the fun-fast way
although they don't have to. They put the text aside, and imagine, say,
that they are in a theater in the country they're studying, and somebody is acting a story
in the background. Generally this will be the last part of a particular language session -
and the students will then go home - and probably skim through their foreign-language
'play' just before they go to sleep." Overnight the subconscious goes to work - and
the seemingly automatic start of the transfer to long-term memory storage. Lozanov fans
claim the use of music in this way can accomplish 60 percent of learning in 5 percent of
We hasten to add that even great Lozanov enthusiasts do
not recommend using his full "concert" technique in every session. Even in
something as clearly defined as learning a foreign language, perhaps only three
"concert" sessions might be held in a week. But all the other key principles of
learning would be used in other sessions.
3. Thinking about it, and deep memory
Education is, of course, not only about absorbing new
information. It involves thinking about it and storing it into deep memory as well.
Learning how to think is a major part of every
educational program, and good facilitators use "thinking games" and "mind
games" as part of synthesizing information - as well as providing "state
changes". In business seminars we've found it best to introduce this by fun projects:
designing "a golf ball that can't get lost" or playing the "What if?"
game on subjects well divorced from the activities of each group.
For deep memory storage, Lozanov's active and passive
concerts are tops. They are designed to access the long-term memory system in order to
link new information subconsciously with data already stored.
4. Activate to draw out the learning
Storing information is also only one part of the
learning process. The information also has to be accessed. So the next step is
And here games, skits, discussions and plays can all be
used to "activate" the memory-banks - and reinforce the learning pathways.
Again, this needn't make more work for the teacher. The
opposite, in fact. Students love to organize their own plays, presentations, debates and
games. Give them the chance to present their new-found information to the rest of the
class or group - any way they prefer.
Contents Page Preface