SECRETARIA DE ESTADO DA EDUCAÇÃO

SUPERINTENDÊNCIA DA EDUCAÇÃO

DIRETORIA DE POLÍTICAS E PROGRAMAS EDUCACIONAIS

PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL

MARTA HELENICE NARDON GONGORA

A UTILIZAÇÃO DOS GÊNEROS MUSICAIS NAS AULAS DE INGLÊS COMO LE NO CONTEXTO DOS AVANÇOS TECNOLÓGICOS

CORNÉLIO PROCÓPIO – PR

2011

MARTA HELENICE NARDON GONGORA

A UTILIZAÇÃO DOS GÊNEROS MUSICAIS NAS AULAS DE INGLÊS COMO LE NO CONTEXTO DOS AVANÇOS TECNOLÓGICOS

SONGS OF THE PAST, THE ONES THAT LAST: THE 60’S AND THE 90’S

Produção Didático-Pedagógica apresentada à Coordenação Estadual do Programa de Desenvolvimento Educacional da Secretaria do Estado do Paraná, como requisito parcial à obtenção de título de Professor/PDE, sob orientação da professora Ma. Eliane Segati Rios Registro.

CORNÉLIO PROCÓPIO – PR

2011

“Music and song is a communal activity in which, for a while, the world becomes one”.

(MURPHEY, 2009, p. 6)

UNIDADE DIDÁTICA

1. IDENTIFICAÇÃO

1.1. Professora PDE: Marta Helenice Nardon Gongora 1.2. Área PDE: Língua Estrangeira Moderna - Inglês 1.3. NRE: Cornélio Procópio 1.4. Professora Orientadora: Eliane Segati Rios Registro 1.5. IES vinculada: Uenp – Campus de Cornélio Procópio 1.4. ESTABELECIMENTO DE IMPLEMENTAÇÃO: Colégio Estadual Professor

Mailon Medeiros – Ensino Fundamental, Médio e Profissional

1.5. ENSINO: Médio SÉRIE: 2ª B

http://portaldoprofessor.mec.gov.br/fichaTecnicaAula.html?aula=22412

TÍTULO DA PRODUÇÃO

DIDÁTICO- PEDAGÓGICA

Songs of the Past, the ones that last: THE 60’s AND THE 90’s

INTRODUÇÃO

O propósito dessa Produção Didático-Pedagógica é o de contribuir no

trabalho de intervenção do professor PDE em sala de aula no terceiro período do

Programa de Desenvolvimento da Educação. Tal trabalho está, portanto, de acordo

com as Diretrizes Curriculares do Ensino de Língua Estrangeira Moderna, onde se

propõe que a aula de Língua Estrangeira Moderna (LEM) sirva de espaço para que

o aluno possa reconhecer e compreender a diversidade linguística e cultural, a fim

de que ele se envolva discursivamente e possa perceber possibilidades de construir

significados em relação ao mundo em que vive.

Nossos pressupostos teórico-metodológicos estão apoiados no Interacionismo

Sociodiscursivo (BRONCKART, 1999/2003/2009), que considera a linguagem como

unidade de análise do desenvolvimento humano, além da concepção de gênero como

“megainstrumento” para o ensino de línguas (DOLZ e SCHNEUWLY, 2004), por meio do

desenvolvimento de sequências didáticas com base nas capacidades de linguagem.

O objetivo desse trabalho é o de desenvolver sequências didáticas a partir do

gênero textual música, para a prática do ensino de Língua Inglesa em uma escola

pública do estado do Paraná, a fim de desenvolver nos educandos a habilidade oral da

Língua Inglesa.

O presente trabalho visa, ainda, oferecer subsídios à prática pedagógica do

professor de LEM, incentivando-o a utilizar os recursos tecnológicos, em especial a

TV Multimídia, recurso disponível nas salas de aulas das escolas públicas do estado

do Paraná.

A escolha do gênero textual música deve-se a sua relevância no que tange à

expressão cultural, veiculando valores estéticos, ideológicos, morais, religiosos,

linguísticos, entre outros. Ainda, por atrair e envolver nossos jovens, uma vez que

faz parte de suas vidas diárias, portanto, instrumento propulsor de motivação para a

aprendizagem da língua em questão.

