East Meets West:  Comparing & Tracing Traditional Instruments from China (Middle School/High School) by Michael Eisenberg, 2015

View Lesson 1 Plan:  Timbre and Chinese Instrumental Palette

View Lesson 2 Plan:  Timbre and Instrumental Categories in China

View Lesson 3 Plan:  Timbre and Constructional Design

View Lesson 4 Plan:  Instrumental Ensembles in China

View Lesson 5 Plan:  Chinese Traditional Instruments in Contemporary Culture, East and West

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Art Making (Fifth Grade) by Angela Fremont-Appel, 2015

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The Mask Making Traditions, Functions and Global Connections Among China, Africa and India (Middle School) by Ida Owens, 2014

This project is designed to assist grade six through eight visual arts students in their understanding and appreciation for other cultures through mask making. Though this project focuses on the visual arts, it can be modified to function also as an interdisciplinary unit for social studies, language arts, music and dance. With further modification, it is quite possible that this unit can be adapted for a grade five through eight curriculum unit.

Cultural heritage influences every aspect of life. Its presence can be experienced within communities of the world through various modes of expression. In this unit, students will explore the cultural significance of expressive masks and the role they play within a social context.

This unit emphasizes the significance of masks cross culturally, and focuses on the meaning behind the mask. From the beginning of ancient tradition and time, ceremony, ritual, music, art, dance and theatre have played a vital role in the social context and in the cycle of man from birth to death. This unit encourages students to look closely at how the mask has been incorporated into this life cycle within specific regions, ethnic tribes, and nationalities of China, India and West Africa.

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Silk Painting (High School) by Gerald Kaplan, 2014

Students will be introduced to the history and production of silk in China. Students will then have the opportunity to design and create a silk painting of their own.

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Music in the Marketplace (8th Grade) by Leah Stephens, 2014

In this unit, students will examine the dynamic nature of the marketplace in China, paying particular attention to sound, rhythm, and timbre. While they delve into the sounds of the Chinese marketplace, they will also be examining commerce in their own neighborhood, comparing and contrasting effective sales techniques, quality products, and aesthetic elements. The performance task assessment asks students to choose a product and compose an original soundscape to accompany the presentation of this product. Students will then participate in a mini-marketplace in order to determine the effectiveness of their soundscape and sales plan. As students progress throughout the unit, they will gain understanding of the elements of the market in Chinese culture, the variety of needs and opinions within a small cross-section of the population, and the sense of community and solidarity that is often on display in public areas. 

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Acrobats, Abacus, and Alphabets: Making Connections to China through Arts Integration in the Elementary Setting (Elementary School) by Lindsay Mouyal, 2014

The purpose of this project is to integrate the teaching of visual art with other classroom contents (Science, Math, Reading, Writing, History, and Character Education) in the study of China.  This curriculum project consists of three arts integration lesson plans spanning six grades. 

The first lesson plan, Global Citizenship: Air-Color-Dance-Think, incorporates environmental concerns with the creation of an art installation and developing a performance art activity.  This will manifest through the research of current air quality levels in China and at home, a collaborative art installation project incorporating the symbolic colors represented in the air quality index chart, a movement activity connecting air quality levels to emotions and quality of life and a follow up activity inspiring students to problem solve ways to address this growing global concern.  The teacher will emphasize China’s rich history of performance (acrobats, opera, Chinese New Year parades, etc.) as inspiration for the movement activity.  This lesson is suggested for grades Kindergarten and 1st grade (Science & Social Studies collaboration)

The second lesson plan, Abacus Art: A Story of Art, Math, and Trade along the Silk Road, allows students to draw relevant connections between visual art, mathematics, and the history of China.  During this lesson, students will investigate the history of the abacus and look for it in famous Chinese paintings (such as Along the River During the Qingming Festival).  Students will then create a small abacus to use in their own personal math practices.  This lesson is suggested for grades 2nd – 3rd (Math collaboration)

The third, and final, lesson, Visual Correspondence: Calligraphy as Art and Writing, focuses on the ancient Chinese art form of calligraphy.  During this lesson, students will study and interpret visual representations of various languages; or mainly Chinese and English. Students will examine the evolution of the Chinese character from the pictograph to the present styles; as well as the influence of calligraphy and linguistics in the works of contemporary artists (such as Xu Bing).  Students will incorporate knowledge learned into an art and pen-pal writing activity.  This lesson is suggested for grades 4th – 5th (Grammar & Writing collaboration).

