4 Students Songs Download

Listening to inspiring songs and music are great ways to inspire a growth mindset in your children or students. When you play songs with encouraging lyrics you can lift up the mood, bring smiles, and increase motivation!

U.S. college students' general mental health is rapidly declining, and scholars have observed significant increases in references to depression, suicide, and mental health metaphors in popular music. Given that college students are spending more time than ever before listening to popular music, this survey aimed to assess some of the potential implications. College students (N = 253) completed an online survey about their exposure to contemporary pop songs that reference mental health difficulties such as anxiety, depression, and suicidal ideation. Both college students' increased perceived personal connection (PPC) with the songs referencing mental health difficulties and parasocial relationships (PSR) with their performing artists were associated with increased mental health empathy. This increased mental health empathy mediated outcomes including reduced mental health stigma, increased support for public mental health resources, and increased willingness to support others struggling with their mental health. Neither PPC with the song nor PSR with the song's artist was associated with personal willingness to seek mental health help. However, post hoc analyses revealed that college students who reported stronger PPC to these songs also reported that they use music to "deal with their own mental health issues." This study's findings suggest that pop music artists who open up about mental health difficulties may have potential as novel message sources in communication campaigns designed to improve mental health outcomes among college students.

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At Life Pacific University, we are preparing students through biblical education in the classrooms to be able to pursue their God-given callings in the Church, the workplace, and the world. Worship Arts and Media students Calvin Welch and Bailey Pepper are already being equipped in this way. Through the course taken this year, Applied Songwriting, Calvin and Bailey wrote, sang, produced, and released their own original music.

After years of learning the piano from different perspectives, I wanted to explore new endeavors by combining my prior training with improvisation. I wanted to create and share authentic, high-quality interpretations of popular music with a wider audience, and developed a partnership with a local Steinway piano gallery back in Toronto. After moving to New York City, I connected with Steinway Hall in Manhattan to continue to share my popular music performances for their latest high-resolution technology product called Spirio. Out of over 10,000 songs available in the Steinway Spirio app, my music is the most sought and played.

Songs can last longer than a memory; through music, we replay memories and awaken histories. No one knows that more than our Provo High School People of Pacific (POP) students and teacher, Maka Aulava, and his students carry the tradition through their PoP class.

All of the songs above ask those who have received gifts from their home to take action and express gratitude for their country and forefathers who paved the way for them. They ask the speakers to care for others and invite them into their homes with open arms. It exemplifies the many Polynesian cultures that believe in giving back to those who came before you and preparing the way for those yet to come.

When I'm posting this, it's still Thursday 16th but in Korea it's already Friday 17th, just remember the students took the exam several hours ago. You might have seen idols posting on support messages on YouTube or Instagram.

There is this unofficial list of songs that students shouldn't listen to when revising the exam or before taking the exam because of the catchiness, addictiveness and "impossible to forget"-ness of the songs.

All students were then given the same test to determine how well they remembered and understood what they had learned. Lehmann found that students who had read the written text were better at remembering the information, but students who had listened to the song demonstrated a better comprehension of the material.

This did not appear to be the case for the students taking a test on Henry VIII. Students who listened to the melody performed worse on the test, even if they had learned the material with the song. Music worked well as a studying tool, but during the test it was a distraction.

I let them create the ideas to the songs, then we tried a bunch of the ideas. I asked everyone to show the class their turkey walk. They told me my turkey walk looks like a ostrich? LOL! Oh well, I guess I need to practice my turkey walk! What does your turkey walk look like?

Fishman has played the class a range of number-one songs from 1978, when he was their age, to varying success. (Student responses to Blondies' "Heart of Glass" included colloquial praise such as "happy, catchy, vibey," to the denouncement of "old person music," and the absolutely scathing: "interesting...?")

Some students mirrored the evanescent feeling so many teens discovered upon its original release, writing "it's giving summer and cool kids" and "reminds me of a song that you would listen to right after school's out."

