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The Chorus Les Choristes Dina Au, Cedric Cheng, Johnson Chu, Doris Chung, Edmond Kar, Ken Lau, Charisse Mok, Ahmood Tsang 1.

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Presentation on theme: "The Chorus Les Choristes Dina Au, Cedric Cheng, Johnson Chu, Doris Chung, Edmond Kar, Ken Lau, Charisse Mok, Ahmood Tsang 1."— Presentation transcript:

1 The Chorus Les Choristes Dina Au, Cedric Cheng, Johnson Chu, Doris Chung, Edmond Kar, Ken Lau, Charisse Mok, Ahmood Tsang 1

2 Plot Summary 2

3 Background Financially Psychologically Post WWII 3

4 The School: Bottom of the Pond Fond de L’Etang Underprivileged Orphans Juvenile Delinquencies 4 Aged ~8 - 16

5 Students Pierre Morhange /pi:' ɛʀ 'm ɔ : ʀɔ : ʒ / Pépinot /'pe ɪ p ɪ n ɒ /  Protagonist  Single-parent  Angel face; Devil mind Parent s died in WWII 5

6 Mondain /m ɔ ̃'d ɑ ̃/ Wrecker Corbin /'k ɔ : ʀ b ɑ ̃/ Kind-hearted score stand Students 6

7 Teachers & Staff Mr Clément Mathieu /'kle ɪ m ɔ ̃ m ɑ 'tjœ/ Principal Rachin /' ʀ æ ʃɑ ̃/  Protagonist  Music teacher 7

8 Uncle La Père Maxence /l ɑ p ɛʀ mæ'k ʃɔ ̃s/ Kind-hearted Janitor Mr Chabert /' ʃɑ b ɛʀ / Patriotic PE teacher Mr Langlois /l ɔ ̃'glw ɑ / Piano-playing mathsteacher Teachers & Staff 8

9 Principal Rachin  Principal @ Fond de L’Etang  “Action – Reaction”  A real educator? 9

10 Activity 1  Ahmood  Principal  Rachin  Doris  Miss Teacher Nice  Mathieu  Johnson  Mr Teacher Bad Cop  Chabert  writes something bad about the headmaster Rachin on the white board  When Rachin comes into the classroom…. 10

11  How do you feel when Rachin asks Mathieu to pick someone as scapegoat and punish the whole class? Activity 1 11

12 Activity 1 (video) 12

13 Activity 1  Discuss with your groupmates, what philosophical perspectives are observed?  Hints :try to think of some Chinese philosophical perspectives 13

14 Rachin – A Legalist?  Legalism  法家 Han Fei Zi 韓非子 14

15 Believes that human are inherently bad Merely education is not adequate to rectify the bad nature of human Clear rules/laws have to be set on people have to obey the rules/laws in order to maintain a stable society People have to obey what the head says Rachin & Legalism  Legalism 15

16 Legalism in the movie  Rachin Emphasize strict obedience the rules Students must obey and follow the rules Always requires students to keep silent ‘action-reaction’ punishment, rather than teaching or inspiring students, is a better way to make students obey the rules 16

17 Rotten Idealist Desperate Realist Principal Rachin’s Educational Philosophy? 17

18 Profit Fame Fortune Rachin’s Educational Philosophy? Selfish 18

19 Rachin’s Educational Philosophy? 19

20 ~ A Realist Reasoning Corporal punishment Discipline 20

21 ~ A Realist 21

22 Mondain: A victim of Realistic Principal 22

23 Mr Clément Mathieu  Employed as school teacher  Was a composer, but didn’t went very successful  Inventory teacher?  A teacher of love? 23

24 Activity 2 24

25 Activity 2  Uncle Maxence was seriously hurt by Le Querrec  If you were Mathieu, what would you do? Would you punish Le Querrec and take him to the principal? 25

26 Activity 2 : Any alternative way? 26

27 Activity 2  Discuss with your groupmates, what philosophical perspective is evident?  Hints : try to think from the Chinese philosophical perspective 27