Concordamos com Murphey (1992/2009/2010, p. 3) ao dizer que “qualquer

coisa que você pode fazer com um texto, você pode fazer com música1” ou textos

sobre música. Portanto, ao se trabalhar com o gênero música, levaremos em conta

também a temática que impulsionou esta pesquisa: woman, sua função social, seu

1anything you can do with a text you can do with a song (tradução nossa).

contexto de produção, seu estilo, além de refletir sobre suas letras e melodias,

criando situações para que o aluno tenha condições de perceber e analisar

criticamente as mensagens implícitas e/ou explícitas nesse universo textual.

Dessa forma, acreditamos que a música tem um importante papel social na

formação do ser humano, de forma a contribuir para o seu uso em situações de

aprendizagem em sala de aula, levando o aluno a uma maior interação em sua

prática social.

Para que esse estudo atinja os seus objetivos, apresentaremos um conjunto

de sequências didáticas desenvolvidas para o ensino do gênero textual em questão.

Estas seqüências seguem os pressupostos de Dolz e Schneuwly ( 2009), que

consideram as capacidades de linguagem essenciais ao desenvolvimento da

compreensão e produção oral e escrita.

As referidas capacidades estão divididas em três tipos, sendo: capacidades

de ação - que relacionam o contexto social de produção; capacidades discursivas –

que se referem à organização interna do texto e as características que compõem

aquele gênero; e, por último, as capacidades lingüístico-discursivas – que estão

relacionadas às estruturas gramaticais contextualizadas.

A implementação ocorrerá no segundo semestre de 2011, quando do retorno

das aulas no Colégio Estadual Professor Mailon Medeiros, município de

Bandeirantes - PR, nas aulas de Língua Inglesa de uma turma composta por vinte e

seis alunos da 2ª. série do Ensino Médio, do período matutino.

A) Questions for discussion: Answer the questions below in English or in Portuguese: 1) Music is in everybody´s life. How is music in your life? _______________________________________________________________ 2) Do you think music is related to the places you go and the feelings you have? _______________________________________________________________ B) Listen to different kinds of music and tick the ones you like the most.

( ) Jazz ( ) Country ( ) Rock ( ) Electronics ( ) Hip Hop ( ) Rap ( ) Gospel ( ) Metallic ( ) Pop ( ) Reggae

http://www.youtube.com/watch?v=uUWATqETLuI ( Jazz) http://www.youtube.com/watch?v=OfIfzVf8t6E&ob=av2n ( Rock)

http://www.youtube.com/watch?v=EX8sjbsJj-I&ob=av2n (Hip Hop) http://www.youtube.com/watch?v=UXCoHxX1OC8 ( Gospel)

http://www.youtube.com/watch?v=8fj2HVYlD_4 (Pop) http://www.youtube.com/watch?v=PsaoHi-kWNg ( Country)

http://www.youtube.com/watch?v=D3PpXUavzDA ( Electronics) http://www.youtube.com/watch?v=j50ZssEojtM ( Rap)

http://www.youtube.com/watch?v=Pq2OXVuAvQw ( Metallica) http://www.youtube.com/watch?v=LanCLS_hIo4 ( Reggae)

C) Write down the title of one song you like listening to or a piece of it. Which kind of music is it? ______________________________________________________________________________________________________________________________________

D) Answer the questions below: 1) How often do you listen to music?

( ) Less than an hour a day ( ) More than an hour a day ( ) More than two hours a day

( ) More than …… hours a day

Songs of the Past, the ones that last: THE 60’s AND THE 90’s

2) When do you listen to music? ( ) In the morning ( ) In the afternoon ( ) At night ( ) At the weekends

3) Where do you listen to music? ( ) in my room ( ) in my friend´s house ( ) at school ( ) other places ________________

4) Do you play any musical instrument? __________________________________ 5) Do you think it is possible to learn English through music? Why ? ___________________________________________________________________ E) What text genre this ? _____________________

Disponível em: http://letras.terra.com.br/roy-orbison/1485113/ Acesso em 25 de jul. 2011.

Disponível em: http://letras.terra.com.br/shania-twain/64387/ Acesso em 25 de jul. 2011.

1) What are the texts about?

Text 1 _________________________

Text 2 _________________________

2) In one of the texts the author is the woman and the other one is about the

woman, can you identify each one?