BETHLEHEM, Pa. (CBS) -- A local teacher is getting creative with his lesson plans and teaching students about all different subjects by remixing popular songs. He goes by "Teach with Mr. C" on TikTok.

This paper reports an empirical study that examined the widespread practice of using songs in language teaching for young learners. The study may represent the first methodologically rigorous assessment of vocabulary acquisition through songs as used in language teaching. Over a seven-week period including fifteen 40-minute classes, three groups of students from two private kindergartens in Beijing were taught five short English phrases of 4-8 words through each of three conditions (songs, choral repetition, control) in a within-subject repeated measures design. Vocabulary acquisition was measured by the number of meaningful morphemes produced by the students in a picture description task administered before and after the teaching period. Results indicated significant acquisition for items learned through songs and choral repetition, but not for control items. The implication is that songs may indeed contain nportant pedagogical value.

Songs have a long history of recommendation for use in the foreign language classroom. Richards (1969) discussed the benefits of songs for teaching vocabulary, rhythm, sentence patterns, and pronunciation of speech sounds, while cautioning teachers to avoid songs with irregulr or archaic vocabulary, structure, or stress. From a similar pedagogical perspective, Jolly (1975) claimed that songs could break up the boredom associated with the constant repetition that was a feature of the then-dominant audiolingual method, and were thus useful motivational tools that maintained the benefits of drilling phrases whilealso teaching students about the target culture.

More recently, songs have been recommended for use in foreign language classrooms by a variety of authors for different areas such as teaching rhythm (Tuan & An, 2010), listening skills (evik, 2012), grammar (Saricoban & Metin, 2000), conversation skills (Orlova, 2003), and literacy skills (Paquette & Rieg, 2008), as well as purported benefits in increasing learner involvement (Lo & Li, 1998) and teaching students about the target culture (Keskin, 2011). Surveys of teachers and students have revealed highly positive attitudes toward the use of songs in language classrooms (Chou, 2014; Jarvis, 2013), and several authors have discussed how best to design activities around songs in order to most effectively achieve the above aims (e.g., Claerr & Gargan, 1984; Lorenzutti, 2014; Millington, 2011, Murphey, 1992).

However, many of the materials that promote the benefits of songs for foreign language teaching are written from a pedagogical perspective and make little attempt to fully understand theoretical models through which songs might facilitate language learning. This paper will first explore theories and research from psychological studies of songs and memory in order to draw insights about the nature of the interaction, and will then assess previous studies that have attempted to measure the effectiveness of songs in a foreign language classroom (or classroom-like) context.

The relationship between music and memory has been studied from several angles. Despite the common perception among laypeople that memory for music has Special qualities (Schulkind, 2009), consensus among researchers has yet to be achieved. Rather than showing a consistent advantage for memories associated with songs and music, studies have instead displayed a range of sometimes contradictory findings, leading to difficulty in drawing any general conclusions.

Although various theories regarding the interaction between songs and memory have been proposed, the irregular pattern of results obtained from experiments in this area allows for no obvious theoretical models by which songs might enhance foreign language learning. Thus, this paper will now turn to examining empirical studies of songs and language learning in an attempt to find consensus.

An extensive search of the literature reveals only a small number of studies that have aimed to evaluate any sort of Performance measure for language acquisition through songs. Four previous studies have focused on vocabulary acquisition, a construct that can be somewhat straightforwardly mapped onto the above discussion of songs and memory.

Medina (1990) measured L2 English vocabulary acquisition by L1 Spanish-speaking second grade primary school students in the United States by manipulating an illustrated storybook to produce four groups from two independent variables: sung or spoken audio recording; illustrations or no illustrations. Although no statistically significant findings resulted from the manipulation of the variables, scores at post-test were (descriptively) higher than scores at pre-test, suggesting that the storybook in all conditions (including the two that used songs) resulted in some acquisition of the English vocabulary. 9af72c28ce