28 Mathieu  great believer of student's potential  promote personal expression  thrive hard to arrange environment that encourages them to find areas of interest  Example:  setting up of a choir → stimulates children to use their potentiality 28

29 Idealists  Idealists’ Perspective:  believes developing perspective only be attained in : a deliberate, slow, gradual, maturing process.  → simply use humanistic, warm, sensitive approach as a wake-up call to their inner heart. 29

30  Both Dewey & Mathieu believe :  → music, voices as a tool can transcend minds.  the role of a teacher (Dewey) :  → to orient learners toward experiences that lead to growth  → to provide continuity to those experiences. Pragmatist 30

31 Postmodernist  raise the kids that is underrepresented, marginalized.  this school seemed to be the last resort for 'hopeless kids'. And unlike his principal, he treated them with heart.  e.g. orphaned boys, or boys whose parents don't have means to support them (financially and/or socially) 31

32 Why not Realist ?  X basic skills  X scientific  X prepare for world of work  X Realist usually feel conforming to the school order / administration would be wise. 32

33 Confucianism  What is Confucianism in educational perspectives? Believes people are teachable,  improvable and perfectible  through personal and communal  endeavor. Emphasizes self-cultivation,  emulation of moral exemplars,  and the attainment of skilled  judgement rather than  knowledge of rules. 33

34 Confucianism What is Confucianism in educational perspectives?  Requires a teacher be one who has developed their own character.  Does not use structured classes but encourages the strengths of students and improves their weaknesses. 34

35 Confucianism and Mathieu Teaching methods from ConfucianismApplication of Mathieu in the film To develop students’ interests in learning To observe students’ behaviors and to communicate with them in order to have a comprehensive understanding of them. Mathieu asked their students what they wanted to do when they grew up. Mathieu found that the students had a good voice for singing so he composed for them every day. Mathieu has positively recognized the students’ incentives so as to maintain their self-esteem. 35

36 Confucianism and Mathieu Teaching methods from ConfucianismApplication of Mathieu in the film Uses music as a tool for teaching and cultivating “li” (propriety ; 禮 ). Believes people possessing the same potential, and that education is the corrective means to stray from ethical behaviors. Establishes a harmonious relation between teachers and students. Mathieu has tried to use music to cultivate his students. Mathieu believes different students have the same potentials to be explored. Before teaching the music Students were naughty and did not follow the rules. After teaching the music Students became obedient and established a sense of trust to Mathieu. 36

37 Mencius and Mathieu Teaching methods derived from MenciusApplication of Mathieu in the film Believes people at birth are naturally good (kind-hearted). Recognizes the importance of human education and cultivation. Le Querrec has hurt Maxence but Mathieu has not punished him or taken him to the principal. On the other hand, Mathieu requires him to help look after Maxence every day after class by working at the infirmary. Rather than punishment, Mathieu gives the opportunity for Le Querrec to compensate his fault. 37

38 Music (choir) in the eyes of Rachin 38

39  “Music has helped with discipline” Music (choir) in the eyes of Mathieu 39

40 Music in Confucianism :  a device for self-cultivation  a vehicle of self-expression  a force of social stability  a political tool  a medium of communion between man, nature and supernatural powers 40

41 Music in Confucianism : “Personal cultivation begins with poetry, is made firm by rules of ceremonials, and is perfected by music.” (Lunyu, in the chapter “Tai Po” 41

42 capable of completing the personal development of the individual one’s ethical values are cultivated and one becomes the ideal Confucian gentleman  an honourable person, a paragon of moral integrity. Moral integrity = Confucian idea of humaneness (ren 仁 ) Music in Confucianism : 42

43 Music in Confucianism :  the essence of music is humaneness  A man who is not virtuous cannot claim to be a musician nor have anything to do with music 43

44 Conclusion 傳道 To Preach the Ethics 解惑 To Solve the Confusion 授業 To Teach the Knowledge 唐。韓愈《師說》 HAN Yu, Tang Dynasty, “What is a Teacher?” 44

45 Reflection Why do you think music is chosen as a vital subject to change the kid’s life and not math or physics instead? What does music mean to you? 45


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