Pedagogical Principles of Teaching Songs and Poetry To Young Learners

PEDAGOGICAL PRINCIPLES OF TEACHING SONGS AND POETRY TO YOUNG LEARNERS
1. CULTURE - students cultural

background
Differences
in culture that exists within the

pupils domain and the culture in the
literary texts may pose a problem in
comprehending the texts.
Bridge the cultural, traditional and even
religious differences that exist between
pupils and the text.
2. CONTENT - suitability of content refer

to CS
It is necessary that pupils know or at least
have some idea of content of the text. This
is to ensure that their schematic
knowledge will be drawn upon when
comprehending the text or doing the tasks.
Pupils
must have some background
knowledge of what they are doing.
The texts should include works of different
genres. Thus, the literary texts taught must
include such genres as poems, short
stories, novels, and plays
The texts should have a connection with students

here and now learning context. It would be
motivating for students to study the literature which
is currently being discussed in their society,
particularly when that literature has been
interpreted through other media, such as movies or
musicals. Experiencing the here-and-now literature
would help students understand that literature is
neither useless nor faraway, and that literature is
part of our life.
Constructivism will enable pupils to build new
knowledge and concepts based on existing
knowledge or schema that they have. The teacher
assists pupils to acquire new knowledge and solve
problems through pupil-centred active learning.
Most importantly, the texts should have the

capacity to engage the interest of the student.
However, a poem may not always be a
favoured item in the classroom mainly
because
of
its
deviant
and
densely
metaphorical use of language. Teaching
poetry becomes especially difficult when the
emphasis is put on correctness in grammatical
form.
It is important that texts should provide good
potential for a variety of classroom activities,
in order to give students more chance to gain
true familiarity with any work as a whole
3. INTEREST - students interests,

experiences, enjoyment
Gauge pupils interest towards songs and

poetry?
Interest has to go with motivation if pupils are
motivated to learn, they will have high interest
and receptivity.
To cultivate interest, tell pupils the benefits of
learning lit. Have a variety of activities or
reward them duly.
Text selection is no easy task because there are
many interesting literary works to choose from,
such as childrens literature and young adult
literature.
4. VALUES - Character-building
infused
Are there values in the text(s)? How do we

instill these values in our pupils?
Texts based on values have to be incorporated
in teaching and learning in order to impart the
importance of good values for the wholesome
development of individuals.
5. AGE - appropriacy, gender
When texts are selected, ensure that they will

match with the age and maturity of the pupils.
Must not be biased towards boys or girls?
Must be impartial (neutral / unbiased).
6. RESOURCES - reliable, easy access,

related to CS
It is important that appropriate resources and

materials are used with pupils of different
learning capabilities so that their full potential
can be realised.
Readily available resources? Commercial
resources? Adapted resources? Simplified
resources? Etc.
7. PROFICIENCY LEVEL lang must be

accessible,
simplified,
adapted
or
shortened
Simplify to make the sentences shorter or to

use words that are of common usage.
Adapt consider localising scenes, names,
characters etc.
Shorten shortening the text (genre), the
sentences
To build a strong foundation of language skills.
8. EXPLOITABILITY
Possible activities to be carried out pre, while and

post.
Will the selected text be able to develop further
activities? How?
Lessons, which emphasise meaningful contexts
and the integration of language skills, allow pupils
to
learn
by
doing
fun-filled
activities.
Contextualised as well as purposeful activities will
promote the fun element in language learning.
Through fun-filled and meaningful activities in this
component, pupils will gain a rich and invaluable
experience in using the English language.
Creativity is the ability to produce something

new in an imaginative and fun-filled way.
Pupils in Year 1 and 2 will display interest,
confidence
and
self-esteem
through
performance and producing simple creative
works.

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PEDAGOGICAL PRINCIPLES OF TEACHING SONGS AND POETRY TO YOUNG LEARNERS

1. CULTURE - students cultural

in culture that exists within the

2. CONTENT - suitability of content refer

The texts should have a connection with students

Most importantly, the texts should have the

3. INTEREST - students interests,

Gauge pupils interest towards songs and

Are there values in the text(s)? How do we

5. AGE - appropriacy, gender

When texts are selected, ensure that they will

6. RESOURCES - reliable, easy access,

It is important that appropriate resources and

7. PROFICIENCY LEVEL lang must be

Simplify to make the sentences shorter or to

Possible activities to be carried out pre, while and

Creativity is the ability to produce something

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