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<FONT FACE="Verdana, Helvetica, Arial"><SPAN STYLE='font-size:14pt'>When I have taught Jaqaru and also when teaching the teachers music, especially huaynos, have been the most popular readding material — and producing orally. That and riddles. Both children and teachers do not find these hard to write, either. I had always thought of it has being know discourse forms. Texts seem more difficult. We hae some of them posted on our website, though not with the music, <a href="http://txupi.wordpress.com/jaqar-qillqnushstaki/jaqar-qillqnushstaki-to-read-jaqaru-para-leer-jaqaru/txupi-wordpress-comjaraw2006/">http://txupi.wordpress.com/jaqar-qillqnushstaki/jaqar-qillqnushstaki-to-read-jaqaru-para-leer-jaqaru/txupi-wordpress-comjaraw2006/</a> ; <a href="http://txupi.wordpress.com/jaqar-qillqnushstaki/jaqar-qillqnushstaki-to-read-jaqaru-para-leer-jaqaru/">http://txupi.wordpress.com/jaqar-qillqnushstaki/jaqar-qillqnushstaki-to-read-jaqaru-para-leer-jaqaru/</a>. [Now that I look, the ones from 2006 appear to be missing — in the update of the site doubtless; one more thing on the ‘to do’ list!!] I started having the children write these whe I taught in the school in the 80s; two of these riddles are on <a href="http://www.latam.ufl.edu/hardman/jaqaru/jaqaru.htm">http://www.latam.ufl.edu/hardman/jaqaru/jaqaru.htm</a> together with a huayno that Dr. Bautista wrote. The most popular primers are precisely the ones with words for huaynos — and these anyone can sing — and riddles. I’m finding this thread interesting. Both music and active participation. Both reading and writing, creatively.<BR>
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MJ<BR>
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On 11/14/12 6:14 PM, "Bruce Mannheim" <<a href="mannheim@UMICH.EDU">mannheim@UMICH.EDU</a>> wrote:<BR>
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</SPAN></FONT><BLOCKQUOTE><FONT FACE="Verdana, Helvetica, Arial"><SPAN STYLE='font-size:14pt'>I agree completely. At U Michigan, we've found that singing is a VERY effective way of teaching southern Quechua, even though there is sometimes an initial reluctance on the part of students to let themselves go and actually treat language learning as fun and not just one more formal intellectual exercise. But the real plus is that the songs are organized by a Quechua logic and through a Quechua aesthetic, and the students learn that as well without realizing that that is what is happening. <BR>
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Sumaqllaña,<BR>
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Bruce<BR>
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</SPAN></FONT><FONT SIZE="2"><FONT FACE="Helvetica, Verdana, Arial"><SPAN STYLE='font-size:12pt'>Bruce Mannheim<BR>
Professor and Director of Graduate Studies<BR>
Department of Anthropology<BR>
University of Michigan<BR>
1085 South University Av<BR>
Ann Arbor MI 48109-1107<BR>
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+734.276.1627<BR>
+51.974.392.796<BR>
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Ankamanta chaskisunki<BR>
A2<BR>
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On Nov 14, 2012, at 6:05 PM, Richard Zane Smith wrote:<BR>
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</SPAN></FONT><BLOCKQUOTE><FONT FACE="Verdana, Helvetica, Arial"><SPAN STYLE='font-size:14pt'>Great topic!<BR>
the kids I teach from Jan. to May only get 20 minutes of "language instruction" a week...( i know, its pitiful - most of our nation is still snoring)<BR>
but in that short time , i teach the language using songs I've written and composed specially designed to be platforms to launch them into sentences and dialog.<BR>
IT works!! the kids learn better and respond more comfortably, more naturally in the language IF THEY CAN SING IT together.<BR>
starting with song, then progressing to TPR the kids may spend 20 minutes submersed in the language without english<BR>
and are not aware of it. <BR>
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now if we can simply get the nation to see the essential nature of arts,language,culture as more than a museum exhibit....<BR>
-Richard<BR>
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On Wed, Nov 14, 2012 at 4:23 PM, Dave Pearson <<a href="Dave_Pearson@sil.org">Dave_Pearson@sil.org</a>> wrote:<BR>
</SPAN></FONT><BLOCKQUOTE><FONT FACE="Verdana, Helvetica, Arial"><FONT SIZE="2"><SPAN STYLE='font-size:11pt'>SIL’s EthnoArts consultants study the interaction of language with various arts, including music. You can watch a 5-minute video at <a href="http://www.youtube.com/watch?v=3_H-DPN9yik">http://www.youtube.com/watch?v=3_H-DPN9yik</a><BR>
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Dave Pearson<BR>
SIL International<BR>
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</SPAN><FONT SIZE="1"><SPAN STYLE='font-size:10pt'><B>From:</B> Indigenous Languages and Technology [<a href="mailto:ILAT@LISTSERV.ARIZONA.EDU">mailto:ILAT@LISTSERV.ARIZONA.EDU</a>] <B>On Behalf Of </B>Phillip E Cash Cash<BR>
<B>Sent:</B> 14 November 2012 14:19<BR>
<B>To:</B> <a href="ILAT@LISTSERV.ARIZONA.EDU">ILAT@LISTSERV.ARIZONA.EDU</a><BR>
<B>Subject:</B> [ILAT] music and language<BR>
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Greetings ILAT,<BR>
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I recently saw an amazing video showing Gabby Giffords the Arizona Congresswoman recovering from her brain injury stemming from a bullet that passed thru the left side of her brain. The video describes how she was able to regain her speech thru music thus demonstrating quite effectively the neurological link between music and language learning. <BR>
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<a href="http://youtu.be/ndNn3Ucxt5k">http://youtu.be/ndNn3Ucxt5k</a><BR>
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I just wanted to post the video simply to spark some conversation on the topic of music & language. If it is a new idea or if you simply want to see music being put into action please take a look at the video. For some of you, I'm sure this will be quite familiar.<BR>
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Phil<BR>
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UofA<BR>
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</SPAN></FONT></BLOCKQUOTE></BLOCKQUOTE><FONT FACE="Verdana, Helvetica, Arial"><SPAN STYLE='font-size:14pt'><BR>
Dr. MJ Hardman<BR>
Professor Emeritus<BR>
Linguistics and Latin American Studies<BR>
Doctora Honoris Causa UNMSM, Lima, Perú <BR>
website: <a href="http://clas.ufl.edu/users/hardman/">http://clas.ufl.edu/users/hardman/</a> <BR>
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