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Interrelated Arts Unit planner

Music Dance Drama Media Visual Art

NAME: Sarah Wright

UNIT/THEME/TOPIC: Eurovision Song Contest BAND: Middle Year level: 7

OVERVIEW OF THE UNIT


The Eurovision Uni covers all of the Arts groups; music, dance, drama, media and visual arts. The Unit is the
students working together in groups to create a song/performance to represent their ‘Country’ at a Eurovision
Contest. The unit uses all of the students’ prior learning to create the final product along the way the teacher
develops the students’ knowledge further by revisiting concepts and questioning students about what they are
creating.

Class Profile
This Eurovision Unit is taught with a Year 7 class in Term 3 or 4 as a final assessment activity for all of their Arts;
music, dance, drama, media and visual art, from what they have learnt in their time at Primary School. This activity
would also motivate the students as it is leading up to a final performance which they can show to others.
The class will have to work mainly independently from the teacher and will have to show their overall learning from
their schooling so far.

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Prior Knowledge
The students have knowledge of what the Eurovision contests, what countries participate, the rules and how the
contest is run and works. They have researched the Eurovision Song Contest thoroughly and the Dance and Junior
Song Contests in much less detail.
The students have also researched which countries are allowed to take part in the Eurovision Contests and in a
group have research the Society and Environment aspects of this Unit.
This Eurovision could be a focus of learning for a few weeks over all curriculum areas as the topic allows the
learning to take place but in a way which is relevant to the class. The other curriculum ideas can be found on the
‘Eurovision Unit – Curriculum Mind Map’ (appendix).

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Essential Learnings focus:
 Futures  Identity  Interdependence  Thinking
❏ Communication

Key competencies focus:


 collecting, analysing, organising information;  communicating ideas and
information;
❏ planning and organising activities; ❏ working with others in teams;
❏ using mathematical ideas and techniques;  solving problems;
 using technology.

ICTs:
- Digital Camera - Video Camera - Computers -Smart board (or projector in computer room)
-CD players (×6)

SACSA AND TEACHER OUTCOMES

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Strand/s: Key idea ( one idea for each strand if using) Unit Outcome(s) these are
Students draw from thought, imagination, data, research, and the your outcome statements
Arts examination of social and cultural issues, to demonstrate person NOT SACSA
Practice aesthetic preference, and provide imaginative solutions and
artistic responses to ideas and issues. Conceptual; knowledge,
Id T KC1KC2 relating to Outcome 4.1 understanding
Drama:
Arts analysis Students investigate the arts practices of a number of cultures
& Response across time to develop an understanding and appreciation of the Music:
cultural and global connections that are emerging as a result of Students will gain
social and technological change. knowledge of
F IN KC1 relating to Outcome 4.6

Arts in Dance......

Contexts Relevant Standard

 (one, number and in full) Media........


Standard 4, Outcome 4.1
Explores arts practice and knowledge of style, form and genre, to Visual art.......
create/re-create arts works within each arts for that present
imaginative solutions and responses to ideas and issues. Skills ( can do)-many skills
Id T KC1 KC6 will be arts related and not
art specific but some may
Standard 4, Outcome 4.6 be art specific ( ie music
Uses understanding of changing social and cultural beliefs, values skills of listening, singing
and attitudes on the form, style and purpose of arts works made playing….)
by artists/performers in different cultural settings, to inform
research and practical tasks. Drama….. etc
In T KC1 KC6 KC7 Page |4
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WEEKLY OUTLINE OF THE LESSONS
Introduction into the unit (part of prior knowledge)
The students received a letter to compete in the Young Peoples Eurovision Letter from Eurovision
Schools Competition. This letter informed the students of the rules, and invited
them to participate (APPENDIX).

Block 1 ( Weeks 1 and 2)


Week 1: Music (Detailed Lesson Plan) Atanassova, S 2003, ‘Chaje
As a class listen to the songs(from different parts of the world): Shukarije’ from Bum Bum
• ‘Chaje Shukarije’, Bulgarian (CD1, Track 2) Boye, Boyko Petkov.

