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) Speech Songs Rhythmic content Melodic content Form of communication offer material & a method in foreign language teaching (Jolly, 1975)

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 19 th C. & Mid 20 th C.) 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. 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

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 Songs Rhythmic Games Movement

18. Promises Students’ interests Teachers’ interests

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