Music, Mandarin Chinese, Novice-Low/Mid

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 pathwaysproject@boisestate.edu 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 pathwaysproject@boisestate.edu.

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 pathwaysproject@boisestate.edu 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)

Music (Novice-Low/Mid)

Description:

In this activity students will view a few Chinese music videos from different genres. After viewing the videos, students will use information provided about each artist to do a mini research presentation in Chinese about the artist they chose.

Keywords:

China, music, contemporary music, popular music, culture, Chinese culture, interests, Chinese 

NCSSFL-ACTFL Can-Do Statements:

• I can talk about my music preferences
• I can read and understand important information from a poster
• I can compare and contrast musical genres from other cultures and my own 

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 3.2 - Students acquire information and recognize the distinctive viewpoints that are only available through the Chinese language and culture
  
• Standard 4.2 - Students demonstrate understanding of the concept of culture through comparisons of Chinese culture with 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.
  
• CONN 2.3 - Compare and contrast cultural similarities and differences in authentic materials
  
• COMP 2.3 -Compare and contrast authentic materials from the target culture with the learner’s culture

Materials Needed:

Google Slideshow

Music Festival Poster

Warm-up

Main Activity

1. In the Google Slides presentation, watch the music videos with students. Each music video is from a different genre of Chinese music. At the end of all the videos advance to the discussion question slide on the Google Slideshow
   你最喜欢哪个歌？为什么？
   "Which song is your favorite? Why?"
   
   
2. Pass out a copy of the music festival poster to students. You can also pair students up in small groups and provide each group a copy of the poster. Give students about 3 minutes to look over the poster.
   
   
3.  As a group, answer the discussion questions on the slide about the poster
   这个音乐节叫什么？
   What is this music festival called?
   
   你认识哪个／哪些音乐人？
   Do you recognize any artists?
   
   音乐节几日开始？
   What day does the festival start?
   
   在哪个城市？ 在哪个地方？
   In what city? At what place?
   
   如果你要买票，哪种票最便宜？
   If you were going to buy tickets, which ticket is the best price?
   
   你想去一个在中国的音乐节吗？为什么？
   Do you want to go to a music festival in China? Why or why not?

End of lab:

• Read Can-Do statements once more and have students evaluate their confidence. 
(Use thumbs up/thumbs down or download our student cards.) 
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

• I can talk about my music preferences
• I can read and understand important information from a poster
• I can compare and contrast musical genres from other cultures and my own

Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...