• ‘Au Port’, French (CD 1, Track 5) Dalmais, C 2005, ‘Au Port’,

• ‘Calling Tamango’, Romanian (CD 2, Track 4) from Le Fil, Camille et


MaJiKer, France.
• ‘Naci en Alamo’, Israeli (CD 2, Track 5)
Levy, Y 2005, ‘Naci en Alamo’
All songs found on ‘Sound of the World’.
from La Judera, Connecting
Cultures.
Discuss what the similarities and differences, to each of the songs and the music
Shukar Collective 2005,
we hear today. Discuss if there are reasons or meanings to the songs, whether
‘Calling Tamango’ from
songs are only made to listen to.
Gypsy Blues, Riverboat
Key questions:
records.
 Do you think all of these songs had the same point of origin?

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 Could these songs be important to the peoples of origin? Why?
 Do these songs follow the same format as the ones you listen to? Gillet, C 2005, ‘Sound of the

 What’s different? Or the Same? World’, Wrasse Records


Limited.
 How did this song make you feel?
 Do you think this song was made to make you believe or tell you
something?

Week 1: Music/Dance
Students move to the beat of the following songs:
• ‘Ista Slika’, Croatian (CD 1, Track 9)
• ‘Transparente’, Portuguese (CD 2, Track 8)
Mariza 2004, ‘Transparente’,
• ‘El Acordeonista’, Senegalese (CD 2, Track 11)
Valentim de Carnavalho,
• ‘Older’, Russian (CD 2, Track 9) Music Lda.
All songs found on ‘Sound of the World’. Rundek, D & Orkestar, C
2004, ‘Ista Slika’ from Ruke,
The whole class will listen to one of the songs above and have a quick discussion Piranha Misik Berlin.
of what rhythm is and move to the rhythm of that song. Salazar, A 2003, ‘El
Students will work in their groups to pick one of the songs which suit the Acordeonista’ from n Himno
characteristics of their ‘country’. The songs available to the students are the eight El Amor, Peer Music France.
which were used this week; therefore the students have all heard the music and Voronstova, J 2003, ‘Older’

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know what it sounds like. To this the students will use the remainder of the lesson from St Petersburg with love,
to listen to their song and find the beat and the rhythm. Abaton Book Company.
Key questions:
 Are the beats similar in all of the songs? Gillet, C 2005, ‘Sound of the

 What do you think would be better to follow for the dance the beat or the World’, Wrasse Records

rhythm? Limited.

 What are the main sounds in your groups song?

Week2: Dance
The students will work in their groups to come up with movements/ a dance to
their ‘countries’ song. These movements will have to fit the feel of the music and
to give the song a story or point of finish as discussed in week 1’s music lesson.
Key questions:
 What feeling is your group going to create through your movement?
 Are you aiming to create an overall movement that everyone is doing?
 How do you think this would look from the audience?
 In what ways are you able to get the audience interested?.

Block 2 (running alongside unit from now onwards)

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Weeks 3 - 8: Visual Arts
Students will create, design and make the items which are found on the Arts
MindMap under Visual Arts.
Block 3 (Weeks 3, 4 and 5)
Week 3: Drama (Detailed lesson Plan)
The books: ‘Whoever You are’ and ‘Dear World’ (page 5), will be used to get the
students thinking about how people from different cultures are different and the Exley, H & Exley R 1978,
same and how communication is important to make a better place. ‘Dear World – ‘How I’d put the
Students will explore what it is like to not be able to communicate with the people World right’ by the children of
around them, as this is how the Eurovision constants would feel. over 50 nations’, Exley
Activities Publications, England.
• Each student will have an object in their hand, they must explain to another Fox, M & Staub, L 1997,
person what it is but only using their hand gestures with no noises, ‘Whoever You Are’, hardcourt
occupational mime. Crace & Company, Singapore.
Key questions: In lesson Plan.
Phillips, G 2009, ‘Mime’,
Week 3: Drama (2 or more lessons) Practical Week 12, 3rd June
• In pairs the students will carry on a conversation but without using any real 2009.
words, they may use sounds and hand gestures.
• In the students groups they must come up with a ‘language’ that they can
understand but the other groups can’t. The ‘language’ will only be key

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words which they would need when competing in the Eurovision
competition.