Text 1 ________________________

Text 2 ________________________

Pretty woman, walking down the street

Pretty woman, the kind I like to meet

Pretty woman,

I don't believe you you're not the truth

No one could look as good as you

I'm going out tonight - I'm feelin' alright

Gonna let it all hang out

Wanna make some noise- really raise my voice

Yeah, I wanna scream and shout

F) Test your knowledge matching the right information according to the decades. Then watch the videos and check your answers: Videos/ identify the topics http://www.youtube.com/watch?v=KU-eOk8msA0 / http://www.youtube.com/watch?v=NgRTWpqAkMY

http://www.youtube.com/watch?v=-3GTZQp5nNQ / http://www.youtube.com/watch?v=9eu9VUs-xJc

01) Songs: Britney Spears -“Baby One More Time” Nirvana - “Smells like Teen Spirit” ( )

02) Martin Luther King’s speech “I have a dream ” ( )

03) Woodstock “Peace and Love” ( )

04) Hubble Space Telescope ( )

05) Hippie Movement ( )

06) Fashion – Twiggy ( )

07) Information super highway– e-mail ( )

08) Cuban Revolution – Fidel Castro ( )

09) Gulf War is over ( )

10) Songs: The Ronettes - “Be my Baby” and The Beatles - “I want to hold your hand” ( )

11) Princess Diana is killed in Paris ( )

12) Birth control pill ( )

13) Man landing on the moon ( )

14) Kennedy assassination ( )

15) Twist dance ( )

16) The death of Marilyn Monroe 17) Nelson Mandela – First Black President of South Africa ( )

18) The death of Ayrton Senna ( )

Portal do professor / Mec

Disponível em: http://pedagogia-educablog.blogspot.com/ Acesso em: 02 de ago. de 2011.

Estes fatos ocorreram nas

décadas de 60 e 90, você é

capaz de identificá-los?

60’s

90’s

Now, let’s organize the exercise, writing the numbers of the sentences in each decade:

G) Let´s think about the 60´s and 90´s:

1) Look at the information below and try to discover which decade they belong to: Then, check your answers watching the video:

( ) 60’s

( ) 90’s

Disponível em: http://www.youtube.com/watch?v=Xhx_KUrsNXM Acesso em 23 de jul. 2011.

( ) 60’s ( ) 90’s

Disponível em: http://www.youtube.com/watch?v=GLGD0rpYONY Acesso em 23 de jul. 2011.

2) Watch the videos and match the information according to the singer:

INFORMATION ROY

ORBISON SHANIA TWAIN

01 Hard childhood and often had no food

02 Nicknamed “The Big O”

03 A life full of tragedies

04 His/Her parents died in a collision when he/she was 21 years

05 At the age of 13 he/she organized his/her first band

06 They lived in a house without electricity, and no running water

07 He/She was so determined, sincere and focused

08 His/Her wife died in a motorcycle accident

09 He/She suffered a massive heart attack

10 He/she is considered to have a sexy voice

11 One of the great divas of country music

I think about we chose to be

playful, sexy , fun , feminine.

I started in … with the first

success record “Only the

lonely”.

60’s

90’s

12 His/Her mother was his/her coach

13 He/She assumed the responsibility of raising three younger brothers

14 His/ her voice and music is considered bigger than in the early 1960s

15 His/her songs talk about the feminine force

16 Today he/she helps starving children

http://www.youtube.com/watch?v=_LRL-zK0-z8

http://www.youtube.com/watch?v=GLGD0rpYONY http://www.youtube.com/watch?v=n4koWTjsz7c http://www.youtube.com/watch?v=O8ZtZsSZJ-Q

http://www.youtube.com/watch?v=PBmpJXZwHsQ http://www.youtube.com/watch?v=zQnihjcH8aA

3) In pairs, choose one singer and write his/her biography according to the facts that called your attention:

ROY ORBISON

- Roy Kelton Orbison (23 April,1936 – 6

December, 1988)

- Nicknamed – “The Big O”

- He was Known for his smooth high

baritone.

- He was rarely seen on stage without

his trademark Black sunglasses.

- He was Born in Vernon – Texas

- Singer-songwriter, guitarist and a

pioneer of rock and roll whose career

spanned more than four decades.

- In 1949, at the age of 13, Orbison

organized his first band.

- Orbison endured a great dead of

tragedy in his relatively short life.

- His first wife, Claudette Frady, died in a

motorcycle accident in 1966.

- In 1968, the Orbison family home

burned to the ground while Orbison

was touring in England.

- Two of his three sons, Roy De Wayne

(1958) and Anthony King (1962), died

in the fire.

- His youngest son Wesley Kelton, who

was three at the time, was saved by

Orbison’s parents.

- Orbison met his second wife Barbara in

August 1968 and married in Nashville

SHANIA TWAIN

- Eilleen Regina Edwards

- Born, August 28, 1965, in Windsor,

Ontario.

