integrating music in chinese language classrooms juan julie yu saint joseph’s university
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Integrating Music in Chinese Language Classrooms Juan Julie Yu Saint Joseph’s University November 19, 2011. Overview. Theoretical background of music integration in CFL classrooms A variety of approaches of music integration in CFL classrooms Creative teaching activities in CFL classrooms. - PowerPoint PPT PresentationTRANSCRIPT
Integrating Music in Chinese Language Classrooms
Juan Julie Yu
Saint Joseph’s University
November 19, 2011
Overview
Theoretical background of music integration in CFL classrooms
A variety of approaches of music integration in CFL classrooms
Creative 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 timber
Performance 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 another
Superficial connections
One-way model
II: Correlated Interdisciplinary Approach
Use common materials/themes
Teach different subjects
Two or more teachers
Common Materials/Theme
III: Integrated Interdisciplinary Approach
Concepts/Processes as the focus when making connections between music and language
Students– centered
Meaning-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