Key Questions Activity One:


 Can you carry on a conversation easily with your pair?
 What do you think it would be like to live like this?
 How do you think the people at the Eurovision would feel when they are
working with soo many languages around them?
 Can you communicate as you would in everyday life?
Key Questions Activity Two:
• Why did your group go with this type of communication?
• Can you understand each other?
• How do you think this concept could be used to assist Eurovision?

Week 4: Drama/Media
The Youtube: ‘Azerbaijan 2009 Interview’, is used as a discussion point of
interviewing and how the students think people need to act when either being the
Youtube 2009, ‘Azerbaijan
interviewer or the interviewee.
2009 Interview’, viewed 12th
Students work in pairs and one is the interviewer and one the interviewee. The
June 2009,

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students topic to interview about is ‘toys’. The students both get to change roles. <http://www.youtube.com/wa
tch?
Students work in their groups to come up with questions that they could ask to v=p0AQrWvE5tw&feature=Pl
make an interview about their ‘Countries’ song. The students then record their ayList&p=FEC8AB7A7BDC739
interview using a video recorder, each group gets a turn with the recorder if they F&playnext=1&playnext_from
don’t have it or have already done it they go on with weeks 5’s media task. =PL&index=21>.
Key Questions:
• As the interviewer how should you be behaving?
• Is there more than one way to communicate on television other than words?
• How could you make this come alive more?

Week 5: Media
Students watch a ‘postcard’ from the 2006, 2008, 2009 Eurovision Song Contest.
Students use picture of themselves in their costumes, pictures off of the internet YouTube 2009, ‘Eurovision

of their ‘Country’ and other pictures to make a one minute ‘postcard’ to play 2006 postcard’, viewed 12th

before their performance. This ‘postcard’ needs to give the viewer an idea of what June 2009,

‘Country’ is performing and who is in the group. <http://www.youtube.com/wa

This ‘postcard’ will be made using either PhotoStory or PowerPoint depending on tch?v=0Qn7zpPKAXY>.

the schools technology. YouTube 2009, ‘Eurovision

Key Questions: 2008 - Recap All The Songs


(1/4)’, viewed 12th June 2009,

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• What feeling do you want to put across this ‘Postcard’? <http://www.youtube.com/wa

• Are there any other key points that you think you might want to include in tch?v=-fLrNVo-A18>.

your ‘Postcard’? YouTube 2009, ‘Eurovision

• What do you think the ‘Postcard’ will say about your group? 2009 Postcards(final) part 1’,

Block 4 (Week 6) viewed 12th June 2009,

Week 6: Performance <http://www.youtube.com/wa

This is the final performance of the item; parents, friends and people from the tch?v=jI1KpPwCOlY>.

school can be invited if the students what that to happen. Before each group
performs their ‘postcard’ is shown for the audience to know what to expect.
Students perform their ‘Countries’ song. These can also be recorded to make a
Class Eurovision video for the students to keep.

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ASSESSMENT STRATEGIES
Assessment (What):
1. Students overall Arts skills (as this is their last opportunity to be assessed before high school).
2. Students’ attitudes, ability to work in groups and their contribution to the task.
3. The group’s overall presentation and performance of their ‘Countries’ song.

Assessment (How):
1. By a checklist with the main Arts concepts, with the different arts, from the task and each students name.
2. This is through observation of the students and a peer-assessed mark.
3. Discussion and notes from the discussion.

Assessment (Who):
1. The teach will complete the check list during and after the project; this is a performance task which is
assessed.
2. The teacher will undertake the observation checklist throughout the lesson and the group members will give
a peer-assessed mark to all of the members in the group.
3. This is completed by the whole class by writing feedback from the performances after they occurred (a day
after). Then having a class discussion on how the students think the groups went. While the teach can be
taking notes from the discussion.
Appendices

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1. Checklist 2. Attitude observation and peer marking sheet 3.Note
from discussion layout.