- She was raised by her step-father at the

age of 2.

- She had a hard childhood with very little

money, even peanut butter would be a

luxury.

- Her mother Sharon would encourage

Eilleen singing.

- Eilleen would sing in clubs with her

parents beside her which would give

them much needed cash.

- When Eilleen was 21 she worked in

Toronto as a secretary and sang at local

clubs.

- In November, 1987 tragedy struck her

family.

- Her parents died in a head on collision

and she moved back to Timmins to take

care of her brothers.

- In 1991 she changed her name from

Eilleen to Shania.

- She took the name from one of her

friends as well as it is an Objiway name

meaning I am on my way.

- She released her debut album in 1993.

- In 1993 Robert Mutt Lange told Shania

in 1969.

- They had two sons, Roy Kelton

Orbison Jr (1970) and Alexander Orbi

Lee Orbison (1975)

- Orbison achieve his first success in

June 1956 with “Ooby Dooby”.

- In 1977 he discovered that he needed

of an heart surgery following a heart

attack at the age of 41.

- In 1978, Orbison underwent an

operation and had a new lease on life.

- His voice and music would become as

big as, if not bigger than in the early

1960s.

- He suffered a massive heart and died

on December 6, 1988.

- Three songs written and recorded by

Orbison, “Only the Lonely”, “Oh, Pretty

Woman” and “Crying” are in The

Grammy Hall of Fame.

- Orbison is remembered for his ballads

of lost love,and in the music community

he is revered for his song writing ability.

he would produce and write songs with

her.

- Then, they married in December 28,

1993.

- Shania is suppose to be inducted to The

Hollywood Walk of Fame in 2007.

- She also donates some of the proceeds

from every concert to organizations that

feed hungry children.

- She had a boy in 2001 and named him

Eja D'Angelo.

- The town Shania Twain grew up in

dedicated a Center called the Shania

Twain Center which was opened in June

30, 2001.

- Near the center is also a street named

after her.

- She has never forgotten her roots and is

proud to share it with the world.

- She broke her marriage in 2008.

- Shania Twain married again to Frederic

Thiebaud in 2011.

Disponível em: http://www.youtube.com/watch?v=_LRL-zK0-z8 http://www.youtube.com/watch?v=GLGD0rpYONY

Acesso em 23 de jul. de 2011.

http://en.wikipedia.org/wiki/Roy_Orbison http://en.wikipedia.org/wiki/Shania_Twain Acesso em 02 de ago. 2011. Acesso em 02 de ago. 2011.

Roy´s biography ( ) Shania´s biography ( )

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

4) There are different songs for every decade. Can you find out which songs belonged to the decades of the singers below?

década 60 década 90

http://en.wikipedia.org/wiki/Roy_Orbison http://en.wikipedia.org/wiki/Shania_Twain

Acesso em: 02 de ago. 2011. Acesso em: 02 de ago. 2011.

Disponível em: http://letras.terra.com.br/ronettes/33957/ Acesso em 19 de jul. 2011.

Disponível em: http://letras.terra.com.br/4-non-blondes/1129164/ Acesso em 19 de jul. 2011.

Disponível em: http://letras.terra.com.br/jackson-five/241652/ Acesso em 19 de jul. 2011.

http://letras.terra.com.br/beach-boys/3426/ Acesso em 19 de jul.2011.

Be my, be my, be my little baby

My one and only baby

Say you'll be my darling

Be my baby now

My one and only baby

And I sing hey-yeah-yea-eah, eah hey yea yea

I said hey! what's goin' on?

And I sing hey-yeah-yea-eah, eah hey yea yea

I said hey! what's going on?

When I had you to myself

I didn't want you around

Those pretty faces always made you stand out in a crowd

But someone picked you from the bunch

when glance was all it took

Now it's much too late for me to take a second look

Happy times together we've been spending

I wish that every kiss was never ending

Wouldn't it be nice

Be my Baby

(The Ronettes)

( )

What's Up

(For non Blondes)

( )

I Want You Back

(Jackson 5)

( )

Wouldn’t it be Nice

(The Beach Boys)

( )

H) Match these elements according to the definitions:

1) lyrics ( ) cada uma das linhas 2) strophe ( ) sons iguais ou semelhantes 3) verse ( ) repetição do mesmo verso, o “coro” de uma música 4) refrain ( ) concordância de sons 5) rhythm ( ) a letra de uma música 6) rhyme ( ) conjunto de vários versos

Pretty Woman2

Roy Orbison Composição: Roy Orbison

Pretty woman, walking down the street Pretty woman, the kind I like to meet Pretty woman, I don't believe you you're not the truth No one could look as good as you Mercy!