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Introducing Chinese Art to Children (Kindergarten - 3rd Grade) by Lois Rothman, 2013

Students (in grades Kindergarten through third) will examine and discuss photos of the natural and man made landscape of China and photos of Chinese paintings and handicrafts, as well as the teacher’s collection of Chinese art objects to learn more about the traditional ways and modern culture of the country. Students will choose to create one or more traditional paintings, sculptures, or textiles. Students will complete a written assessment of their hands-on art activity according to art educator Edmund Feldman’s evaluation guidelines. Student artists discuss their new insights into Chinese culture as they participate in a class sharing session and display of student art work.

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Portrayals of Women in Chinese Cinema (College) by Steven Willis, 2012

This course will explore portrayals of women in Chinese cinema throughout the past 80-odd years. Each film shown will feature at least one prominent female character. Arguably, the female characters in these films reflect the changes China underwent during the 20th C., and the changes it continues to undergo in the 21st C. Students enrolled in this course will gain a greater understanding of Chinese history, politics, culture, and society, and especially the role of women in these areas. Narrative themes and cinema techniques also will be discussed.

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Fiction and Nonfiction Cinematic Representations of the Cultural Revolution (College) by Jun Okada, 2012

This lesson plan is part of a course I will be teaching Spring Semester 2014 called Film studies 369: The Cultural Revolution in China. It is a mid-level, college film studies course that will also involve viewing films and reading theoretical essays and reviews. The material covered in the 15 week course is broad and historical in scope, looking at the origins of cinema in China to the emergence of the People’s Republic through the various tumultuous political movements, leading up to the cinema of the Fifth and Sixth Generation filmmakers. This particular lesson plan will cover a three week period and focus on the notion of trauma and the modern event and allow students to analyze ways in which films have attempted to represent such momentous and difficult times, specifically focusing on comparisons between fiction and nonfiction.

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Critical Analysis of Chinese Cultural Revolution Propaganda Posters (College) by Kimberly Winkle, 2012

Students will study propaganda posters used in China from 1966 to 1976 with a focus on the role of propaganda art as a political device. Through this inquiry, students will become aware of the major political, economic and societal shifts that occurred during this era and why. Students will analyze the compositional strategies utilized in the works of art and will evaluate their effectiveness in relation to the assumed goal of the artworks. Students will research their selected contemporary Chinese topic and create a propaganda artwork in response. Through their previously executed critical analysis of compositional strategies used in propaganda posters from the Cultural Revolution, students will appropriate similar techniques, while also focusing attention on contemporary aesthetic values and media choices in an effort to increase relevancy to modern society.

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Shenwu Gaobi: The Foreign as Exotic in Tang China (College) by Rebecca Woodward Wendelken, 2012

China’s trade with the West began during the Han Dynasty (206 BCE-220 CE) with the establishment of the Silk Road, a series of trade routes that crossed the vast Eurasian continent and linked China with the Levant and the Roman world.  Between the end of the Han Dynasty and the Tang Dynasty (618-907 CE) trade declined due to conflicts in Central Asia and inside China itself. With the establishment of the Tang Dynasty came a renewal of this trade and with it a fascination for things foreign and exotic.  The foreign traders found in Chang’an were immortalized in works of art such as tomb paintings, but the most lasting memorials are to be found in the pottery figures from Tang tombs.  These figures or ming qi  vary widely from small roughly sketched pieces to large and elaborately modeled works with fine details. They portray individuals and groups who could be seen on a daily basis in the markets of Chang’an. These groups include Persians, Turks, Uighurs, Sogdians, Xianbei, Tibetans and others.

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Fulbright - Hays Seminars Abroad

Fulbright - Hays Seminars Abroad

Administered by the Committee from 1981 to 2015, the Fulbright-Hays Seminars Abroad Program sent American pre-collegiate and college-level educators to several cities in China for 4-5 weeks each summer. It offered an opportunity to gain valuable, first-hand insights into a country that has become an important element in American education across the curriculum. Through the intensive program of briefings and site visits, educators enhanced their ability to teach about Chinese culture, history, politics, economics, and other areas.

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