Tasks and projects

INDEX
| | | Page |
PART A | 6 |
| INTRODUCTION | 6 |
| A) Analysis according to Ribé and Vidal’s criteria | 6 |
| | 1.Creating a good classroom atmosphere | 6 |
| | 2.Getting the class interested | 7 |
| | 3.Selecting the topic | 7 |
| | 4. Creating a general outline of the project | 7 |
| | 5. Doing basic research around the topic | 7 |
| | 6.Reporting to the class | 7 |
| | 7. Processing feedback | 7 |
| | 8.Putting it all together | 7 |
| | 9. Presenting the project | 7 |
| | 10. Assessing and evaluating the project | 7 |
| B) Analysis according to Fried-Booth’s criteria | 8 |
| | 1. Classroom planning | 8 |
| | 2. Carrying out the project | 8 |
| | 3. Reviewing and monitoring the work | 8 |
| C) Analysisaccording to Legutke and Thomas’ criteria | 8 |
| | 1. Opening | 9 |
| | 2. Topic orientation | 9 |
| | 3. Research and data collection | 9 |
| | 4. Preparing data presentation | 9 |
| | 5. Presentation | 9 |
| | 6. Evaluation | 9 |
PART B | 9 |
| Learners and institution’s profile | 9 |
| Project’s Process | 10 |
| | 1. Choose an Instrument | 10 |
| | A) |10 |
| | B, C & D) | 10 |
| | 2.Form a Band | 11 |
| | 3.Press Release | 11 |
| | A) | 11 |
| | B) | 11 |
| | 4.Rap | 11 |
| | A) | 11 |
| | B & C) | 12 |
| | D) | 12 |
| E) | 12 |
| 5. Write a song | | 12 |
| | A) | 12 |
| | B) | 12 |
| | C) | 12 |
| | D) | 12 |
| 6. Get a Deal | | 12 |
| | A, B & C) | 12 |
| 7.Sign a Contract | | 12 |
| | A) | 13 |
| | B) | 13 |
| 8. Make a Record | | 13 |
| | A) | 13 |
| | B) | 13 |
| | C) | 13 |
| 9. From Disc to Dat | | 13 |
| | A) | 13 |
| 10. Music Survey | | 13 |
| | A) | 13 |
| 11. Start a Fan Club | | 13 |
| | A) | 13 |
| | B) | 13 |
| | C) | 13 |
| | D) | 14 |
| | E) | 14 |
| | F) | 14 |CONCLUSION | 14 |
Appendix 1 | 15 |
Appendix 2 | 18 |
Appendix 3 | 19 |
BIBLIOGRAPHY | 24 |

PART A
INTRODUCTION
The objective of this assignment is to analyze “The Music Project” from IT’S Magazine according to the criteria stated by Ribé and Vidal, Fried-Booth, and Legutke and Thomas. Although there is a great deal of overlapping among the three criteria, we have decided to follow eachof them separately so as to work in a more organized and orderly way.
A) Analysis according to Ribé and Vidal’s criteria.
For Ribé and Vidal, projects aim at a wide educational purpose since they help develop the students’ personality and enhance their motivation towards the L2 by means of creative tasks which are authentic, global and integrate language and content. (1993:3)
For setting up aproject, their book Project Work Step by Step (1993) provides the following framework to help teachers organize their work and guide the students along the different steps a project implies:
1. Creating a good classroom atmosphere.
2. Getting the class interested.
3. Selecting the topic.
4. Creating a general outline of the project.
5. Doing basic research around the topic.6. Reporting to the class.
7. Processing feedback.
8. Putting it all together.
9. Presenting the project.
10. Assessing and evaluating the project.
Now, we will see if all these stages are taken into account in “The Music Project”.
1. Creating a good classroom atmosphere: Actually, the creation of a suitable classroom atmosphere depends largely on the teacher, who must seta positive tone to the class to help students feel at ease in the learning environment. Anyway, the tasks chosen and the way in which they are organized are also very important. In the project analyzed, the activities are motivating and encourage learners to actively participate in the learning process. Furthermore, they are neatly and methodically sequenced, so students have a clear idea of...