EVALUATION OF UNIT OUTCOMES


Evaluation of unit outcomes :indicators;
These relate to the unit outcomes of conceptual, skills & affective etc…..
These are related to the conceptual, skill and affective outcomes in earlier outcome column ie
Students will know….
Students will understand….
Students will be able to….
Students will have……

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APPENDICES
Eurovision Unit - Curriculum Areas Mind Map
Eurovision Unit - Arts Mind Map
Eurovision Information – Background and resources for Teacher
Letter from Eurovision
Detailed Lesson Plan – Week 1 Music
Detailed Lesson Plan – Week 3 Drama
Assessment Checklist
Assessment attitude observation
Assessment peer marking sheet
Copy of the Book Covers/Pages
Bibliography

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Eurovision Information – Background and resources for Teacher

Eurovision Song Contest was the Eurovision Contest to be launched in 1956 followed by Junior Eurovision Song
Contest which commenced in 2003 and finally Eurovision Dance contest was started in 2007 but did not run in
2009.

Eurovision Song Contest – Moscow 2009 - http://www.eurovision.tv/

Junior Eurovision Song Contest - Kyiv 2009 - http://www.junioreurovision.tv/

Eurovision Dance Contest – Glasgow 2008 - http://www.eurovisiondance.tv/

How to take part in the Eurovision Song Contest? - http://www.eurovision.tv/upload/howtotakepart.pdf

RULES FOR THE EUROVISION SONG CONTEST 2009 - http://www.eurovision.tv/upload/esc2009rules.pdf

YouTube (for videos) – www.youtube.com

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Letter from Eurovision
Dear Students,
You have been invited to compete in a School
Eurovision Song Contest. You have the opportunity
to compete against each other and send your best
video in to the International Competition.
To do this you need to work in teams to represent one of the
Eurovision Countries which compete.
When you compete you need to consider the rules which the
participants in Eurovision must follow, these are attached in
this letter.
Please take this Contest seriously as there will be a
performance at your school.

To Europe's greatest artists, upcoming stars and hidden talents; good luck!
We are looking forward to see the best of School Eurovision Song Contest
2009!

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From,

School Eurovision Contest Committee

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MUSIC LESSON (WEEK 1)
Expected Outcomes: Students will be able to acknowledge that music means things to different people both
locally and globally; through discussion, listening and thoughts.

ELEMENT PROCEDURE SKILLS RESOURCES/REFERENCES


(Activities)
Introduction :
Global and Cultural QUESTION: Do you think music is
connections with important to people all over the world? Developing
music Why? awareness
Atanassova, S 2003, ‘Chaje
Students listen to ‘Chaje Shukariji’. Listening Shukarije’ from Bum Bum Boye,
QUESTION: Can anyone tell me what Boyko Petkov.
that music was about or meant to the
people from that country.
Develop: Dalmais, C 2005, ‘Au Port’, from
Activity 1: Le Fil, Camille et MaJiKer,
Listening to music Through listening the students will gain Listening France.
from other knowledge of different types of music Levy, Y 2005, ‘Naci en Alamo’
countries. from different countries; Bulgaria, from La Judera, Connecting
France, Romania, Israel. Cultures.
The songs for this listening activity: Shukar Collective 2005, ‘Calling

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‘Naci en Alamo’, ‘Calling Tamango’, ‘Au Tamango’ from Gypsy Blues,
Port’. Riverboat records.
Activity 2:
Feeling of the music Students discuss the songs from activity Developing
1 in groups of 3. awareness of
QUESTIONS for discussion in groups: different feels to These questions are to get the
Did you like this music? Why/why not? music. students thinking about the
How did this song make you feel? cultural reasons behind music.
Do you think this song was made to
make you believe or tell you something?
Activity 3:
QUESTIONS:
Similarities and Are there any similarities to the music Developing
differences in music we listened to today? What are they? awareness of
from different How about differences? cultural and
countries. global music.
Listen to ‘Au Port’ and ‘Naci en Alamo’. Dalmais, C 2005, ‘Au Port’, from
QUESTIONS: Le Fil, Camille et MaJiKer,
Do you think these songs all had the France.
same point of origin? Levy, Y 2005, ‘Naci en Alamo’
Would these songs be important to the from La Judera, Connecting

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people where they originated? Cultures.

Conclusion/Reflection:
QUESTIONS:
Reasons for global Do these songs follow the same Showing
and cultural music. format/layout as the ones that you listen understanding
to?
Why do you think the layout is different
to yours? Is there a reason?
What would happen if all of the music
from the different places all sounded the
same? Would they carry the same
meaning to the people?