Man! I Feel Like a Woman3

Shania Twain Composição: Shania Twain / Langer

Let's Go Girls! C'mon I'm going out tonight I'm feelin' alright gonna let it all hang out Wanna make some noise really raise my voice Yeah, I wanna scream and shout No inhibitions, make no conditions get a little, outta line Ain't gonna act, politically correct I only wanna have a good time

1) Based on the two songs complete: In groups of 3 find the information below: (10’)

Pretty woman Man! I feel like a woman

A common theme between the songs

A verse you know some words

How many verses do they have?

How many strophes are there ?

How many rhymes are there ?

Are there similarities between the songs?

2 Disponível em http://letras.terra.com.br/roy-orbison/1485113/ Acesso em 25 de jul. 2011.

3 Disponível em http://letras.terra.com.br/shania-twain/64387/ Acesso em 25 de jul. 2011.

Did you know that a song is composed by

elements like: lyrics, strophe, verse, refrain,

rhythm and rhyme?

2) Complete with information from the texts:

Pretty Woman – Roy Orbison Man! I feel like a woman – Shania Twain

1. A verse with the word “baby”

____________________________________

2. Refrain

________________________________ ________________________________ ________________________________ 3. Two rhymes of the first strophe:

___________________ _______________ ___________________ _______________ 4. Two rhymes of the second strophe:

___________________ ________________ __________________ ________________

1. A verse with the word “lady”

____________________________________ 2. Refrain

____________________________________________________________________________________________________________ 3. Two rhymes of the first strophe:

_________________ _________________ _________________ _________________ 4. Two rhymes of the second strophe:

_________________ _________________ _________________ _________________

3) Now, listen to the songs: PRETTY WOMAN 4 / MAN! I FEEL LIKE A WOMAN 5 and complete the sentences with the words from the box:

Pretty woman, don't walk on by Pretty woman, don't make me __ __ __ Pretty woman, don't __ __ __ __ __ __ __ __ hey, okay If that's the way it must be __ __ __ __

I guess I'll go on home it's __ __ __ __ Maybe tomorrow night but __ __ __ __ What do I see, is she walking back to __ __? Yeah she's walking back to me, oh pretty __ __ __ __ __

4 Disponível em http://letras.terra.com.br/roy-orbison/1485113/ Acesso em: 25 de jul. 2011. 5 Disponível em http://letras.terra.com.br/shania-twain/64387/ Acesso em: 25 de jul. 2011.

woman wait late cry

okay walk away me

Roy Orbison

I’m going out __ __ __ __ __ __ __ - I’m feelin’ __ __ __ __ __ __ __ Gonna let it all __ __ __ __ __ __ __ Wanna make some __ __ __ __ __ - really raise my __ __ __ __ __ Yeah, I wanna scream and __ __ __ __ __ No inhibitions – make no __ __ __ __ __ __ __ __ __ __ Get a little outta __ __ __ __ I ain't gonna __ __ __ politically __ __ __ __ __ __ __ I only wanna have a good __ __ __ __

4) Listen to the songs and match:

voice hang out noise line

conditions act correct time

shout tonight alright

Oh, oh, oh, go totally crazy (1) ( ) feel the attraction Men's shirts (2) ( ) tonight we're gonna take Oh, oh, oh, get in the action (3) ( ) forget I'm a lady Color my hair (4) ( ) I feel like a woman Man! (5) ( ) short skirts The girls need a break (6) ( ) do what I dare

Pretty woman, won't you (1) ( ) as can be

Pretty woman, (2) ( ) I couldn't help but see

Pretty (3) ( ) like me?

That you look lovely (4) ( ) pardon me

Are you lonely just (5) ( ) woman

Shania Twain

5) Take a look at the rhymes used in the songs. Find out other words with the matching rhymes.

O aluno consultará o dicionário de rimas em língua inglesa Disponível no site http://www.rhymer.com/rhymingdictionary Acesso em: 30 de jul. de 2011.

• street _____________________________________________________________ • cry _____________________________________________________________ • shout _____________________________________________________________ • voice _____________________________________________________________ 6) Complete the blanks so that you can have your song. Then, sing for us

Pretty ________, oh won't you pardon me? Pretty ________, I couldn't help but see Pretty ________ that you look lovely as can ________ Are you lonely just like __________?

