Music, Mandarin Chinese, Intermediate-Low
Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact firstname.lastname@example.org with any suggestions and we will update the content in a timely manner. — The Pathways Project
About the Boise State World Languages Resource Center (WLRC) Language Activity Repository
The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.
How to use the WLRC Repository’s Activities:
1. Use the Activity as is:
Before you begin:
- Most activities are 30 minutes in duration, unless otherwise specified.
- Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.
If you have any suggestions about grammar, syntax, and content, please kindly contact email@example.com.
2. Remix for Your Language Classroom:
When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.
Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials for your classroom, follow the instructions below:
- Google Slideshows:
- To begin, go to File -> Copy to create an editable version of the slideshow.
- Once finished with your changes, please complete the following steps to share:
- Click on Share
- Who Has Access
- Ensure link sharing is on and allow external access.
- Materials Saved as PDF: Please email firstname.lastname@example.org and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided.
3. Adapt for Another Language:
- See the linked English Version at the top of the activity (English Version may not be available for all activities)
In this activity students will view a few music videos from various Chinese artists in different musical genres. After each video, students will engage in a short discussion about similarities and differences in the genres between American and Chinese music.
Chinese, music, Chinese music, Chinese culture, music videos, discussion activities
NCSSFL-ACTFL World-Readiness Standards:
- Standard 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions in Chinese.
- Standard 1.2 - Students understand and interpret written and spoken language on a variety of topics in Chinese.
- Standard 2.2 -Students demonstrate an understanding of the relationship between the products and perspectives of the cultures of the Chinese-speaking world.
- Standard 4.2 - Students demonstrate an understanding of the concept of culture through comparisons of Chinese culture and their own.
Idaho State World Language Standards:
- COMM 1.1- Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
- COMM 2.1- Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- CLTR 2.1 - Analyze the significance of a product (art, music, literature, etc...) in a target culture.
- CLTR 2.2- Describe the connections of products from the target culture with the practices and perspectives of the culture.
- CONN 2.1 - Access authentic materials prepared in the target language by or for native speakers.
- CONN 2.3 - Compare and contrast cultural similarities and differences in authentic materials.
NCSSFL-ACTFL Can-Do Statements:
- I can talk about my music preferences
- I can compare and contrast musical genres from other cultures and my own
- I can, in my own and other cultures, identify some artists and musicians, their styles and contributions.
Warm up with a short discussion using the questions slide on the Google presentation
Each of the following music videos will be linked and embedded in a Google Slideshow
As a group, watch the video for each genre and then advance to the next slide in the slideshow that will have a few discussion questions
End of lab: Can-Do statement check in... "Where are we?"
- Read can-do statements and have students evaluate their confidence with cards or holding up fingers 1-5
- Encourage students to be honest in their self evaluation
- Pay attention and try to use feedback
NCSSFL-ACTFL Can-Do Statements:
I can talk about my music preferences
I can compare and contrast musical genres from other cultures and my own
I can, in my own and other cultures, identify some artists and musicians, their styles and contributions.