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DRAMA LESSON (WEEK 3)
Expected Outcomes: The students will learn about the issues with communication for people from different
countries and cultures. Through occupational mime about their favourite object.
PROCEDURE (Activities, methodology/process) RESOURCES
Stage 1 - INTRODUCTION; THESE NEED TO GO IN THE APPENDIX
Read the class the story ‘Whoever You Are’ and page 5 from ‘Dear Exley, H & Exley R 1978, ‘Dear World –
World’. This is about children from different countries and how they are ‘How I’d put the World right’ by the
different but are still the same. children of over 50 nations’, Exley
QUESTIONS: Publications, England.
Why are people all the same?
What do you think would be the one of the hardest things faced by many Fox, M & Staub, L 1997, ‘Whoever You
people from different countries in the same area (like Eurovision)? Are’, hardcourt Crace & Company,
How do you think they would communicate? Singapore.

Stage 2 - DEVELOPMENT;
The task for the students is to practice and discover what it is like to
communicate with people and them not understanding.
Individual work;
Students think their favourite object that they like. Phillips, G 2009, ‘Mime’, Practical Week
• What does it look like? 12, 3rd June 2009.

• How big is it, what does it feel like?

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Pair work:
The students can not talk to each other.
TASK: Students need to communicate to people at the Eurovision
Contest about their favourite object. They work in pairs and take it in
turns showing their object.
QUESTIONS
• How can you show them that you have picked your item up?
• Do you think you can make your object any clearer with your
hands?
• How do you know if they can understand you?

Group work;
“In group settings like Eurovision many people have translators. In your
pairs one person is the translator and the other is the person who can
not talk. You need to find another group and together try and
communicate what the object is. BUT translators you can not
communicate something that the other person has not.”
QUESTIONS:
• Is your object still in your hands or on the floor?
• How are you going to communicate to your translator what you

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want said?
• Are you communicating effectively?
Stage 3 - PROBLEM SOLVING;
Individually;
• The students practice using occupational mime to create their
object with their hands.
• Students practice while using imagery to get the right shape.
Pair work;
• The pairs will show, though occupational mime and imagine the
other persons object.
Groups;
• The groups will listen, show, explain and communicate their ideas.
• They will discuss what they saw and heard with the whole group.
Stage 4 - PRESENTING AND REFLECTING;
Presenting;
The students will present their pair/group work of the translator:
• To a third of the class.
• They will have to work together while trying to communicate their
object to some of the class.

Reflecting:

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The students will receive feedback from their classmates in their
presenting area, questions from the teacher and some will have a class
discussion about their work.
Methods for reflection/evaluation:
• Informal, oral response by students to others’ work.
• Oral response by the students to specific information seeking
questions given by the teacher.
QUESTIONS to prompt feedback from students:
• Does anyone know what their object was?
• How do you think they went?
• What could they improve next time?

QUESTIONS for the teacher to ask (depending on students feedback):


• What kind of feel is your object? Could anyone see it?
• Did the two of you know how you were going to show and tell the
class before you began or was it made up on the spot?

QUESTIONS for the whole class:


• Who found it hard to communicate with your classmates without
talking?

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• How do you think people how deal with this situation feel everyday?

Assessment Checklist
EUROVIS MUSIC Dance Drama Media Visual Arts
ION
UNIT
Move with

forms of Art
SKILLS
Construct

artworks
Find and play

move in group

Uses right
character

Creative
Uses may
rhythm

moves

Keeps

media
Ability to
beat

Bob
Sarah
Louise
Jack
Mary
Danni

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Charlie
Bob
Sarah
Louise
Jack
Mary
Danni
Charlie
Bob
Sarah
Louise

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Assessment attitude observation

Example G A B NA

Bob

Sarah

Louise

Jack

Danni

G= Good A = Average B = Bad NA = Not Applicable


Small column (G, A, B, NA). Larger column is for comments from the
observation.

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Assessment peer marking sheet

COUNTRY: _______________ NAME:_____________________


 I felt that my effort was…

COMMENTS:________________________________
__________________________________________
Goo d Okay
__________________________________________
Needs
improvement

Good Okay Needs improvement


 I felt that the group worked…

COMMENTS:________________________________
__________________________________________
__________________________________________

 The group worked have worked better if?


