in retaining mental lucidity in later years too. They further add that, music is one
of the finest things human beings can do on this earth to make harmonious sounds together
Brickline, M. et.al (1990), positive thinking and health, Ennaus: Rodale Press
Methodology
Keeping in view the suggestion of Rohds and stein provide rhythmic reinforcement of
vocabulary and key words of a topic, the action-research methods were used. The procedure was
for the action research was consisted of the following steps;
Producing on exemplar material for the lesson of ‘force’ of grade six of the national
Council for Educational Research and Training (NCERT, 2006)
Demystifying the process through the exemplar in the classroom
Dividing a students in groups of four each to work on allotted portions (three to four
paragraphs) of a topic after it has been taught to identify the new words or key words
Classifying and patterning the words to create verses and Practice group singing
Group presentation of the created verses.
Since action-research included the on-going curriculum, the action plan followed for the
topic of was as follows.
Teachers presentation of the topic as per the lesson plans : 3 days lesson periods
Demonstration on the basis of exemplar material : 1 lesson period
Creation of verses and practice singing as group work by students ; 1 day lesson
period
Group presentations of verses ; 1 lesson
period
After the topic was over and vocabulary had been reinforced, the reactions of students
were taken and analyzed along with the self reflection by the action researcher. The action-
research study had the following objectives.
• To vocabulary reinforcement by making use of simple pitch variation based rhythmic
vocal music
• To study the reaction of the students to the intervention.
• To carryout self-reflection and make suggestion to improve the classroom practice.
Being an action research, the sample of the study (N=XX age; 11-12 years, middle Socio-
economic group, English medium in urban school) was quota sample of the students taught by
the interventionist.
Students ‘reactions to the intervention were collected as favourable, unfavorable and no-reaction
which were analyzed, through non-parametric chi-squared technique. The students’ comments
and self-reflection suggestion were listed to improve practice through specific
recommendations.
Analysis and results
The chi-squared analysis of students’ reactions on three-point scale was collected on paper slips
which have been summarized in the following table.
Exhibit -1
the table showing the chi-squad analysis of students comments
Reaction Frequency Chi-Square
valueObserved expected
Favourable
Neutral
Unfavourable
‘
‘
‘
**
** significance at : 0.0x level D.F.=2
The table reveals that the reactions of the students to the intervention were over-whelming
favourable at ……….. level of significance.
The five major typical comments of students with over 20% recurrence were as follows (see
Exhibit-2)
Exhibit-2
The box showing the list of suggestions worked out through self-reflection
•
•
•
•
The self reflection by action researcher as resulted in the following two suggestions: (i) Giving
home assignments to students to create syllabic vocabulary verses; and (ii)Holding an annual
exhibition of students’ vocabulary verses and rendering of their composition. And
The teacher needed to improve his own musical sense through recitation and practice.
References
1-10
A Pedagogical Experiment of Linking Musical Intelligence with Revisions of Physics
Vocabulary at Secondary Level
Dr. Lalit Kishore
68, jai Jawan Colony III, Jaipur 302018
Abstract
A pedagogical experiment for revision of & vocabulary related to topic of “Motion’ of grade
nine book of NCERT (National Council of Educational research and Training)for vocabulary
revision with the rhythmic syllabic musical speech through cluster of single double and triple
syllabic words was taken up. The methodology of exposure and practice for two class session
resulted in favourable response of students (N=30) and articulated advantages by them.
Key words; musical intelligence, musical Speech, Vocabulary learning
Introduction
Many educators (Gardner,1983; Joshi;2007; Kishore,2007) advocate the application multiple
intelligence learning theory for classroom instruction. One such intelligence is the musical
intelligence which often science teachers feel shy to use for classroom instruction. According to
Woolfolk (2004), musical intelligence is related to the abilities to produce appropriate rhythm,
pitch and timber along with appreciation the forms of musical expressiveness. Furthermore,
some schools and teachers are enthusiastic about Gardner’s ideas, there is no strong research
evidence for its efficacy.
Brickline et al. (1990) quote Nancy Hunt saying “Music has a direct physiological effect on
people. If increases blood volume; decrease and helps stabilize heart rate, have all sorts of
feelings. It all depends what we project onto the music.”
Based upon the idea thrown up by the advocates of musical intelligence experiment was
conducted as a part of classroom research by the investigator. Rohde and stein suggest
vocabulary singing by syllable-wise clustering of new words by manipulating pitch as do-la, do-
do-la, do-la-do-do sand pitch.
Methodology
The intervention cum classroom research methodology was used for the intervention with
students (N=30, Grade IX CBSE-affiliated, Urban School) for two periods of 40 minutes each. In
the first period the demonstration and exposure to identifying and clustering single syllable, two-
syllable, and three syllable and four-syllable words was used along with rendering style of
rhythm based Musical speech. It was followed by group work (N=5 each, 6 Groups) to identify
page wise cluster (15 minutes) and group presentation (25 minutes) outcomes.
