PRESENTATION STAGE Herr L . Mr Knowledge, thank you very much for taking the time to discuss the implementation of scientific findings in neurology, psychology and music which have practical implications for the understanding of the conscious mind as well as memorization abilities. Mr A. Knowledge It‘s my pleasure! I also promised you to do it, and I try to keep my promises. Herr L. Thank you. So, Mr Knowledge, what does a typical teaching unit look like? Mr A. Knowledge The three main principles are A) Pleasure in learning and the absence of stress. B) Simultaneous effect of the conscious and the pre-conscious mind C) Suggestion as a key to the reserve potential of intellect and personality should be used with caution. Herr L. Thus, all the principles of suggestopedia are taken into account. Mr A. Knowledge Naturally. The process is split into three phases: (Preparation) Presentation Introduction 1
Concerts Activation Primary activation Secondary activation Creative application This part should be like a symphony insofar as all the parts reappear constantly in the variations. Thus a song, for instance, can be used in the preparation, the introduction, the activation, the concerts and the creative application. All these parts form a whole. The de-suggestopedic cycle can be compared to a hologram. When a hologram is divided, each fragment holds the information of the whole picture. Our method is similar to this. Each part of a de- suggestopedic unit holds elements of the other parts. This implies the concert being presented during the introduction, the contents of the concert being the basis of the activation phase the activation phase in turn gives the impetus for the creative application. Herr L. Why a preparation phase? Mr A. Knowledge The preparation phase is important for accelerated learning. Pause for a moment and ask yourself if you can concentrate easily when you are agitated, or too hot, or cold. Can you devote all your attention to what you are being told when plagued with personal problems? Herr L. 2
Of course not Mr A. Knowledge You see. For this reason, it is indispensable to start with a short preparation exercise. The same way athletes „warm up“ we should get into „intellectual sport“ The first step is set by the educator. Before the participants enter the room, the teacher prepares it for the coming lesson. Peripheral stimuli are put up, music is switched on , games and activities, texts and other handouts are within hand‘s reach. Organisation is a time saver. Herr L. Yes, organisation is half the work! In order to have everything set up and ready implies that the teacher arrives before the lesson begins. Mr A. Knowledge Yes, it is very important for the teacher to be „in class“ at least half an hour before the session starts to do all the necessary preparation. When the first participants arrive, the teacher should already be in the room and give the non-verbal message: „Everything is here for you. You are welcome and I am looking forward to our session“. Herr L. When all the participants have arrived, what does the lesson start with? Herr L. 3
Most participants come directly from work, from their office, to the course. Most of them are still involved mentally with events that they bring into the session: trouble with colleagues, traffic jams on the way, plans for the next day and so on. All these are thinking blocks. Herr L. To reach an ideal learning atmosphere it is indispensable to reach the state of concentrative relaxation, through preparation exercises. What do they entail? Mr A. Knowledge There are different types of activities 1) Singing and dancing. Dr. Lozanov and Dr. Gateva (who unfortunately died in September 1997) used to start their language sessions with a song and an easy dance. The English beginners‘ course often started with: "My Bonnie is Over the Ocean". The song is a signal that we are now ready to start together. Through the act of singing and dancing, all the participants are invited and included in the process of another pleasurable evening. For Dr. Gateva, songs, particularly didactical songs, are also instrumental in helping participants gain a humorous approach to foreign languages, as well as practise the sound, articulation, rhythm and melody of the language. 2) Simple circle dances: In the AK (Arbeiterkammer) certain suggestopedic courses began with a simple circle dance. These group dances have similar bonding effects to group singing. Additionally, dancing, 4
rhythmical movement with music, is a very natural and pleasurable activity, which brings celebrations to mind. 3) "Warm-up activities" To enable learning, we need a real „functioning temperature“. This can be reached with activities such as: * relaxing and stretching * Nose writing * Shaking off water * short physical exercises 4) Jacobsen muscle tests: tensing different muscles for about 5 seconds, then relaxing them. . 5) Additionally, all the Brain-gym exercises such as: Drinking water : This could be a ritual If you refer back to our last conversation concerning the triune brain, you will remember that fresh air and water relax the reptilian brain. „Brain-Buttons“: This exercise apparently supports the blood flow towards the brain. Hold your hand this way, so that your index and thumb are as far apart as possible. Place your index and thumb in the hollows just under your collarbone, and rub them with varying pressure. The other hand should lie flat on the navel region, change hands. The exercise should last around two minutes „“Cross crawl“ is another exercise which helps the right and left hemisphere to coordinate. Standing or sitting, put your right hand on your left knee, while you lift your left knee, put your left hand on your right knee. Repeat. The outside effect is similar to a march. This exercise should also last 5
around two minutes. Herr L. The exercises you referred to, appear to mainly relax the body. Shouldn‘t mental relaxation also be included? Mr A. Knowledge This isn‘t always necessary, although most students who have experienced them expressed great satisfaction. It is quite normal to enjoy the feelings of comfort that ensue, nevertheless, as mentioned in „Suggestopedia as a science“, these exercises are not a condition for a positive learning atmosphere. As for the de-suggestion of learning barriers, it actually comes non-verbally from the teacher. Herr L. Could you give us some tips on how a lesson could actually begin? Mr A. Knowledge A very effective way, is to start off, where the last lesson ended. Obviously not with the same activity, but similar information packaged differently. This way, students are „picked up“ where they are and can be led further. Still, let‘s get on to the presentation phase. Herr L. Do you differentiate sub-phases? Mr A. Knowledge Indeed. First, attention is directed to 6
the overview of the lesson unit, the sub-phase is called „Introduction“. Then a dramatic, imaginative presentation of the material. This sub-phase is called the first concert, or the active concert. And third, a quiet repetition with music. This phase is called the second or passive concert. Herr L. Why doesn‘t the warm-up phase begin with text reading? Mr A. Knowledge Well lets think , is it easier to learn when we are prepared for what’s coming, or when the material is unexpected? Herr L. I do better when I know what to expect. Mr A. Knowledge And so do I! The global presentation, which is the „Introduction“ has three aims: summarizing the material and create a context for it, indirectly suggesting that the up-coming material is interesting, pleasant as well as easy to understand. The activation also stimulates student interest for the text. By providing various „landmarks“ through all the input channels, secondary associations are created and the text contents is more easily committed to memory. Initially, the teacher triggers student interest by announcing excitedly that a new chapter is going to be presented. 7
The teacher then acts certain elements of the contents out, using mime and various props. This "advance organizer" is particularly important. Herr L. Excuse me for interrupting. This reminds me of the story of a famous prophet who, when asked about the secret of his prophesying, he answered: first I tell you what I‘m going to say, then I say it, then I tell you what I have said. Mr A. Knowledge Yes, obviously an "advance organizer" of this quality must have been very successful. During this phase when, the learner is presented with a global picture of the whole text, the teacher is the centre of attention. The key principle here is the awakening of interest. When the global introduction is effectively presented, the learner‘s imagination is stimulated and understanding is developed, which in itself is an initial feeling of success and conscious learning competence. Thus, learners are psychologically ready as well as motivated to learn. Herr L. I can imagine that the so called peripheral stimuli are very helpful here. Mr A. Knowledge Very much so. The presence of peripheral stimuli in a room, although not perceived consciously, can be very helpful in creating a favourable context for the introduction of new material. 8
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