session 4 readings

[Anonymous]

After learning about Chinese poetry and art, I feel guilty for not incorporating the arts into my curriculum. I think that history lessons can be designed around studying poetry and music, especially if we look at poems that reflect the historical content. I was very impressed by Professor Ye's chanting. I never knew to describe this as "chanting." In Iran, this is also how we read poetry. I try to describe is as "singing poetry," but it's not exactly singing. I now wonder where this practice originated (China?). It's a common practice at parties and gatherings for someone to start a circle where we take turns chanting poems or singing songs.

[Anonymous]

Professor Ye led the lecture focusing on the Age of Division with historical background, literature, and art. With the Age of Division came Buddhism and the impact on thinking, language, and art (culture). During this time period came calligraphy and the creation of language (Wang Xizhi). The reading by Cyril Birch, Anthology of Chinese Literature offers the chapter on poetry from the T'ang Dynasty. This poetry is easily adaptable to the ELA classroom at all levels. The unit does not necessarily have to be Chinese literature in order to infuse Chinese poetry. The poetry also applies to the Advanced Placement curriculum. Furthermore, the Cyril Birch chapter titled Period of Division offers poetry and short stories written as letters. This chapter has multiple samples that can be used in the ELA classroom.

The other readings from Patricia Ebrey's The Cambridge Illustrated History of China, A Cosmopolitan Empire chapter regarding the T'ang Dynasty, offers excellent background documents for students while they are studying the poetry. Complete with maps and visual art that can also come within the analysis standards for an ELA classroom. Finally, the chapter from Ebrey's work titled Buddhism, Aristocracy and Alien Rulers: The Age of Division is another historical document for background to go along with the poetry offered in Birch's anthology. Another complement that can be studied in tandem with the poetry.

[Anonymous]

Session 4
Professor Yeho
I have always had a love for poetry and music. It is beautiful and moving when words and tone of voice can touch your soul and make you feel something that you didn’t know was there. I have studied poetry in jr. high- back in the day before budget cuts and other hindrances for the arts- high school and college and never have I been given instruction on how to chant. When Professor Ye performed for us, it was more than just words, but he provoked emotion and feelings that could not have been touched with simple words. The only thing I can relate it to is growing up in the Lutheran church and hearing the cantors on Sunday morning, “singing” the verses and responses. I loved hearing this style of expression echo through the church. Professor Ye brought that same feeling when he recited and chanted during his lecture.

[Anonymous]

Session 4

Professor Ye

I was left with one thought after this session...wow! I was so beyond impressed when it came to the end of our lecture. Professor Ye's chanting was so different from anything I had ever heard, it really gave insight into the emotions felt that just saying the words would have given. I would like to find a way to incorporate more literature into my curriculum, in order to be bale to show examples of chanting to m students. I feel like poetry and literature are things I do not get a chance to focus on as much and I feel like I have a few students who would have really enjoyed it. With that being said I really enjoyed learning about poetry and literature and I had no idea the complexity of it.

[Anonymous]

For this session I tried to read the articles but some of the scanning were bad quality. Singing vs. Chanting was the most memorable of this session. I learned that the poet lyrics from Robert Burns was later turned into the most famous New Year’s eve song, Auld Lang Syne. I was impressed by the professor singing, but most important was the spirit he added to it. Before singing he did mention how his father would teach him the songs and how it was more than singing but giving the poem life. I think if I was to incorporate this into my curriculum I would need to emphasize this to the students by showing them videos so that they can better understand.

[Anonymous]

I totally agree that poetry is an expression, the one our students are most familiar with be rap. Although I do not teach this time period, I think a great engaging lesson would be comparing the themes, tones, syntax, etc. in rap songs today to popular chants. This would help with prior knowledge and then have students compare poetry styles across cultures and across time. I think it would also help students understand the purpose of poetry in the preservation of culture and ideas. Has anyone created a lesson like this before? I would love to hear thoughts on how to implement this or what activities you did to scaffold this type of lesson.

[Anonymous]

I loved the speakers ways of hold ingour attention after the in depth conversation on poetry and symbolism and the usage with in the poems.

Their is a lot of usage of things that all Japanese can relate to and visualize which is what places look like during the seasons and the nature that's inspired by these times.

These poems were often meant for highly intellectual readers and were well understood within those circles so much of the content seemed vague with very little detail but for the reader it was inclusive and full of imagery and content they could draw upon.

[Anonymous]

I found a very interesting the detailed explanation of the phonetic element of Chinese characters in poetry.
The six principals governing the formation of characters it is useful to those interested in doing translations.
edited by edelafuente on 6/20/2016

[Anonymous]

In class, especially after PE, Recess, and Lunch I usually play classical music to sooth students during their do now/warm up activity. I've switched over to playing the following musical selection I found on youtube. https://www.youtube.com/watch?v=K7CseTNRZ_0

It's called 2 Hours of The Best Traditional Chinese Music. At first students giggled but they enjoy it very much. Once I was distracted by a discipline incident that had occured during play time and a few student were patiently raising their hands to ask or remind me about the Chinese music. They made me laugh out loud.

[cgao]

Please download and read the attached PDFs. Two of the readings are selections from Cyril Birch's Anthology of Chinese Literature: From Early Times Through the Fourteenth Century (Grove Press, 1965) and the other two are from Patricia Ebrey's The Cambridge Illustrated History of China (2nd Ed., 2010). The recommended further readings list as well as the handout are additional resources.
edited by cgao on 2/25/2016

[Anonymous]

Excellent idea! You're right this is a perfect opportunity for student to compare and contrast poetry styles across cultures. Thank you! This is a great way to start my first week of reading class this next up coming new year.

Subject: @Jgaytan

I totally agree that poetry is an expression, the one our students are most familiar with be rap. Although I do not teach this time period, I think a great engaging lesson would be comparing the themes, tones, syntax, etc. in rap songs today to popular chants. This would help with prior knowledge and then have students compare poetry styles across cultures and across time. I think it would also help students understand the purpose of poetry in the preservation of culture and ideas. Has anyone created a lesson like this before? I would love to hear thoughts on how to implement this or what activities you did to scaffold this type of lesson.

[Author]

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