I'm going out tonight - I'm feelin' _________ Gonna let it all hang out Wanna make some noise- _____________ Yeah, I wanna scream and _____________

I) Final Production: In groups of five students create your own song. Write one refrain based on one of the songs we worked with: Pay attention to its rhythm! _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

REFERÊNCIAS

BRONCKART, J. P. Atividade de linguagem, textos e discursos: por um sociointeracionismo discursivo. Trad. Anna Raquel Machado e Péricles Cunha. São Paulo: EDUC, 1999/2003/2009.

DOLZ, J; SCHNEUWLY, B. Gêneros e progressão em expressão oral e escrita – elementos para reflexões sobre uma experiência Suíça (Francófona). In: ROJO, Roxane; CORDEIRO, G.S. Gêneros orais e escritos na escola. Campinas, SP: Mercado de Letras, 2004.

MURPHEY, Tim. Music & Song. Oxford University Press, 1992/2009/2010.

PARANÁ. Diretrizes curriculares da Educação Básica: para a rede pública estadual de ensino. Língua Estrangeira Moderna. Curitiba: SEED/DEF/DEM, 2008.

Sites:

http://en.wikipedia.org/wiki/Roy_Orbison / Acesso em 02 de ago. 2011.

http://en.wikipedia.org/wiki/Shania_Twain / Acesso em 02 de ago. 2011.

http://letras.terra.com.br/roy-orbison/1485113/ Acesso em: 25 de jul. 2011.

http://letras.terra.com.br/shania-twain/64387/ Acesso em: 25 de jul. 2011.

http://letras.terra.com.br/ronettes/33957/ Acesso em: 19 de jul. 2011.

http://letras.terra.com.br/4-non-blondes/1129164/ Acesso em: 19 de jul. 2011.

http://letras.terra.com.br/jackson-five/241652/ Acesso em: 19 de jul. 2011.

http://letras.terra.com.br/beach-boys/3426/ Acesso em: 19 de jul. 2011.

http://www.rhymer.com/rhymingdictionary Acesso em: 30 de jul. 2011.

http://www.youtube.com/watch?v=KU-eOk8msA0/ Acesso em: 04 de jul. 2011.

http://www.youtube.com/watch?v=NgRTWpqAkMY / Acesso em: 04 de jul. 2011.

http://www.youtube.com/watch?v=-3GTZQp5nNQ / Acesso em: 04 de jul. 2011.

http://www.youtube.com/watch?v=9eu9VUs-xJc / Acesso em: 04 de jul. 2011.

http://www.youtube.com/watch?v=uUWATqETLuI/ Acesso em: 06 de jul. 2011.

http://www.youtube.com/watch?v=OfIfzVf8t6E&ob=av2n/ Acesso em: 06 de jul. 2011.

http://www.youtube.com/watch?v=EX8sjbsJj-I&ob=av2n/ Acesso em: 06 de jul. 2011.

http://www.youtube.com/watch?v=UXCoHxX1OC8 / Acesso em: 06 de jul. 2011.

http://www.youtube.com/watch?v=8fj2HVYlD_4/ Acesso em: 06 de jul. 2011.

http://www.youtube.com/watch?v=PsaoHi-kWNg/ Acesso em: 06 de jul. 2011.

http://www.youtube.com/watch?v=D3PpXUavzDA/ Acesso em: 06 de jul. 2011.

http://www.youtube.com/watch?v=j50ZssEojtM/ Acesso em: 06 de jul. 2011.

http://www.youtube.com/watch?v=Pq2OXVuAvQw / Acesso em: 06 de jul. 2011.

http://www.youtube.com/watch?v=LanCLS_hIo4 / Acesso em: 06 de jul. 2011.

http://www.youtube.com/watch?v=Xhx_KUrsNXM / Acesso em: 23 de jul. 2011.

http://www.youtube.com/watch?v=_LRL-zK0-z8 / Acesso em: 23 de jul. 2011.

http://www.youtube.com/watch?v=GLGD0rpYONY / Acesso em: 23 de jul. 2011.

http://www.youtube.com/watch?v=n4koWTjsz7c / Acesso em 23 de jul. 2011.

http://www.youtube.com/watch?v=O8ZtZsSZJ-Q / Acesso em: 23 de jul. 2011.

http://www.youtube.com/watch?v=PBmpJXZwHsQ / Acesso em: 23 de jul. 2011.

http://www.youtube.com/watch?v=zQnihjcH8aA / Acesso em: 23 de jul. 2011.