___________________________________________________________________________________________
___________________________________________________________________________________________

 I think I would/would not change groups next time? Explain.

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___________________________________________________________________________________________
___________________________________________________________________________________________
Copy of the Book Covers/Pages

‘Whoever you are’ Cover page


‘Whoever you are’ Page 11
‘Dear World’ Cover Page
‘Dear World’ Page 5
‘Sound of the World’ CD Cover
‘Sound of the World’ Song List

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Bibliography
Atanassova, S 2003, ‘Chaje Shukarije’ from Bum Bum Boye, Boyko Petkov.
Bobis, J., Mulligan, J. & Lowrie, T. 2009, Mathematics for children – challenging children to think mathematically,
Pearson Education Australia, New South Wales.
Dalmais, C 2005, ‘Au Port’, from Le Fil, Camille et MaJiKer, France.
Department of Education, Training and Employment 2003, South Australian Curriculum Standards and
Accountability Companion Documents: R-7 Arts Teaching Resource, DECS Publishing, Adelaide.
EBU 2009, ‘Eurovision Song Contest – Moscow 2009’, viewed 2nd June 2009, <http://www.eurovision.tv/ >.

EBU 2009, ‘Junior Eurovision Song Contest - Kyiv 2009’, viewed 2nd June 2009, <http://www.junioreurovision.tv/>.

EBU 2009, ‘Eurovision Dance Contest – Glasgow 2008’, viewed 2nd June 2009, <http://www.eurovisiondance.tv/>.

EBU 2009, ‘How to take part in the Eurovision Song Contest?’ , viewed 2nd June 2009,
<http://www.eurovision.tv/upload/howtotakepart.pdf >.

EBU 2009, ‘RULES FOR THE EUROVISION SONG CONTEST 2009’ , viewed 2nd June 2009,
<http://www.eurovision.tv/upload/esc2009rules.pdf>.

Exley, H & Exley R 1978, ‘Dear World – ‘How I’d put the World right’ by the children of over 50 nations’, Exley
Publications, England.
Fox, M & Staub, L 1997, ‘Whoever You Are’, hardcourt Crace & Company, Singapore.
Gillet, C 2005, ‘Sound of the World’, Wrasse Records Limited.
Levy, Y 2005, ‘Naci en Alamo’ from La Judera, Connecting Cultures.
Mariza 2004, ‘Transparente’, Valentim de Carnavalho, Music Lda.

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Phillips, G 2009, ‘Mime’, Practical Week 12, 3rd June 2009.
Phillips, G 2009, ‘Practicals and workshops’, Week 1-13 2009.
Reys, R., Lindquist, M., Lambdin, D. & Smith, N. 2007, Helping Children Learn Mathematics, 8th Edition, John Wiley
& Sons Inc, United States of America.
Rundek, D & Orkestar, C 2004, ‘Ista Slika’ from Ruke, Piranha Misik Berlin.
Salazar, A 2003, ‘El Acordeonista’ from n Himno El Amor, Peer Music France.
Shukar Collective 2005, ‘Calling Tamango’ from Gypsy Blues, Riverboat records.
Voronstova, J 2003, ‘Older’ from St Petersburg with love, Abaton Book Company.
YouTube 2009, ‘YouTube’, viewed 2nd June 2009, <www.youtube.com>.

Youtube 2009, ‘Azerbaijan 2009 Interview’, viewed 12th June 2009, <http://www.youtube.com/watch?
v=p0AQrWvE5tw&feature=PlayList&p=FEC8AB7A7BDC739F&playnext=1&playnext_from=PL&index=21>.
YouTube 2009, ‘Eurovision 2006 postcard’, viewed 12th June 2009, <http://www.youtube.com/watch?
v=0Qn7zpPKAXY>.
YouTube 2009, ‘Eurovision 2008 - Recap All The Songs (1/4)’, viewed 12th June 2009,
<http://www.youtube.com/watch?v=-fLrNVo-A18>.
YouTube 2009, ‘Eurovision 2009 Postcards(final) part 1’, viewed 12th June 2009, <http://www.youtube.com/watch?
v=jI1KpPwCOlY>.

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