The intervention was liked and enjoyed by students and there was highly positive response
(>90%) for it. The articulated advantages were seen as variety, long retention, interesting way of
revision and information processing and habit of reading with intent.
During the intervention try-out stage 6 vocabulary lyrics got produced and a decision was taken
to deliberate weekly vocabulary building exercise as a part of home work and its oral
presentation as a monthly jam session of best work during the month.
Discussion
Rhythmic music and simple syllabic word cluster related musical speech seems to work as a
vehicle to ride scientific vocabulary and such intervention have been like by students (Kishore,
2010, 2011). Not only simple singing relaxes mind by creating simple pedagogic lyrics lead to
active play with vocabulary and help in remembering new words. According to Kishore (200,
2008a, 2009b) are pedagogic success stories of linking Japanese Haiku poetry for language-art
link of physics and revision of text are mainly related to the statement of various laws and
principles. Kishore holds that three-line haiku poems have simplicity, order and balance they can
be adopted to make scientific state with rhythmic musical speech.
Therefore, it worthwhile to use simple musical and lyrical formats for the language art linkages;
active reading improving scientific vocabulary and positive psycho-physiological effects.
Furthermore, since music being a language of all culture, it learns a stimulating way to learn
across curriculum.
References
Brinklin et al (1990), Positive living and health, Emmaus: Radale Press, 284-85
Gardner, h. (1983) Frames of mind: the theory of multiple intelligences, New York: Basic Books
Joshi, v. (2007) Vibrations 22, IAPT bulletin, 24,10
Kishore, L. (2008a), Haiku in physics, Teacher plus, January Issue
Kishore, L. (2008 b) physics and language art links through acrostic versex, Castme jounernal,
28(1), 1921.
Kishore, l. (2010) Teacher uses rap to help students to remember math concepts, Cplash, June
29, www.cplash.com/categorypage/index/262
Kishore, l. (2011), A pedagogic experiment in physics and language- ad linkage through Acrostic
verses at the high School level: an Action research, proceeding of epi Steme 4 ,Macmillan 150-
52
Bricklin, M. et al (1990). Positive thinking and health, Ennus: Rodale Press
Music reminded and constant refreshing helps to improve skills. 20 minutes of soothing harp
music and revision through musical speech is helpful relaxation through music is university
therapeutic and people how can learn to relax deeply can create a better state of mind for getting
well. Psychologically, music does a whole lot. “It can make us relax, or remember, or to have all
sorts of feelings. It all depends on what we project on to music.’ Harp is considered to be a
musical instrument for healing and calming mind. The philosopher Phyltiagoras prescribed a
daily regimen of music to wake up by, to work by, and to relax and sleep by. Music often evokes
strong memories and facilitates heartfelt communication with people. Sixty beats per minutes
temp is good. Music is energy just like food. Have the right music around you. Synthesis, fusion
of sense, occur when listen suspend the brain’s more analytical functions. During synthesis, the
blood flow decreases in neo-cortex part of the brain and increases in the limbic system. The swan
song phenomenon is the fact that many composers produced their best music in old age and even
at death’s door step. Singing chants that create simple liturgical music can make you sing and put
you back to health. Music is a building block of civilization up there with agriculture and the
development of language. The creative satisfaction that playing music provide can be enjoyed
throughout life and will helps you to retain mental lucidity in later year. It also gives you reason
to stick around and un-serve your grand children with all that lucidity. Any musical instrument
take dedication to play well, but some are easier to play than other. When you pick up you
musical instrument, concentrate on every note you play. Not only you will improve faster, but
your daily workout will become something akin to meditation and a peaceful sense of purpose.
Music is for exercising mind and spirit both. One of the finest things human beings can do on
this earth is to make harmonious sounds together.
Poetry is one of the latest tools of the health and teaching profession. Poetry is helping the
stressed to relax, the stricken to recovery and the psychotic to relate. Poetry is helping the
severely disturbed to face reality. (Through poetry), the inner becomes the outer or the
conscious, making it tangible and workable. Metaphor is unbeatable for projecting a holistic
grasp of a situation…. The proverbial courage to change the things we can, serenity to adept
what we can’t change, and wisdom to know the difference… Poetry doesn’t always rhyme, but it
does have a rhythm structure that is something’s unsophisticated sometime quite profound…
there is rhythm in the free verse. Verse then to be clocked to poet’s body rhythm… writing
poetry helps fulfill the will to live on, to continue engaging in worthwhile and satisfying
endeavors of an artistic nature or a service nature.
Developing singing Speech
Proceed as follows for developing a singing speech.
1. Make the group sing after you each of the following six times ‘Hi-Ho !’, ‘Hi-Ho !!’, ‘Hi-
Ho !!!’, Rig-A jig-Jig’, ‘do-do-la’, ‘do-la-do-do’, ‘do-do--la-do-do’, at a normal tempo
and the fast one.
