Integrating Music in Chinese Language Classrooms

Juan Julie YuSaint Joseph’s University

November 19, 2011

Overview

Theoretical background of music integration in CFL classroomsA variety of approaches of music integration in CFL classroomsCreative teaching activities in CFL classrooms

Gardner’s Theory of Multiple Intelligence

Why Musical Intelligence

Music and language are supportive sisters• Early Childhood (Chen-Hafteck, 1997)• Adults Learning Stage (Christison, 2003; Richards,

1999)• Children with Special Needs (Leung, 1995)

Possibilities between Language & Music

Composition: Use of a symbol (notational) system to express feelings and to create images, reflections, and impressions.Patterning of elements: words, phrases, sentences, and paragraphs; loudness, duration, pitch, and timberPerformance concept: inflections, expression, projections, fluency, phrasing, punctuation, artistry, and nuance

Songs and Normal Speech Comparison

(Ying, 2009)

Speech

Songs

• Rhythmic content• Melodic content• Form of

communication

offer material & a method in foreign language teaching

(Jolly, 1975)

Interdisciplinary Approaches

An interdisciplinary approach is defined as "a knowledge view and curricular approach that consciously applies methodology and language from more than one discipline to examine a central theme, issue, problem, topic, or experience" (Jacobs, 1989, p.8).

Ed Duling: “It’s soup”

“In a complete soup, we most often can still see the ingredients added to the mix; they have not been totally lost in the mix.” (Duling, 2007)

Historical Foundations and Perspectives

Plato’s ideal of the unity of knowledge (360 B.C.)

Historical Foundations and Perspectives

Progressive Movement (Late 19thC. & Mid 20thC.)

• Child-centered • Creative activities• Real-world outcomes• Experience

John Dewey: Interest and Effort in Education (1913)

“… education comes only through willing attention to and participation in school activities. It follows that the teacher must select these activities with reference to the child’s interests, power, and capacities.” (John Dewey, 1913, p. ix).

Historical Foundations and Perspectives

Constructivism• Every person “constructs” his or her own

reality and knowledge.• School learning is meaningful when it relates

to students’ personal life experiences.

I: Subservient Interdisciplinary Approach

One discipline in service of anotherSuperficial connectionsOne-way model

II: Correlated Interdisciplinary Approach

Use common materials/themesTeach different subjectsTwo or more teachers

Common Materials/Theme

III: Integrated Interdisciplinary Approach

Concepts/Processes as the focus when making connections between music and languageStudents– centeredMeaning-makers relating

to their own life experience

Concept/Process

IV: Multifaceted Interdisciplinary Approach

Musical works as a starting point to make connections between music and language.

Ways of Music Integration in Chinese Language Classrooms

Songs

Rhythmic GamesMovement

Promises

Students’ interests

Teachers’ interests

Thank you

Contact Info:

Juan Julie Yu Jyu@sju.edu