Integrating Music in Chinese Language Classrooms Juan Julie Yu Saint Joseph’s University

1. Integrating Music in Chinese Language Classrooms Juan Julie Yu Saint Joseph’s University November 19, 2011

2. 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

3. Gardner’s Theory of Multiple Intelligence

4. 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)

5. 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

6. Songs and Normal Speech Comparison (Ying, 2009) (Jolly, 1975) • Rhythmic content • Melodic content • Form of communication Speech Songs offer material & a method in foreign language teaching

7. 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).

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)

9. Historical Foundations and Perspectives • Plato’s ideal of the unity of knowledge (360 B.C.)

10. Historical Foundations and Perspectives • Progressive Movement (Late 19thC. & Mid 20thC.) • Child-centered • Creative activities • Real-world outcomes • Experience

11. 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).

12. 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.

13. I: Subservient Interdisciplinary Approach • One discipline in service of another • Superficial connections • One-way model

14. II: Correlated Interdisciplinary Approach • Use common materials/themes • Teach different subjects • Two or more teachers Common Materials/Theme

15. Concept/Process 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

16. IV: Multifaceted Interdisciplinary Approach • Musical works as a starting point to make connections between music and language.

17. Ways of Music Integration in Chinese Language Classrooms

18. Promises • Students’ interests • Teachers’ interests

19. Thank you Contact Info: Juan Julie Yu Jyu@sju.edu 謝 謝 !