2. Discuss pitch and tell that do is high and la is low pitch in these beats.
3. Now ask the group to complete the following verse; I happened to look/ Hi ho! Hi ho!!,
Hi ho!!!/ Rig-a-jig-jig/ And, we say so ….. (4 single syllable words or 3 two-syllable
words or 2 four syllable words or 1 five syllable words.
4. Organize for group singing practice.
5. Sing with claps by clapping on the palm for ‘high’ and ‘on fingers for ‘low’ pitch.
6. Introduce ‘Dhaphali’ beats.
Some examples for use of music in mathematics instruction are as follows; place value song
• Ones, tens, hundred (clap clap) (3x)/ that’s place for me // thousands, ten thousand,
hundred thousands (Slap Slap) (3x)/ that’s the place for me // Millions, ten millions,
hundred millions (stomp, Stomp) (3x)/ that’s the place for me.
• Alligator tells greater than or less than; Alligator, Alligator, sitting on the swamp/ How
many fish do you wanna chomp?/ 1 or 3// hum, I’m very hungry alligator/ so, I’ll eat
which ever is greater, I’ll eat three./
• Count to twenty: Boom, boom, we can count to twenty (2x1)/ ,1,2,3,4,5,6,7,8/9,10, but
that’s not the end//*// After ten come eleven, twelve/Thirteen, fourteen, fifteen, sixteen,
Seventeen, eighteen/ nineteen, twenty after teen.//*//
• Double it up: 1+1=2/ double it up, double it up! */ 2+2=4/*/3+3=6 /*/ 4+4=8 /*/
5+5=10 /*/………..
• Ordinals; it’s as easy as/ one, two three/ first, second, third//Number 1 in line is first/
number 2 in line is second/ number 3 in line is third// it’s as easy as / first, Second, third//
• Pattern: Move your hands (a) / move your feet (b)/ stand up, sit down/ do something
neat // (a) (3x1)//
Scientific method songs;
• A for ask, ask a question/
• S for state, state your hypothesis/
• D for do, do background research/
• A for ask, S for state, D for do/
• E for experiment/
• T for test your hypothesis/
• C for conclude to accept or reject hypothesis/
Children all over the world clap, rock and sway to music and take delight in rhythm in voiced
words. Therefore, there is a need to integrate music into classroom teaching. According to Rohde
and Stein (1991), music can easily reinforce the new vocabulary and key information as well as
work as transitioning activity. Also, a subject teacher can make use of musical speech to revise
information by manipulating pitch, volume, tempo and beat since pitch tells how ‘high’ or ‘low’
the sound or its frequency is, the practice in pitch modulation can lead to acquiring a musical
speech.
Rohde and stein further a suggest a simple activity of vocabulary singing, which has been
modified as follows for singing: as I was reading thro ‘ the book/Through the book, through the
book/ pull, push, force, shape (*4 single syllable words)/ I happened in look/ hi he! Hi he!! hi
he!! Rig-a –hig-jig/ push, pull, force, shape/ we all say so …. Repeat new sets of 4 single-
syllable, three two syllable, two tour – syllable words and one five syllable word to extend the
song.
One the vocabulary has been acquired, pitch variation can be attempted as suggested by Rohde
and Stein by using ‘do’ as ‘high’ and ‘la’ as Low’ for the lyrics like: from this chapter/ la do do/
Tell us a word/ do la do do/ the word is pull/ do la do do/ words mo-tion/ do do la/ di-rec-tion/ do
do la/ (for four and five syllable words, for the stress consult dictionary.
In fact, a piece of music consists of various elements. One of the important elements of music is
a beat or a pulse. If you clap along a piece of music each clap is a beat or pulse. The second
important element is the rhythm, which a nothing but a pattern of long and short or high and low
sound, sounds a long element of music the structure which makes the rhythm organized a
repetition and variation of rhythm in the form of tune and temp.
For pedagogical purposes, the lyrics forms that could be suitable are rap, rock-n-roll, jazz and
hip-hop. These musical forms are just for rhythm. They accept half-singing and half musical
taking. Much of folk music, rhythm is the most important and require simple percussion
instruments. The singer and the percussion instruments provide a rhythm instead of tune. African
and Asian folk singing improvises around sets of rhythm patterns.
It is advisable to hold ‘jam session’ by organizing the group sessions in which subject teachers
and music teachers without any audience to experiments with rhythmic patterns and tunes. Even
jam sessions, with a mixed group of students in which both music-smart and other students, can
be held.
Do the following for teacher training sessions
• Play some rhythmic music like chant songs and ask the participations to clap along be
good to make a beginning
• Provide experiences for long-n-short and high-n-low sounds by choosing the word
pattern.
• Music and rhythmic sounds have the possibilities for inspiring children to learn across
curricular areas and percussive sounds of tambourine, drums, maracas and cymbals can
play on important role in it along with rhythmic vocal sound.
Some statements on music for classroom instruction;
• Some form of music by itself is a language spoken in all cultures, it offer a stimulation
way to learn across curriculum.
• Haiku poems have a simplicity, order and balance. Hence they can be used to illustrate
simple statements.